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The definition of individual resilience remains ambiguous. This article responds to that ambiguity by first deriving a definition of individual resilience from conservation of resources (COR) theory. Accordingly, to the extent individuals have sufficient resources and behave according to two key principles of COR theory, they will exhibit resilience in response to significant adversity. A second development builds upon the COR distinction between resources deployed in response to adversity which are resource-preserving as distinct from resource-enhancing, which generate what are here labeled acceptance resilience and strategic resilience, respectively. It is proposed that behaviors associated with acceptance resilience support relative continuity of environments, relationships, and life goals, with strategic resilience behaviors often involving changing environments, relationships, or life goals. Acceptance resilience is related to earlier COR understandings of resilience and relevant resources, while strategic resilience requires distinct or additional resources. Individuals demonstrating the two types of resilience will diverge in terms of openness to new experiences, persistence, loss aversion, and the valuation of future resources. It is further proposed that acceptance resilience is more common than strategic resilience and that organizations which find resilience valuable will tend to support acceptance resilience, in part because strategic resilience may generate turnover in response to adversity. The analysis addresses related issues, including coping, career change, burnout, as well as teams and organizations. Implications for theory, practice, and future research conclude the work.

This article demonstrates how the system archetype "drifting goals" can be used in the classroom to explore ethical dilemmas. System archetypes provide a framework that shifts the focus from seeing ethical dilemmas as stemming solely from the acts of individuals to exploring the systemic structures that are responsible for generic patterns of behavior over time. The use of a system archetype in the classroom is an important pedagogical approach and communication device to encourage systemic thinking. The drifting goals archetype exposes students to new ways of thinking about ethical problems and the structures that create them.

This study uses the 'family time economies' concept for a nuanced investigation of family work-care experiences in 20 Australian nursing families. The family time economy captures information on the management and coordination of work and care responsibilities in families. Our study investigates how nurses were utilizing nursing flexibility to support time for caring for their families. We report on couple interview research which offered important insights into how shift work and family time are described and negotiated between partners caring for children. The study shows that the complex work schedules generated by shift work are reflected in domestic life, as nurses and their partners use available employment flexibility to ensure they have time for family care. The 'taylorized' allotment of time within the family competed with the desire to make, and preserve, free and unstructured family time, reflecting the incursion of, and resistance to, industrial temporalities in the familial sphere.