Conceptualising student resilience in higher education: A scoping review
DOI:
https://doi.org/10.24085/jsaa.v13i2.5408Keywords:
resilience, higher education , mental health, student experienceAbstract
The construct of resilience has received growing attention in the higher education literature over the past three decades. However, conceptualisations of resilience are widely varied. Since resilience has often been viewed as a fixed trait an individual either possesses or lacks, the influence of context on resilience is frequently underestimated. The purpose of this review is to gain a better understanding of how resilience is conceptualised in the broader context of higher education literature. A scoping review of the conceptualisation of resilience within higher education is provided based on the methodological framework for scoping reviews developed by Arksey and O’Malley. The scoping study method is guided by the need to identify all pertinent literature, irrespective of study design. The initial search via the EBSCO, ERIC and PsychINFO databases yielded 189 records. Altogether, 41 contributions were included in the scoping analysis. Each resource was evaluated thematically to identify key categorisations of resilience. Three overarching themes were identified, including (1) resilience as an internal construct, (2) resilience as an external or environmental construct, and (3) resilience as a malleable, growth construct. These categorisations can equip universities to design more comprehensive student support programs that do not focus on a singular interpretation of resilience. For educators, practitioners and policymakers this review highlights the need for a multifaceted approach to fostering resilience in higher education. Future research on how resilience is conceptualised specifically within an African context is recommended.
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