id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-267866-854rzbrx	Dohaney, Jacqueline	Benefits, barriers, and incentives for improved resilience to disruption in university teaching	2020-05-29		.txt	text/plain	6949	459	45	We used a pragmatic theoretical approach with a 35 mixed methods methodology, to categorise the results within three distinct levels 36 ( individual, school/department, and institution), supporting the design and 37 implementation of resilience-building strategies for academics and institutional leaders. We used a pragmatic theoretical approach with a 35 mixed methods methodology, to categorise the results within three distinct levels 36 ( individual, school/department, and institution), supporting the design and 37 implementation of resilience-building strategies for academics and institutional leaders. Architecture and Design (SEAD) established a resilience Steering Group (i.e., a community 122 of practice and research project) to explore how we can prepare staff and learners and 123 promote L&T continuity in the event of significant disruption. The results and discussion are presented within the four major themes identified in our data 220 analysis: our community of practice's characterisation of resilience to disruption, followed by 221 the benefits, barriers, and incentives to building resilience.	./cache/cord-267866-854rzbrx.txt	./txt/cord-267866-854rzbrx.txt