Refletindo sobre a resiliência acadêmica: as comunidades universitárias perante uma crise prolongada

Liudmyla Sukhoivanenko; Marta Panas; Khrystyna Kyryk; Antonina Karnaukhova; Larysa Harashchenko

doi:10.22633/rpge.v30iesp2.21393

Autores

Liudmyla Sukhoivanenko Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0000-0001-6087-4816
Marta Panas Danylo Halytsky Lviv National Medical University https://orcid.org/0000-0002-3302-6974
Khrystyna Kyryk Danylo Halytsky Lviv National Medical University https://orcid.org/0000-0002-6926-4894
Antonina Karnaukhova Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0001-6476-8084
Larysa Harashchenko Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0001-5004-6136

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21393

Palavras-chave:

Resiliência acadêmica, Comunidade universitária, Crise prolongada, Ensino superior

Resumo

Este estudo desenvolve um quadro integrativo de resiliência da comunidade universitária a crises prolongadas, com base na teoria da resiliência organizacional, na teoria da liderança servidora e no quadro de parceria educacional. A pesquisa utiliza síntese teórica e análise conceitual, ilustradas pela experiência das universidades ucranianas em 2022–2024. O modelo proposto possui três níveis, a saber, institucional, comunitário e individual, e quatro fases: antecipação, enfrentamento, adaptação e transformação. As contribuições teóricas do estudo incluem o seguinte: a resiliência paralela é conceituada em termos da capacidade de uma comunidade universitária de operar simultaneamente em várias fases do ciclo de crise no modelo de quatro fases proposto; a liderança servidora é identificada como o mecanismo formador do sistema que garante coerência em todos os níveis do modelo; o constructo de engenhosidade-como-parceria é apresentado, assim como a diferença fundamental entre a parceria compensatória, que restaura recursos perdidos, e a parceria generativa, que cria novas capacidades institucionais.

Downloads

Não há dados estatísticos.

Biografia do Autor

Liudmyla Sukhoivanenko, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Universidade Pedagógica Nacional “Oleksandr Dovzhenko” de Hlukhiv, Hlukhiv – Ucrânia. Doutora em Ciências Pedagógicas, Professora Sênior do Departamento de Ensino de Física, Matemática e Informática, Faculdade de Ciências Naturais e de Ensino de Física e Matemática.

Marta Panas, Danylo Halytsky Lviv National Medical University

Universidade Nacional de Medicina Danylo Halytsky de Lviv, Lviv – Ucrânia. Doutora, Professora Associada do Departamento de Microbiologia, Faculdade de Medicina.

Khrystyna Kyryk, Danylo Halytsky Lviv National Medical University

Universidade Nacional de Medicina Danylo Halytsky de Lviv, Lviv – Ucrânia. Doutora, Professora Associada do Departamento de Anatomia Normal, Faculdade de Medicina.

Antonina Karnaukhova, Borys Grinchenko Kyiv Metropolitan University

Universidade Metropolitana Borys Grinchenko de Kiev, Kiev – Ucrânia. Doutora em Ciências Pedagógicas, Professora do Departamento de Educação Pré-escolar, Faculdade de Formação Pedagógica.

Larysa Harashchenko, Borys Grinchenko Kyiv Metropolitan University

Universidade Metropolitana de Kiev Borys Grinchenko, Kiev – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada do Departamento de Educação Pré-escolar, Faculdade de Formação Pedagógica.

Referências

Adams, D., Feng, X., & Omar, I. M. (2025). Review of the knowledge base of servant leadership in higher education research, 1998 to 2023. Journal of Higher Education Policy and Management, 47(6), 629–648. https://doi.org/10.1080/1360080X.2025.2470747

Bartusevičienė, I., Pazaver, A., & Kitada, M. (2021). Building a resilient university: Ensuring academic continuity—Transition from face-to-face to online in the COVID-19 pandemic. WMU Journal of Maritime Affairs, 20, 151–172. https://doi.org/10.1007/s13437-021-00239-x

Błaszczyk, M., Kovalisko, N., Pieńkowski, P., Pachkovskyy, Y., & Ryniejska-Kiełdanowicz, M. (2025). Coping with adversity: Mechanisms of resilience in Ukrainian universities during the Russian-Ukrainian War—A perspective from Lviv University students. Higher Education, 91, 1991–2010. https://doi.org/10.1007/s10734-025-01506-z

Canavesi, A., & Minelli, E. (2022). Servant leadership: A systematic literature review and network analysis. Employee Responsibilities and Rights Journal, 34(3), 267–289. https://doi.org/10.1007/s10672-021-09381-3

Duchek, S. (2020). Organizational resilience: A capability-based conceptualization. Business Research, 13(1), 215–246. https://doi.org/10.1007/s40685-019-0085-7

Eva, N., Robin, M., Sendjaya, S., van Dierendonck, D., & Liden, R. C. (2019). Servant leadership: A systematic review and call for future research. The Leadership Quarterly, 30(1), 111–132. https://doi.org/10.1016/j.leaqua.2018.07.004

