Knowledge management during emergency remote teaching: an interpretative phenomenological analysis of the transition experiences of faculty members

Abstract

Purpose The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context. Design/methodology/approach Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols. Findings Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge. Originality/value The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism

“…, 2010). Consequently, faculty members lack the motivation to invest time and effort in exploring or learning about domain-specific applications that could directly benefit the interning students’ work (Srivastava et al. , 2024).…”

“…However, the current regulatory structure within educational institutions does not encourage such deeper faculty involvement with the internship domain. Faculty involvement in guiding interns is largely voluntary as these efforts are not acknowledged and rewarded formally in terms of performance evaluations or professional development (Narayanan et al, 2010) domain-specific applications that could directly benefit the interning students' work (Srivastava et al, 2024). In the absence of institutional mechanisms facilitating such involvement, the feedback and support provided by faculty remains generic and motivational in nature.…”