Discipline

Education

Abstract

Educational disruptions test the capacity of institutions to sustain operations and fulfill their mission. While organizational resilience has been examined in business contexts, less is understood about how higher education institutions in developing contexts navigate prolonged disruptions, a gap this study addresses by examining the institutional resilience of Boaters Wheel Educational System and Technology (BWEST) College. A qualitative case study design anchored in resilience and organizational adaptability frameworks was employed, with data collected through semi-structured interviews with administrators, faculty members, and key personnel, complemented by document analysis of institutional reports, memoranda, and policy issuances. Thematic analysis revealed that BWEST College demonstrated resilience through adaptive leadership, flexible learning delivery, and collaborative decision-making, rapidly transitioning to alternative learning modalities, sustaining academic operations, and maintaining stakeholder engagement despite uncertainties. Strong leadership support, open communication channels, and shared institutional commitment emerged as key enablers. Challenges included limited technological infrastructure, varying levels of digital readiness among stakeholders, and resource constraints that affected full implementation of adaptive strategies, though innovation in instructional and administrative practices helped sustain institutional functions despite these limitations. The study concludes that institutional resilience is a dynamic, context-driven capability shaped by leadership, innovation, and collective engagement, recommending strengthened digital capacity, institutionalized adaptive practices, and enhanced support systems to ensure sustained resilience in future disruptions.

Keywords

higher education, qualitative research, adaptive strategies, institutional resilience, educational disruptions