Evenseth, L. L., Sydnes, M., & Gausdal, A. H. (2022). Building organizational resilience through organizational learning: A systematic review. Frontiers in Communication, 7, Article 837386. https://doi.org/10.3389/fcomm.2022.837386

Hashim, M. M., Tlemsani, I., & Matthews, R. D. (2022). A sustainable university: Digital transformation and beyond. Education and Information Technologies, 27, 8961–8996. https://doi.org/10.1007/s10639-022-10968-y

Hill-Berry, N. P., & Burris-Melville, T. S. (2025). When the going gets tough: Educational leadership and resilience in times of crises. Power and Education, 17(2), 216–240. https://doi.org/10.1177/17577438241297242

Hollands, L., Haensse, L., & Lin-Hi, N. (2024). The how and why of organizational resilience: A mixed-methods study on facilitators and consequences of organizational resilience throughout a crisis. The Journal of Applied Behavioral Science, 60(3), 449–493. https://doi.org/10.1177/00218863231165785

Khilkovska, A., Molodcha, N., Stepanov, V., & Shmakova, L. (2025). University resilience strategy in conditions of armed conflict. Pedagogical Academy: Scientific Notes, 1–21. https://doi.org/10.5281/zenodo.16849641

Kravets, S. H., & Slobodianyuk, O. (2024). Development of partnership in vocational education based on project activities. Adaptive Management: Theory and Practice. Series Pedagogy, 18(35), 1–18. https://doi.org/10.33296/2707-0255-18(35)-17

Kurapov, A., Pavlenko, V., Drozdov, A., Korchakova, N., & Pavlova, I. (2026). Impact of war on Ukrainian university students and personnel: Repeated cross-sectional study. Journal of Loss and Trauma, 31(3–4), 483–499. https://doi.org/10.1080/15325024.2024.2433990

Lavrysh, Y., Lytovchenko, I., Lukianenko, V., & Golub, T. (2022). Teaching during the wartime: Experience from Ukraine. Educational Philosophy and Theory, 57(3), 197–204. https://doi.org/10.1080/00131857.2022.2098714

Liu, B. F., Shi, D., Lim, J. R., Islam, K., Edwards, A. L., & Seeger, M. (2022). When crises hit home: How U.S. higher education leaders navigate values during uncertain times. Journal of Business Ethics, 179, 353–368. https://doi.org/10.1007/s10551-021-04820-5

Nguyen, L. T., & Tuamsuk, K. (2024). Unveiling scientific integrity in scholarly publications: A bibliometric approach. International Journal for Educational Integrity, 20, Article 16. https://doi.org/10.1007/s40979-024-00164-5

OECD. (2022). Administrative service delivery during wartime: OECD policy responses on the impacts of the war in Ukraine. OECD Publishing. https://doi.org/10.1787/23d5a973-en

OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en

Protsyk, H. (2024). Higher education amid the war: A resilience test for Ukraine’s integration into the European Higher Education Area. In M. Rabinovych & A. Pintsch (Eds.), Ukraine’s thorny path to the EU (pp. 279–310). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-69154-6_12

Riggio, R. E., & Newstead, T. (2023). Crisis leadership. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 201–224. https://doi.org/10.1146/annurev-orgpsych-120920-044838

Savrasova-Viun, T. O., Polishchuk, T. I., & Rudenko, V. S. (2025). Servant leadership as a factor of sustainable community development. Science and Technology Today, 54(13), 1435–1446.

Shaya, N., Abukhait, R., Madani, R., & Khattak, M. N. (2022). Organizational resilience of higher education institutions: An empirical study during COVID-19 pandemic. Higher Education Policy, 36, 529–555. https://doi.org/10.1057/s41307-022-00272-2

Tierney, W. G., & Lanford, M. (2018). Institutional culture in higher education. In P. N. Teixeira & J.-C. Shin (Eds.), Encyclopedia of international higher education systems and institutions (pp. 1–9). Springer. https://doi.org/10.1007/978-94-017-9553-1_544-1

Trevisan, L. V., Eustachio, J. H. P. P., Dias, B. G., Leal Filho, W., & Pedrozo, E. Á. (2024). Digital transformation towards sustainability in higher education: State-of-the-art and future research insights. Environment, Development and Sustainability, 26, 2789–2810. https://doi.org/10.1007/s10668-022-02874-7

UNESCO. (2024). Analysis of war damage to the Ukrainian science sector and its consequences. UNESCO Institute for Statistics. https://ukrainet.eu/2024/03/12/unesco-report/

UNICEF Ukraine. (2023). Education survey reveals impact of war on Ukraine’s students: PISA 2022 results. UNICEF. https://www.unicef.org/ukraine/en/press-releases/international-education-quality-research

Williams, T. A., Gruber, D. A., Sutcliffe, K. M., Shepherd, D. A., & Zhao, E. Y. (2017). Organizational response to adversity: Fusing crisis management and resilience research streams. Academy of Management Annals, 11(2).

https://doi.org/10.5465/annals.2015.0134