Academia

, 12

actions, decisions, and support from institution

, 62–64

back to in-person work and changing lifestyle

, 65–66

challenges in professional space

, 55–59

in COVID-19 and challenges

, 54–55, 62

digital engagement in

, 15–18

features of working in

, 108

overcoming challenges of pandemic

, 62–65

pandemic message

, 66–68

personal challenges and impact on professional life

, 59–62

in pre-COVID world

, 150

support from other sources

, 64–65

Academic (s)

, 74–75

cooperation

, 40

evolving academic identity

, 128–131

practical strategies for

, 84–86

staff

, 72, 77, 81

work

, 41

Academic resilience

, 5, 140

digital engagement in academia

, 15–18

narratives

, 4–5

navigating research in different context

, 13–15

negotiating contract

, 10–12

postdoc in foreign country

, 6–10

resilience in academia

, 18–20

resiliency across global contexts

, 125–128

stories of resilience

, 6–18

uncharted terrain

, 5–6

Academic Resilience Model (ARM)

, 19–20, 148, 150

academia in pre-COVID world

, 150

academic resilience beyond COVID-19

, 144–147

academic resilience during COVID-19

, 141–144

COVID-19 pandemic impact on academic resilience

, 140

after global pandemic

, 147–148

network

, 149

outcome

, 146–147

personality

, 145–146

process

, 146

structure

, 148

surviving and thriving during and after COVID-19 pandemic

, 151

Adversity

, 40–41

Advisory process

, 95–96

Agile management techniques

, 95

Agility

, 132

App

, 13–14

Autonomy

, 46–48

Awareness about touching students’ lives

, 128

BASIC language

, 29–30

Blackboard

, 77–78, 83–84

‘Breaching’

, 111–112

Business advisory services

, 95

Carbon footprint

, 41–42

Careerism

, 117

Children

, 64–65

China, COVID-19 challenges in

, 124

Citizenship

, 128–129

Civic engagement

, 112

during COVID-19

, 108

Digigallus Connect initiative

, 110, 113, 119–120

DigiGallus Connect within university

, 116–117

feedback by students

, 118–119

hidden curriculum

, 117–118

negotiating

, 114–120

purpose’ in academia careers

, 120–122

university

, 114–115

Coalition for Epidemic Preparedness (CEPI)

, 124

Collective intelligence

, 93–94

multidisciplinarity in

, 103

Collective resilience

, 92, 98–99

learning and achievement

, 99–104

SOS-MSME project

, 95–99

Collegiality

, 42

Command & Conquer (real-time strategy games)

, 29–30

Commitment

, 46

Communication

, 97

Community resilience projects

, 111–112

Confessional narrative style

, 94

Cooperation

, 40, 42

Coping mechanisms, resilience and

, 82–84

Coronavirus

, 16

COVAX initiative

, 124

COVID-19 pandemic

, 4, 10, 19–20, 40–41, 54, 72, 74–75

academic resilience beyond

, 144–147

academic resilience during

, 141–144

academics’ experiences of

, 140–141

and challenges

, 55–62

digital shift and

, 34–35

entrenched modes of learning and teaching

, 27–28

evolving situation

, 124

impact on academic resilience

, 140

ubiquity of conscription

, 130–131

Creditability

, 26

Cross-disciplinary teams

, 108

Daily press briefings

, 16

Digigallus Connect initiative

, 110–113

within university

, 116

Digital engagement

in academia

, 15–18

during COVID-19

, 18

Digital online pedagogies

, 26–27

Digital pedagogues

, 27–28

Digital shift

, 34–35

Digital Taskforce

, 27–29, 32–34

Early career academics

, 26, 143

Early career resilience during disruptive times

, 35–36

Early Career Scholar (ECS)

, 42

Ebola outbreaks

, 4

Educational institutions in South Africa

, 72

Effective communication systems

, 124

Empathy

, 36

Encouragement

, 148

Engineers

, 108

Entrepreneurial model

, 99

Ethnomethodological concept

, 111

Exchange

, 149

Existential crises

, 130–131

Facebook

, 97

Finance

, 96–97

Gini index

, 87

Global pandemic

, 124–125

‘Golden age’

, 26

Government policies

, 124

Hidden curriculum

, 117–118

Higher degree of resilience

, 26

Higher education

, 40

with civic engagement

, 112

COVID-19 challenges for academics in

, 54

in COVID-19

, 18

institutions

, 74

online

, 73–74

resilience in

, 18–19

unprecedented challenges beyond teaching and learning

, 40

Zoom and

, 49–50

Home-learning environment

, 13–14

Human Resources

, 97

Identity

, 26, 149

Immediacy

, 44–46

Impostor syndrome

developing sense of identity through formative years

, 29–32

early career resilience during disruptive times

, 35–36

Inclusive pedagogies

, 34–35

Individualised resilience

, 5–6

Information Technology

, 97

Infrastructure

, 48–49

In-person work and changing lifestyle

, 65–66

Instagram

, 97

Institution’s support

, 64–65

Institutional identity, evolving

, 131–132

Institutional Review Board (IRB)

, 57–58

Institutions, practical strategies for

, 84–86

Instrumentality

, 149

Integrated multidisciplinary expertise

, 94

Intellectual achievement in Australia

, 26–27

Intellectual property

, 26–27

Interdisciplinary research

, 65–66

International academic cooperation

, 40

academics

, 49–50

costs and benefits of wide participation

, 43–49

COVID-19 crisis

, 40–41

immediacy

, 44–46

infrastructure

, 48–49

international academic events

, 50–51

LatAm

, 42–43

trust and autonomy

, 46–48

International students

, 27–28

Interview protocols

, 57–58

Interviews

, 125

Kindergarten

, 13

social distancing measures along with

, 13–14

Latin American Studies academic track event (LatAm event)

