Leading the Academic Department during the COVID‐19 Crisis

Hlavac, Craig D; Buller, Jeffrey L.

doi:10.1002/dch.30332

Cited by 3 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This will assist in correcting any misinformation, decrease student anxiety, address student concerns, and provide opportunities for potential ideas for future decisions. 20,21 The weekly meeting of the NYPTA AASIG COVID-19 Response Team provided opportunities to share best practices for communications with the students. Safe learning environment: For in-person laboratory experiences, provide information to all students and instructors that demonstrate it is safe and justifiable to return to campus. It is suggested that each program have a contingency plan to continue the laboratory component in some manner, finding alternate locations or methods of learning.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

COVID-19 Impact on Students in Physical Therapist and Physical Therapist Assistant Education Programs in New York and New Jersey: Key Issues and Recommended Responses

Hyland

Vore

Chan

et al. 2021

JOPTE

View full text Add to dashboard Cite

Introduction. In March 2020, after the COVID-19 pandemic surged in New York City, higher education had to either halt or immediately convert to fully online education. Physical therapy program directors in New York (NY) State and New Jersey (NJ) immediately recognized a need to understand the new challenges facing students. Purpose. The purpose of this paper was to identify the challenges that students in physical therapist (PT)/physical therapist assistant (PTA) programs in NY and NJ were experiencing and how institutions could respond to those challenges. Subjects. Students enrolled in a PT or PTA program in NY or NJ; N = 934 (861 PT and 73 PTA). Methods. An online survey was distributed to PT/PTA programs in NY/NJ. The survey consisted of open-ended and closed-ended questions related to academic, financial, and nonacademic issues, transition to online learning, and how institutions could respond to student challenges. Descriptive statistics and thematic analysis were used. Results. The most important challenges that students identified were quality/quantity of hands-on experiences, lack of contact with classmates, personal physical and mental health/wellness, and affording tuition and fees. Some differences were found across geographical regions and graduating cohorts. Physical therapist and PTA student cohorts had the same top concerns. Five major themes emerged from open-ended questions: communication; safe return to campus for psychomotor skills; additional academic resources; recognition of students' financial, mental, and physical health concerns; and, financial support. Discussion and Conclusion. Students in physical therapy education in NY and NJ faced similar challenges because of COVID-19 as observed by other universities worldwide. Physical therapy education can be stressful, and these additional challenges made this time extremely difficult. The findings of this survey can be used to develop a crisis management plan for university emergencies that require program modifications.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

COVID-19 Impact on Students in Physical Therapist and Physical Therapist Assistant Education Programs in New York and New Jersey: Key Issues and Recommended Responses

Hyland

Vore

Chan

et al. 2021

JOPTE

View full text Add to dashboard Cite

show abstract

“…The literature on this subject tends to emphasize the importance of certain characteristics for effective crisis leadership, including agility, clarity, compassion, honesty, preparation, resilience, trust, and transparency. Much recent scholarship is beginning to explore the impact of recent crises—including the coronavirus pandemic—on academic administrators, and to posit recommended strategies for effectively leading in this highly unusual environment, such as the following provided by Hlavac and Buller ( 2020 ): “The department chair is perhaps the most influential scholar/administrator in the contemporary university. Chairs have the ability to connect with students and faculty in ways that upper administrators cannot.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of COVID-19 on Academic Department Chairs: Heightened Complexity, Accentuated Liminality, and Competing Perceptions of Reinvention

Gigliotti

2021

Innov High Educ

View full text Add to dashboard Cite

This article explores the impact of the COVID-19 pandemic on academic department chairs. Through a survey of 172 department chairs in the United States, the central findings of this research—intensified challenges, a multidirectional leadership pivot, and competing perceptions of higher education reinvention—reinforce the liminality of the academic chairperson role, highlight the need for increased training and development opportunities for individuals engaged in this work, and offer a reminder of ensuring that the broader perspectives of department chairs are included in efforts to reinvent institutions of higher education. These findings depict crisis leadership as a required competency for academic leaders.

show abstract

Redefining the Role of Programme Leadership in Preserving Intended Learning Outcomes during the COVID-19 Crisis

Mahgoub

2022

Agile Learning Environments Amid Disruption

View full text Add to dashboard Cite

Leading the Academic Department during the COVID‐19 Crisis

Cited by 3 publications

References 1 publication

COVID-19 Impact on Students in Physical Therapist and Physical Therapist Assistant Education Programs in New York and New Jersey: Key Issues and Recommended Responses

COVID-19 Impact on Students in Physical Therapist and Physical Therapist Assistant Education Programs in New York and New Jersey: Key Issues and Recommended Responses

The Impact of COVID-19 on Academic Department Chairs: Heightened Complexity, Accentuated Liminality, and Competing Perceptions of Reinvention

Redefining the Role of Programme Leadership in Preserving Intended Learning Outcomes during the COVID-19 Crisis

Contact Info

Product

Resources

About