South African Higher Education Institutions at the Beginning of the Covid-19 Pandemic: Sense-Making and Lessons Learnt

Abstract

After the unprecedented changes experienced in higher education due to the Covid-19 pandemic, there is a need to integrate initial thoughts and reflective experience to decide on the way forward. This study aimed to reflect on, and make sense of the events related to South African higher education institutions HEIs at the onset of the COVID-19 pandemic by using the Cynefin framework. Data from a rapid review of online media at the onset of the Covid-19 pandemic and a collaborative autoethnography session 1 year since lockdowns were implemented are used to present perspectives for the sense-making process. This offers insights to both ends of the spectrum as it highlights the evolution of processes taking place at multiple levels from government policies to institutional practices, as well as how this impacted on both staff and students. The Cynefin framework demonstrated sense-making efforts in the disordered, to the chaotic, to the complex, then to the complicated and eventually to the simple domain. Each domain ushered in its peculiarities and highlighted the issues ranging from vulnerabilities experienced in the higher education sector, to trying to reconfigure the academic year, to dealing with wicked problems, to eventually relying on expert assistance to navigate the virtual university space. Trying to establish causality in the simple domain proved challenging as the information available during the time was sparse. Despite these challenges, the lessons learnt include the importance of the sense-making process among all academic staff, the significance of collaboration and team efforts and the need to adapt leadership and self-leadership approaches to the changed ways of working in higher education institutions.

COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa

“…In South Africa, following the COVID-19 pandemic, several measures were developed across the education system, notably in higher education, to ensure that thousands of students had access to proper digital tools to participate in various learning programs around the country. During the COVID-19 epidemic, Du Plessis et al [51] discussed the process of transferring higher education online. As "universities prepared to switch to remote online learning and teaching", Du Plessis et al [51] pointed out that five critical issues needed to be considered by universities to make online learning successful, including "affordability, connectivity, assessment, and student support".…”

“…During the COVID-19 epidemic, Du Plessis et al [51] discussed the process of transferring higher education online. As "universities prepared to switch to remote online learning and teaching", Du Plessis et al [51] pointed out that five critical issues needed to be considered by universities to make online learning successful, including "affordability, connectivity, assessment, and student support". Affordability and connectivity are the most critical of these four challenges.…”

“…Du Plessis et al [51] found that "no one knew how online meetings and teaching operated at the start of the process, what the protocols were, or the length and volume of the sessions". Again, it was discovered that online meetings and lectures were conducted differently from those face-to-face social norms.…”

“…Others benefited from the meeting's virtual format: "I'm glad I was online because I would have hit some individuals". In South Africa, ten of the country's 26 institutions finished the academic year before the conclusion of the calendar year 2020 [51]. Four of the 26 universities were projected to finish the second semester in January 2021, seven in February, and the remaining five in March.…”

Women academics and the changing psychological contract during COVID-19 lockdown

“…It is therefore clear that the psychological contract between academics and their institutions has been changing over the last decade ( Shen, 2010 ). When coupled with the COVID-19 pandemic in South Africa, there may be long-term effects on retention, productivity, and overall performance ( du Plessis et al, 2022 ). Lopez and Fuiks (2021) have challenged researchers to investigate whether and how psychological contracts have shifted or been breached; which elements need updating, e.g., work tasks, schedules, and performance appraisals; how academic psychological contracts can be clarified and negotiated during this time of uncertainty and crisis; and how anxiety and burnout can be reduced while optimism and organizational commitment are sustained.…”