Resiliency, Achievement at University and Identities. A Study at the Light of a New Systemic Paradigm: The Three Dimensional Spiral of Sense

This study is part of the broad research program on University Quality Assessment. It falls into the Sub Program of Quality Education Optimization in relation to students’ achievements, with a view to implementing professors’ support and professionalization mechanisms. The aim was to go deep into the causes for delay in finishing studies at the University, as well as to become aware of the strong “reasons” leading to a delay, globally, of over the half of the pre-established time assigned to different courses of studies.). The main objective was to observe the relationship between resiliency and achievement at the National University of Cuyo, taking a long period (more than 20 years and 6 faculties). From the methodological point of view, quantitative (descriptive and predictive level: bivariate and multivariate) and qualitative methodologies were used. Triangulation was then carried out. The model included factors of different types: basic, personal, occupational, structural, pedagogic-institutional and psychosocial ones. We worked on three (3) levels: macro-méso-micro-macro in their sustained interaction or systemic feedback. The study macro-policies combine with institutional “decisions” and a predominance of “disciplinary” programs, which often disregard the consolidation of social competencies (méso level) and, finally, with the situation of the primary actors (micro level), that is, delaying students. Here we will analyze the results related to the Resiliency factor (quantitative level). We used the Henderson and Milstein’s technique, which shows degrees of resiliency at the staff personnel, the institution and the professors’ levels, evidencing where the strengths and weaknesses are located. There appear different identities related to different Faculties and Courses of Study; identities linked to the students’ achievement. The empirical findings provide elements for informed decision-making that looks at the quality of the university system, generating professionalization and continuous improvement programs that incorporate the training of “soft competencies”.