| Foreword |
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xv | |
| Preface |
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xvii | |
| Acknowledgment |
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xxiii | |
| Chapter 1 COVID-19: Overview of Current and Future Online University Teaching |
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1 | (17) |
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COVID-19 has disrupted university education and stirred all aspects of university life. |
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Universities shifted to online teaching, learning, and assessments and were generally successful, but governments and societies became skeptical about the outcomes and the creditability of the degrees. |
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This chapter presents the challenges faced by online education and weighs them against the benefits. |
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The chapter also discusses the assumptions made during this transformation phase and their impact. |
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The last part of the chapter presents a vision model of the future of online education and the newly created competitions between rich and poor universities and the move towards new opportunities of multiple-sourced degrees, virtual campuses, and virtual professors. |
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| Chapter 2 Adopting Complexity Leadership in University Research and Innovation Management: A Framework Proposal |
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18 | (19) |
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Luana Ferreira-Lopes Silva |
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The aim of this chapter is to provide an alternative perspective to managing universities' capacities for change through the lens of complexity leadership, more specifically in the realm of research management. |
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It does so by developing and proposing a leadership framework underpinned by three dimensions: complexity leadership principle statements applicable to the university setting; the attributes, roles, and leadership functions of university agents to best support the needs of a complex context and organization; and general guidelines on how to activate the change process towards more collaborative, responsible, and sustainable research actions. |
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The chapter's intended contributions are two-fold: to contribute to the growing yet underexplored literature on complex leadership in managing change in the university setting and to propose an actionable framework that can boost the contributions and sustainability of higher education institutions. |
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| Chapter 3 Higher Education Institutional Strategies to Sustain Quality Education: COVID-19 Practices and Lessons |
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37 | (12) |
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During the COVID-19 pandemic, higher education institutions (HEIs) faced serious challenges that raised concerns about sustaining the quality of education delivered to students and the quality of the graduates produced. |
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Many HEIs throughout the world were unable to sustain the quality of teaching and learning due to many issues including lack of clear strategies, policies, procedures, and practices. |
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This chapter will identify successful practices of HEIs for achieving sustainable quality education during COVID-19, based on transformation strategies in line with United Nations Sustainable Development Goals. |
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This chapter will also highlight the role of governance in strategic decision making throughout strategy transformation and the impact of leaders on effective decision making during the crisis in developing successful practices for sustainable quality education. |
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| Chapter 4 Distance Learning Programmes as Alternative Learning: Satisfaction, Experience, and Enrolment of Community College Students During the COVID-19 Pandemic |
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49 | (21) |
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This study aims to understand the satisfaction and experience of programme-seeking students in a community college in the United States. |
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In order to improve the satisfaction, experience, and teaching and learning procedures of distance learning courses and programmes, it is important to understand the students' feedback and ideas. |
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Based on the case study methodology, the researcher collected data from 1,857 inductive surveys and 11 focus group activities. |
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This research allowed the researcher to gain knowledge and understanding about students' satisfaction, experience, and potential enrolment in degree programmes during and after the COVID-19 pandemic. |
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More importantly, the results provide recommendations to school leaders, instructors, government leaders, and policymakers about current and future college and university development regarding changes in teaching and learning behaviours. |
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| Chapter 5 The Experiences and Self-Efficacy of Faculty Members Using Distance Learning for the First Time: A Qualitative Inquiry |
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70 | (21) |
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The purpose of this study was to understand faculty members' experience, self-efficacy, and sense-making processes after teaching via online distance learning for the first time in the Spring, Summer, and Fall 2020 academic terms (i.e., during the COVID-19 pandemic). |
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The research also sought to understand how participants described their teaching and learning methods and approaches after having completed the three academic terms and received students' feedback. |
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This study aimed to use the findings to develop and refine the preparation and procedural guidance offered to first-time distance learning teachers to improve their methods, approaches, and experiences. |
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Using a phenomenological analysis, the researcher collected data from 70 interviews and seven focus groups. |
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The results recommended school leadership to reform their current distance learning-based programs, and to first-time users of distance learning in teaching faculties to help them reflect on their teaching and learning methods and approaches based on a self-efficacy perspective. |
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| Chapter 6 Academic Governance Arrangements: Quality Assurance and Pandemic Impact |
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91 | (15) |
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Governing the quality of academic activities at the institution level is a challenging task. |
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Literature shows that the model of academic governance considers quality but still lacks proper standardization of academic functions and risk minimization in higher institutes. |
