‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic

Shankar, K.; Phelan, Dean; Suri, Venkata Ratnadeep; Watermeyer, Richard; Knight, Cathryn; Crick, Tom

doi:10.1080/03323315.2021.1932550

Cited by 34 publications

(26 citation statements)

References 7 publications

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“…We have reported elsewhere (cf. Shankar et al, 2021;Watermeyer, Shankar, et al, 2021) on the overall findings; here we focus on the Australian findings. The survey was launched on 19 June 2020 and remained open for two months.…”

Section: Survey Distributionmentioning

confidence: 95%

‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector

McGaughey

Watermeyer

Shankar

et al. 2021

Higher Education Research & Development

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The COVID-19 pandemic has profoundly affected the university sector globally. This article reports on the Australian findings from a large-scale survey of academic staff and their experiences and predictions of the impact of the pandemic on their wellbeing. We report the perceptions of n = 370 Australian academics and accounts of their institutions' responses to COVID-19, analysed using self-determination theory. Respondents report work-related stress, digital fatigue, and a negative impact on work-life balance; as well as significant concerns over potential longer-term changes to academia as a result of the pandemic. Respondents also articulate their frustration with Australia's neoliberal policy architecture and the myopia of quasi-market reform, which has spawned an excessive reliance on international students as a pillar of income generation and therefore jeopardised institutional solvencyparticularly during the pandemic. Conversely, respondents identify a number of 'silver linings' which speak to the resilience of academics.

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Section: Survey Distributionmentioning

confidence: 95%

‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector

McGaughey

Watermeyer

Shankar

et al. 2021

Higher Education Research & Development

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“…We contend that further research on pedagogical innovations, despite the higher education publication landscape which, in some contexts, undervalues higher education pedagogic research (Cotton et al, 2018;Tierney, 2020) is critically important. Despite these challenges, often exacerbated by managerial reform and associated challenges including those related to COVID-19 (Shankar et al, 2021), the pursuit of and publication about democratic reform is possible and worthwhile. Nonetheless, we are cognizant of the necessity for sustained infrastructural resources, including funding, to lead collaborative pedagogical innovations in ITE beyond initiation, and toward embedding and sustaining such innovations.…”

Section: Discussionmentioning

confidence: 99%

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

Murphy

Dhuinn²

2022

Front. Educ.

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In this study, we explore the possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+-specific inclusion and diversity. We map and discuss important initial teacher education (ITE) and broader inclusion and diversity policy contexts relevant to this pedagogical innovation as part of a Sociology of Education module. We describe and conceptually frame the innovation as equity, social justice, inclusion and diversity focused, and as rooted in democratic ITE reform. We then explore its impact on student teachers by drawing on the discussion board posts and reflections required as part of the module. Based on our findings, we offer ITE system-focused, ITE programmatic and personal reflections as teacher educators to conclude in considering how such pedagogical partnerships and innovations can enhance ITE for inclusion and diversity and, fundamentally, in pursuing more democratic schools and society.

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“…The physical closure of university campuses around the world, in response to the SARS-CoV-2 (COVID-19) global pandemic, instigated major changes in working practices and conditions for university staff. While recent studies have considered the impact of a transition to remote-working on academic staff caused by the pandemic (McGaughey et al, 2021 ; Shankar et al, 2021 ; Watermeyer et al, 2021b , c ), scant attention has been paid to the impact on non-academic and/or ‘para-academic’ (Macfarlane, 2010 ) staff working in the ‘third space’ (Whitchurch, 2013 ) of universities’ professional services arms. Such an oversight is not without precedent, with much research literature on work in higher education settings neglecting study of the professional services (Whitchurch, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

‘Living at work’: COVID-19, remote-working and the spatio-relational reorganisation of professional services in UK universities

et al. 2022

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The COVID-19 pandemic has been the source of large-scale disruption to the work practices of university staff, across the UK and globally. This article reports the experiences of n = 4731 professional services staff (PSS) working in UK universities and their experiences of pandemic-related work disruption. It specifically focuses on a transition to remote-working as a consequence of social restrictions and campus closures, presenting both quantitative and qualitative findings that speak to the various spatio-relational impacts of PSS working at distance from university campuses. These survey findings contribute to a new narrative of work organisation in higher education which addresses the potential of remote-working as a means for boundary crossing, social connectedness and trust relationships in universities in the immediate context and strongly anticipated post-pandemic future.

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‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic

Cited by 34 publications

References 7 publications

‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector

‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

‘Living at work’: COVID-19, remote-working and the spatio-relational reorganisation of professional services in UK universities

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