Organizational Resilience in Educational Institutions: A Stakeholder Perspective Using Nominal Group Technique
DOI:
https://doi.org/10.37134/mrj.vol14.2.2.2025Keywords:
organisational, resilience, sustainability, education, Nominal Group TechniqueAbstract
Organizational resilience is essential for institutions to navigate disruptions such as policy changes, pandemics, and rapid technological advancements. However, research on resilience has primarily centered on business and management, leaving the education sector underexplored and limiting its ability to develop resilience effectively. This study addresses this gap by identifying key determinants of organizational resilience in educational institutions using the Nominal Group Technique (NGT), a structured method for achieving expert consensus. Nine educational stakeholders including administrators, lecturer, principal, headmaster, teachers, school staff, and parent participated in structured NGT sessions. Findings reveal that stakeholders demand a supportive institutional culture and positive communication as fundamental pillars of resilience. They also emphasize the critical need for proactive management, flexibility, and effective leadership to drive long-term growth and adaptability. The study concludes that educational institutions must adopt a proactive and inclusive approach to resilience-building, leveraging diverse stakeholder input to create strategies tailored to unique challenges. Furthermore, this study proposes an organizational resilience framework for educational institutions, offering guidance for future researchers, school management, educators, policymakers, and other stakeholders. This framework aims to cultivate a culture of resilience, ensuring the sector's sustainability and capacity to thrive amidst evolving challenges.
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