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In the current chapter, the authors present a conceptual framework of academic governance, different arrangements settings, and exploring nexus of governance in education sector: how it operates to support the quality of academic activities. |
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Using literature content and qualitative analysis, firstly the chapter explores a few factors of academic governance such as expectations of regulators, standards, and quality, and secondly, it presents influences due to pandemic on academic governance. |
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At the last, this chapter draws inferences to act as a starting point for the study on academic governance, refers knowledge, infuses more research practices, and answers a few questions that might surface from the implementation of academic governance in assuring quality. |
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| Chapter 7 Completing Student-Teaching Internships Online: Instructional Changes During the COVID-19 Pandemic |
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106 | (22) |
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Distance-based learning has become one of the common alternative learning options. |
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Currently, due to the COVID-19 pandemic, many academic programmes, including programmes with internship requirements, have switched their teaching and learning strategies from on-campus learning to online platforms. |
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This study aims to understand the experiences and sense-making processes of student-teachers who have completed their student-teaching internships online during the COVID-19 pandemic. |
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To understand the feedback, experiences, and sense-making processes of this group of student-teachers, it is important to collect first-hand sharing. |
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More importantly, the trend of distance learning-based student-teaching internships will be developed during and after the COVID-19 pandemic. |
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The results of this study will serve as one of the first reports about student-teachers' experiences. |
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| Chapter 8 Avoiding the Mediocrity Pact: Another Crisis in Higher Education |
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128 | (12) |
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This chapter identifies a problem in higher education affecting all levels of participants from student to trustee. |
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It is a condition where teachers pretend they are teaching, and students pretend they are learning. |
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Brazilian anthropologist Darcy Ribeiro observed education in Brazil, identifying one of its maladies in coining the expression "O Pacto da Mediocridade" - the Mediocrity Pact. |
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Cohen and March analyzed universities characterizing them as organized anarchies. |
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The chapter conceptualizes the term and provides examples of the pact in action in the COVID-19 pandemic context. |
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The authors identified problems challenging higher education management and suggested strategies to overcome the pact. |
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Finally, they emphasize the higher education benefits of citizenship, better appreciation of culture and arts, and learning to live peacefully in a democratic and changing society. |
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| Chapter 9 How Do International Students Study for Their University Degree Programme Using Technologically-Assisted Tools and Platforms? A Study About the Education Voyage During the COVID-19 Pandemic |
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140 | (22) |
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Due to the current education trend, many students, including traditional-age, non-traditional, returning, evening, and adult students, move from traditional on-campus study to distance learning and online education. |
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The current COVID-19 pandemic offers opportunities for these colleges and universities to expand their channel to international students who cannot come on-campus due to the recommendation of social distancing and the self-quarantine policy. |
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However, it is important to capture the students' comments and opinions, particularly international students who are looking for the living experience in an overseas country. |
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With the tools of qualitative inductive survey and interview sessions, the researcher collected 63 valid data from the Chinese international students. |
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This study provided the blueprint for school leadership, department heads, policymakers, faculty members, and students who are interested in reforming the current curriculum and instruction. |
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| Chapter 10 Assessing the International Student Enrolment Strategies in Australian Universities: A Case Study During the COVID-19 Pandemic |
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162 | (27) |
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Travel restrictions in the COVID-19 pandemic cause a significant drop in international student enrolment. |
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To cope with such drastic change, this study aims to assess the international student enrolment strategies in Australian universities during the pandemic. |
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Using the critical theory as a theoretical framework, this case study first probed into the problems of the current international student enrolment strategies by taking power and discourses into consideration. |
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The problems identified include the marginalisation of international students and hindrance in their empowerment. |
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Then, this study proposed some future directions for international student enrolment in relation to international students' concerns and needs, alongside migration policies and workforce demands. |
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The future directions include increasing their chances to be academically competitive and equip them to prepare for their future career. |
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The findings can be useful for university management to devise better strategies to recruit and retain international students in the post-pandemic era. |
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| Chapter 11 Evaluating the Application of Leadership and Governance in Higher Education Institutions |
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189 | (15) |
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Marwan Mohamed Abdeldayem |
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This chapter aims to evaluate the application of leadership and governance in higher education (HE) organizations in the Kingdom of Bahrain and the UK. |
