Higher Education in the Age of COVID-19: Leadership Challenges and Strategies

Odegard-Koester, Melissa; Alexander, Toni; Pace, Lesli K.

doi:10.22158/jecs.v4n4p104

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Any leader needs to develop a climate and culture of communication, especially during a pandemic. Effective multi-directional communication will function to mediate and respond to actual needs and changes, especially involving parties impacted or affected by policy changes (Odegard-Koester et al, 2020). This is also to ensure that their rights are not reduced or negotiable without downgrading the standard of educational services, such as for students or education staff.…”

Section: Develop Communicationmentioning

confidence: 99%

“…Empathy will emerge through genuine collaborative activities between leaders and members, working to support each other, channels to express mutual concerns, and feelings of friendship to discuss unknown things together. Leaders encourage the work environment, to increase productivity and combine efforts to promote health on their personal and professional sides (Odegard-Koester et al, 2020). To ensure the physical and mental well-being of students and faculty, it is necessary to maintain a sense of togetherness and common purpose.…”

Section: Develop Empathymentioning

confidence: 99%

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Higher education leadership and uncertainty during the COVID-19 pandemic

Nugroho

Paramita

Mengistie

et al. 2021

JSeD

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The impact of the pandemic on higher education activities is a major concern around the world. Higher education is obliged to carry out the necessary measures of adaptation, innovation, and management change, which are promoted by leaders at various levels. The leadership is further committed to encouraging transformative changes to meet students’ most critical needs. Leadership is expected to be able to use all resources in the organization, even in limited conditions due to pandemic impacts. The crisis condition during pandemic become the main approach in implementing higher education leadership. First, the leader develops effective multi-directional communication to mediate and respond to actual needs and changes, especially involving parties impacted or affected by policy changes. Second, the leader develops a cooperation network to support mutually one another to form productivity. It is necessary to network with all interests to formulate the best solution to reduce the adverse impacts of the pandemic. Third, the leader develops empathy to encourage the work environment, increase productivity, and combine efforts to promote health on their personal and professional sides. Fourth, lecturers develop an own set of heuristics for managing their classes using technology as the main work in the new normal situation.JEL Classification A23; I00; I23

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Section: Develop Communicationmentioning

confidence: 99%

Section: Develop Empathymentioning

confidence: 99%

Higher education leadership and uncertainty during the COVID-19 pandemic

Nugroho

Paramita

Mengistie

et al. 2021

JSeD

View full text Add to dashboard Cite

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Chairing an academic department in a climate of crisis: Exploring the implications and limits of an ethic of care

Pace¹

2021

Qualitative Research Reports in Communication

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The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic

Varga‐Atkins¹,

Sharpe²,

Bennett³

et al. 2021

Journal of Interactive Media in Education

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Given that universities have significant choices to make about what is retained from our emergency measures, the authors set out to use the record of our biweekly meetings to examine the choices that we have made during the pandemic and how we have made them. In this collaborative reflective article from authors from five different institutions in the UK and Australia, we demonstrate that student-centred decision making emerged unanimously as the core value driving our decision making during the pandemic. In our reflections, supported by our diary notes, we explore and document our decision-making processes relating to educational technology through the lens of agile values and principles in the context of crisis leadership during the COVID-19 pandemic. We discuss four prominent drivers for student-centred decision making: a) collecting and rapidly sharing student voice data, b) offering more choice in anticipation of diverse needs, c) giving a high priority to equalising access to technology and d) taking responsibility for students in difficult circumstances. In addition, we discuss five emerging data-driven themes -leadership, operational continuity, student welfare, pedagogy and technology infrastructure -and offer insights into studentdriven decision making with examples from our respective institutions. The ultimate aim for our reflection is to establish approaches that we value in higher education leadership that we should sustain and to formulate principles for student-centred agile leadership for university education which can serve us during the pandemic and beyond.

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Higher Education in the Age of COVID-19: Leadership Challenges and Strategies

Cited by 3 publications

References 2 publications

Higher education leadership and uncertainty during the COVID-19 pandemic

Higher education leadership and uncertainty during the COVID-19 pandemic

Chairing an academic department in a climate of crisis: Exploring the implications and limits of an ethic of care

The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic

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