Future Thinking Continuity of Learning in Marketing: A Student Perspective on Crisis Management in Higher Education

Abstract

To boost understanding of how universities can develop strategies to ensure continuity of learning in anticipation of future crises, this research asked business students to reflect on their university's response to the COVID-19 pandemic and to discuss their preferred future of higher education in times of crisis. First, students were asked what their university and professors did well and what they did poorly as the COVID-19 pandemic unfolded. Second, participants were asked to discuss factors that facilitated and hindered personal learning success during the crisis. Finally, students were given the opportunity to share their opinions on the preferred mode in which universities should operate during times of crisis. Data were analyzed to illuminate a path marketing academicians can follow to maintain learning continuity in the face of crises, one which prioritizes shared responsibility among universities, faculty, and students.

Pandemic Pedagogy for the New Normal: Fostering Perceived Control During COVID-19

“…This topic is of utmost importance to marketing educators because marketing professors are frontline service providers who must understand students’ changing needs to motivate learning (Vander Schee, 2010). Furthermore, demonstrating effective marketing and selling techniques is important to marketing professors who are in a unique position to demonstrate what they teach (Rayburn et al, 2020). Additionally, while this research topic applies to other disciplines dealing with the pandemic, marketing faculty are more skilled at communication.…”

“…Additionally, while this research topic applies to other disciplines dealing with the pandemic, marketing faculty are more skilled at communication. They, therefore, are in a distinct situation to communicate pandemic pedagogy solutions across departments and campuses (Rayburn et al, 2020).…”

Responding to Covid‑19: Experiences of Ashesi University’s Student Affairs Team

“…In the past, crisis events in global higher education institutions (HEIs) have primarily centred on issues concerning harassment, bullying and discrimination suits, administrative scandals, student unrest, strikes, mass shootings, suicides, severe weather events, and terrorist attacks (Wang & Hutchins, 2010;Studenberg, 2017). Crisis management plans in this regard have focused mostly on human and environmental safety as part of the HEI goals (Rayburn, Anderson & Sierra, 2020). By caring for and ensuring a safe environment for all members of the campus community during a crisis, students can readily transition to safer conditions that enable the continuity of their academic experience.…”

“…The current Covid-19 pandemic has revealed the need for institutions to have adequate short-and long-term crisis management plans to ensure that the educational process is uninterrupted and to maintain learning continuity (Rayburn et al, 2020). A recent World Bank Education (2020) report on tertiary institutions' responses to the Covid-19 crisis reveals widespread institutional disruptions including those related to mass student displacements, weakened vital campus services and support, increased inequity, and inequality in accessing education.…”

Teaching entrepreneurial finance: Reconsidering Morris and Liguori in light of the COVID-19 pandemic

“…There are lessons to learn from this for all students and this study gives a unique perspective to teachers about issues students are coping with during the pandemic. Rayburn et al (2020) empirically examined data from marketing students and revealed a student perspective on crisis management in higher education. They mentioned that universities, professors, and students achieve shared responsibility for the continuity of learning.…”