, 42–44, 46

Legal and Government measures

, 97

LinkedIn

, 97

Lockdown regulations

, 72

Loneliness

, 68

Long-term strategies

, 4

Loyalty

, 149

Marketing

, 96–97

Masking

, 56–57

Mental health in pandemic

, 67

Mentoring

, 56–57

Micro, small and medium enterprises (MSME)

, 92

Microsoft Teams

, 77–78, 83–84

Middle East Respiratory Syndrome (MERS)

, 4

Mobile phone network

, 73–74

Narratives

, 4–5

National Coronavirus Command Council (NCCC)

, 72, 87

Negotiating contract

, 10–12

Network

, 41–42, 149

Non-essential travelling

, 40

Online learning

, 130–131

Online mentoring platform

, 57–58

Online mentorship

, 56–57

Online mural

, 97

Online teaching

, 72, 84

“Ontological security”

, 133

Operations

, 96–97

Optional Practical Training (OPT)

, 61

Organisation for Economic Co-operation and Development (OECD)

, 140

Pandemic

, 16

crisis

, 72

direct and indirect impact of

, 109

resilience amidst pandemic

, 74–84

Parent–child interactions

, 13–14

Passion

, 46

Pastoral care

, 75–79

Peer-mentoring

, 56–57

Perish

, 75–79

Personal uncertainties

, 130–131

Personality

, 145–146

Play-based learning

, 13–14

‘Pollyannaish’

, 14–15

Positioning resilience

, 5–6

Postdoc in foreign country

, 6–10

Poverty

, 73

Practical strategies for academics and institutions

, 84–86

Process

, 146

Professional development in academia

, 54

Progressive policies

, 81

Psychological distress

, 40–41

Publish research

, 75–79

Qualitative methods

, 57–58

Quarantine

, 16, 124

R numbers

, 16

Race

, 128–129

Real-time strategy games

, 29–30

Recalibration

, 148

‘Red Zone’ students

, 77–78

Reflect

, 141

Remote teaching

, 26–27

Resilience

, 4–5, 40–41, 124–125, 143

in academia

, 18–20

in all forms of academia

, 36

higher degree of

, 26

Isabel’s story

, 75–79

Jennifer’s story

, 82–84

Portia’s story

, 79–82

practical strategies for academics and institutions

, 84–86

publish or perish vs. pastoral care

, 75–79

resilience amidst pandemic

, 74–84

of South African academic staff

, 72

South African tertiary education landscape

, 73–74

stories of

, 6–18

Resiliency across global contexts

, 125–128

awareness about touching students’ lives

, 128

drifting from slow theoretical scholarship

, 127

evolving academic identity

, 128–131

evolving institutional identity

, 131–132

striving for significant scholarship

, 126

valuing meaningful relationships

, 125–126

Resilient academics

, 149

Respond

, 141

Revolve

, 141

Safer Illinois app

, 63–64

Scaffolding

, 148

School of Management

, 92

Self-isolating

, 16, 124

Service teaching

, 109–110

Severe Acute Respiratory Syndrome (SARS)

, 4

Short-term strategies

, 4

Skills

, 150

Social distancing

, 16, 56–57, 63, 96

measures

, 13–14

Social media

, 97

SOS Talks initiative

, 97–98

SOS-Careers project

, 99

SOS-MSME project

, 93–95, 99, 143

coordinating

, 99

experience

, 103

South African tertiary education landscape

, 73–74

Special Administrative Region (SAR)

, 13

Strategies

, 142

Strength-based factors

, 148, 150

Structure

, 148

Student engagement

, 114–115

Student-led volunteering

, 112

Superior learning experience

, 27–28

Surviving during and after COVID-19 pandemic

, 141, 151

Swine Flu (H1N1)

, 4

Symposia

, 48–49

Teacher–student relationships

, 74

Teaching approaches

, 130–131

Team leaders

, 96

Technology

savvy researchers

, 65–66

technology-empowered teaching

, 30–32

Thriving during and after COVID-19 pandemic

, 141, 151

Traditional teaching styles

, 74–75

Transformation

, 149–150

Transformative research

, 26–27

Trust

, 46–48

Ubuntu

, 75–76, 87

UFRGS

, 102

Uncharted terrain

, 5–6

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 140

United States, COVID-19 challenges in

, 124

United States Citizenship and Immigration Services (USCIS)

, 62–63

University

, 108, 114–115, 131

community

, 143

DigiGallus Connect within

, 116

infrastructures

, 108

University of Hong Kong (HKU)

, 42

UVigo TV symposium

, 44, 46, 48–50

Vaccination

, 63–66, 108, 124

Vaccine distribution

, 124

Virtual catch-ups

, 14–15

Virtual classes

, 54–55

Virtual learning

, 83–84

Volunteering

opportunities for staff

, 112

student-led

, 112

Warcraft 2 (real-time strategy games)

, 29–30

WhatsApp

, 75–78

Work from home

, 54, 62–63, 65–66

Workloads

, 109

World Bank

, 140

World Health Organization (WHO)

, 124

YouTube

, 97

Zoom app

, 16, 58–59, 62–63, 77–78, 83–84