Management
Mohammed Riaz Azam; Shireen Nisha; Jafreen Khan
Abstract
The purpose of this study is to highlight and call for more research into whether higher education institutions (HEIs) senior management teams are positioned as empowered leaders of change to coercively as well as persuasively implement an alternative online teaching and learning platform, disrupting ...
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The purpose of this study is to highlight and call for more research into whether higher education institutions (HEIs) senior management teams are positioned as empowered leaders of change to coercively as well as persuasively implement an alternative online teaching and learning platform, disrupting existing institutions for the benefit of its major stakeholder, students amidst COVID-19. This study used a qualitative meta-analysis method to combine previous qualitative studies to develop deeper meaning through an interpretive process, signalling that more research in this area is required. We argue that the senior management teams in HEIs are influential actors and change agents and have the potential to significantly contribute to institutional work. In addition, we discovered that institutional entrepreneurship has limited research in the study of HEIs and depicts the opportunity to explore the concept of agency and institutional work in the context of HEIs. This study makes a good impression and emphasises the need for future research, particularly on senior management teams at HEIs, to reflect their institutional work in the formation of institutional changes witnessed in the HEIs' virtual classroom platform.
Management
Bhagyavi Sandareka Habaragoda
Abstract
Educational institutions in Sri Lanka like schools and universities were primarily based on traditional face-to-face mode of teaching until the beginning of year 2020. The sudden outbreak of Covid-19 shook the entire world while challenging the education system across the globe. The situation led universities ...
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Educational institutions in Sri Lanka like schools and universities were primarily based on traditional face-to-face mode of teaching until the beginning of year 2020. The sudden outbreak of Covid-19 shook the entire world while challenging the education system across the globe. The situation led universities and other educational institutions to shift their teaching/learning activities to online mode from on campus, almost overnight. Online education was not popular in Sri Lanka by the time of this rapid transition and there were very fewer number of online courses offered by limited number of universities. Online teaching/learning that emerged with the pandemic, has been challenging in Sri Lankan university system as students, teachers and administrators were not either prepared or trained for it. This paper attempts to explore key challenges confronted with the implementation of online pedagogical approach, so that this understanding may help universities to enhance the experiences in online teaching/learning in future endurances. Amongst several, lack of training in pedagogy for online teaching is the severest challenge faced by many institutions. Most of the instructors were new to online teaching and had shifted with little or no training or preparation specific to this mode of delivery. Instructors must receive proper professional training and development to have higher expectations and to adapt their teaching to appropriate online teaching strategies.