Higher Education Crises: Training New Professionals for Crisis Management

Holzweiss, Peggy C.; Walker, Daniel W.

doi:10.1353/csj.2018.0008

Cited by 15 publications

(22 citation statements)

References 9 publications

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“…At the university level, participants suggested incorporating required coursework on practices, ethics, and etiquette for remote learning as well as scenario-based discussions, simulations and classroom collaboration to create remote learning frameworks that could be deployed as needed. Having a plan in place for remote continuity of learning at the school level and school-district level was recommended as well familiarizing all stakeholders with the plan to respond to future crises, similar to recommendations in the crisis management literature (Baytiyeh, 2019;Barker & Yoder, 2012;Gainey, 2009;Holzweiss & Walker, 2018;Smith & Riley, 2012;Zdziarski, 2016). Participants also advocated for university coursework to include remote continuity of learning plan development that included best practices and ways to support teachers and school leaders at varying levels of experience.…”

Section: Discussionmentioning

confidence: 99%

“…HE institutions with well-prepared and well-established crisis management processes that were reviewed and updated on a consistent basis were likely to be positioned to respond and mitigate the outcomes of an event (Zdziarski II, 2016, p. 27). Holzweiss and Walker (2018) stated that HE administrators incorporated crisis management into their leadership development due to natural disasters and active shooter incidents that occurred on campuses (p. 124). Crisis management planning, therefore, was critical to HE institutions' ability to manage the effects of the COVID-19 pandemic in the short term.…”

Section: Crisis Management and Leadershipmentioning

confidence: 99%

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Remote continuity of learning and the COVID-19 pandemic: educators self-perceptions of preparedness

Ceballos

Vitale

Gordon

2021

JPSP

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In February 2020, the COVID-19 pandemic upended education systems as schools suspended in-person instruction and transitioned to remote learning to mitigate the spread of the disease within their communities. As school systems implemented remote learning, we sought to examine differences in teacher and educational leader self-perceptions of preparedness for remote continuity of learning and communicating with stakeholders, factors contributing to preparedness, and recommended needs in future educational leadership preparation. We used a survey design to complete this research by distributing the Self-perceptions of Preparedness for Remote Continuity of Learning Instrument (SPRCLI) © to a convenience sample of teachers and educational leaders enrolled in a graduate-level educational leadership program. Eighty teachers and 15 educational leaders completed the SPRCLI © survey. Analysis indicated differences in self-perceptions of preparedness to communicate with stakeholders with educational leaders demonstrating higher perceptions of communication preparedness. Contributing factors for preparedness for remote continuity of learning included colleagues, professional development, prior technology experience, and experiences with online learning. Participants recommended future educational leadership preparation include professional development and coursework on digital applications, best practices for remote learning, and development of school plans for remote continuity of learning. This study contributes to an understanding of teacher and educational leader preparedness for remote learning at the start of the COVID-19 crisis.

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Section: Discussionmentioning

confidence: 99%

Section: Crisis Management and Leadershipmentioning

confidence: 99%

Remote continuity of learning and the COVID-19 pandemic: educators self-perceptions of preparedness

Ceballos

Vitale

Gordon

2021

JPSP

View full text Add to dashboard Cite

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“…Various crises impact higher education, ranging from violence on campus to social unrest and natural disasters among others (Jackson & Terrell, 2007;Lindell et al, 2007), giving rise to crisis management, relevant training, and change (Catullo et al, 2009;Holzweiss & Walker, 2018). One facet of crisis management is learning continuity (Rayburn et al, 2020), as crises cause major shifts in the mode and consistency of teaching and learning (SchWeber, 2013).…”

Section: Higher Education Crisis Management and Adaptationmentioning

confidence: 99%

Reimagining Community College Math Reform Amid COVID-19

Wickersham

Zheng

Wang

et al. 2023

Community College Review

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Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment.

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“…Richardson’s (2011) qualitative study of SSAOs highlighted the themes of having a student-focused approach, prior experience, and working within one’s institutional culture as critical factors influencing crisis management and decision-making. Holzweiss and Walker’s (2018) quantitative study collected a list of recommended skills needed for crisis management: logistics, mental and physical health, understanding student procedures, processes, and knowing resources.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Despite these efforts, graduate preparation programs must also remind students of the importance for continued professional development and mentoring. As Holzweiss and Walker (2018) advise, “While graduate preparation programs can introduce new professionals to the foundational concepts of crisis management, performing these functions can only be learned through professional experience and guidance from seasoned administrators” (p. 134).…”

Section: Implications For Practicementioning

confidence: 99%

Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

Gansemer-Topf

2022

American Behavioral Scientist

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Senior Student Affairs Officers (SSAOs), whose primary responsibility is the health, safety, and well-being of students, were at the forefront of leading their campuses through the COVID-19 crisis. In Fall 2020 a diverse group of 23 SSAOs was interviewed to understand the contexts and issues that influenced decision-making during the pandemic. A focus on students, alignment with institutional contexts, and financial realities were consistently identified as key influencers of decision-making. Effective decision-making often entails a balancing act of several factors. The implications of this study can be used to inform student affairs practice and the professional development of graduate students and future and current SSAOs.

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Higher Education Crises: Training New Professionals for Crisis Management

Cited by 15 publications

References 9 publications

Remote continuity of learning and the COVID-19 pandemic: educators self-perceptions of preparedness

Remote continuity of learning and the COVID-19 pandemic: educators self-perceptions of preparedness

Reimagining Community College Math Reform Amid COVID-19

Values, Contexts, and Realities: Senior Student Affairs Officers’ Decision-Making During the COVID-19 Pandemic

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