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The method of the study relies on reading lists of governance standards from several advanced educational institutions and uses a "comparative methodology" based on the collected data from both counties. |
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This research reviews the various models of "the higher education governance" and analyzes the strengths and weaknesses of each model. |
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The study employs the three principles of UNDP (transparency, participation, and accountability) to assess application of leadership and governance in higher education institutions. |
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The findings of this study reveal that Arab universities need to perceive the significance of clarifying the reason for governance. |
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The study likewise distinguishes the significance of relating their job and commitment to the procedure of change to the learning-based economy and world informatics. |
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Further, it features the need of broadening the cooperation of stakeholders in the key basic leadership. |
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| Chapter 12 The Global Pandemic and Challenges for Tertiary Education in Malaysia |
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204 | (15) |
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The global pandemic and subsequent series of movement control orders (MCOs) imposed by the Malaysian government have severely impacted the tertiary education sector comprising both public and private universities in Malaysia. |
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Private colleges and universities in Malaysia now face increased financial pressures as enrolments of students have either been cancelled outright or deferred. |
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Whilst full-time employees in the tertiary education sector face additional pressures to handle these disruptions, contractual staff members face the risk of unemployment resulting from the non-renewal of their existing teaching contracts. |
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Even if some of these classes can be moved online, challenges remain; for example, scientific research and classes that require physical access to laboratories for the conduct of experiments will be impacted. |
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| Chapter 13 The Impact of External Factors on Academic Governance in Universities: The Case of Canada and France |
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219 | (16) |
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In a number of countries, the main issue regarding internal or academic governance in universities is, at least from the standpoint of faculty and faculty unions, collegial governance. |
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In North America and Western Europe in particular, the degree to which the academic governance of universities is carried out in a collegial fashion, that is, through conferring, collaborating, and gaining consensus is the object of an abundant scholarly literature. |
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The author reviews the external factors that have an impact on the internal, academic governance of universities in both Canada and France, asking if those factors have any altering effect on collegial governance in Canadian and French universities. |
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| Chapter 14 COVID-19 and the Digital Identity of Faculty: Pakistani Universities as a Case in Point |
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235 | (20) |
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Based on Bennett's theoretical framework, "The Digital Practitioner," rooted in Maslow's Hierarchy of Need, this mixed-method study investigated the digital identity of the Pakistani universities' faculty in the COVID-19 context. |
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The data revealed that the faculty is willing to adopt digital identity with modesty, empathy, and positivity while the negative feelings like fear, risk, and mistakes have been accepted with optimism. |
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The implications of the study guide the policymakers in academia to reflect on the teachers' digital identity and address their fears and challenges through institutional support and proper professional development opportunities. |
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| Chapter 15 Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa |
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255 | (22) |
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Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. |
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The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. |
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Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. |
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The impact of the lockdown on student governance is examined through the lens of ordinary students. |
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Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. |
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Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest. |
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| Chapter 16 The University of Panic: Leadership in the Post-Learning COVID Campus |
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277 | (13) |
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A pandemic crushes assumptions and inherited narratives of higher education. |
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This chapter explores how COVID-19 tested the parameters of teaching and learning and how universities failed this test. |
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Through the panic of shutdowns, lockdowns, economic restructures, social distancing, and closures, the speed of change and decision making was profound and under public scrutiny. |
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Online learning has been a panacea for economic and social problems for 20 years. |
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To manage a crisis the scale of COVID-19, online learning would be the obvious solution. |
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However, the pandemic showed the flaws in this strategy and the toxic reality of quick fixes to higher education. |
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Students were short changed and academics pushed to exhaustion. |
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After COVID-19, higher education is in shreds. |
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The visions and futures of universities are blurred. |
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Using the theories of Paul Virilio, particularly his University of Disaster, this chapter probes show higher education unravels and dissociates teaching and research. |
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When time is short and risks are high, what mode of leadership will survive in the post-pandemic university? |
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| Compilation of References |
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290 | (41) |
| About the Contributors |
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331 | (5) |
| Index |
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336 | |
