**3. Assets**

Health assets are starting to be a feature of the healthcare literature that provided the basis for the original frailty analogy. Rotegård et al. [21] define health assets as:

the repertoire of potentials—internal and external strengths qualities in the individual's possession, both innate and acquired—that mobilise positive health behaviours and optimal health/wellness outcomes. (p. 514)

The assets that people bring to their professional teaching activities can be highlighted and consequently mobilised through reflective dialogue. Some assets may be part of the academic's disciplinary heritage and may be revealed though a process of conceptual exaptation, where familiar disciplinary concepts can be repurposed to support deeper and more personally relevant reflection on teaching (for disciplinary examples, see [28–30], where ideas such as care in nursing, contested concepts in politics and reactions in chemistry are repurposed to provide a language to consider teaching). This reflects the oft-quoted work by Ausubel [31], whose Assimilation Theory of Learning emphasises a constructivist epistemology in which the only place for further learning is provided by what the individual already knows as a basis for the construction of new knowledge. What academics know best is their disciplinary knowledge and ways of thinking. This echoes the view of frailty managemen<sup>t</sup> offered by D'Avanzo et al. [32]:

if we want frailty to be approached as a malleable and preventable condition, a bottom-up approach is needed [and] the tools through which frailty can be managed should come from [participants'] own context and resources. (p. 16)

Rather than providing a rather inert list of assets, a process of 'asset mapping' is suggested in the literature as a process that can help to emphasise the dynamic connections between assets as a way to increase their overall utility [21]. In the case of pedagogic frailty, this asset mapping probably needs to start from the individual perspectives held by academics (as in the case studies illustrated by Kinchin and Winstone [17]) which can then facilitate and structure the essential dialogue between members of an academic community [33,34] to start to map community assets. Distinguishing between individual, community or institutional assets may be helpful in operationalising the pedagogic health model and targeting resources to support the managemen<sup>t</sup> of a developing sense of coherence [35].
