Covid-19 Pandemic - Catalyst for A New Class of Faculty.This paper explores the effects of the Covid-19 Pandemic on higher education. Followed by a review of the types of instruction offered, the faculty structure, a call for an additional online education-based faculty rank, to include logistics, and recommendations.
COVID and the impact on higher education: The essential role of integrity and accountabilityIn this article, we discuss the impact of COVID-19 on higher education. We open by exploring the higher education market and accountability environment into which the COVID catastrophe was introduced. We follow with brief discussions of the impacts of COVID on Gaus's ecological elements of people, place, physical and social technologies and how the system will adjust in areas such as budgets, recruiting, accreditation, and program delivery.
Dealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher educationThis paper examines policy responses in higher education in the months of March and April 2020 during the rapid unfolding of the COVID-19 pandemic. The purpose is to map responses and compare levels of coordination between three actors—the Canadian federal government, the Ontario provincial government, and Ontario's publicly funded colleges and universities—and to consider the policy implications of these initial responses for higher education's future recovery from the pandemic.
Online Education in a Pandemic: Stress Test or Fortuitous Disruption?This study explores higher education and the ways in which the shutdown caused by the COVID‐19 pandemic have accelerated the evolution of online education. This movement from face‐to‐face (F2F) education to a virtual environment was forced and unplanned. It can be viewed as a stress test for digital teaching and learning in the higher education system. The study addresses course conversions and the progress of online education in response to the current crisis.
The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning ScenarioThis paper focuses on the field of education to show how higher education institutions are undergoing radical transformations driven by the need to digitalize education and training processes in record time with academics who lack innate technological capabilities for online teaching. The university system must strive to overcome this situation to be competitive and provide high-quality education in a scenario of digital transformation, disruptive technological innovations, and accelerated change.
Article by Donald MacNeill, Michael Mossman, Dallas Rogers and Mark Tewdwr-Jones in Environmental Planning A, volume 54, issue 1, February 2022: 204-212. DOI: 10.1177/0308518X211053019
Article by Richard J. Cebula and James V. Koch in American Journal of Economics and Sociology, Volume 80, Issue 1, January 2021. 113-131. DOI: 10.1111/ajes.12373
Article by Jeffery Dessources, Jacqueline Ellis, Jason D. Martinek in Transformations: The Journal of Inclusive Education and Pedagogy, volume 30, issue 2, 2020
Article by Cheryl Regehr, Sioban Nelson, and Angela Hildyard for Journal of Business Continuity and Emergency Planning, Volume 11, Issue 1, Autumn 2017. pp. 73-84
Article by Michael D. Richardson, Wendi Jenkins and Pamela A. Lemoine in Educational Planning, volume 24 issue 3, 2017: 11-24. (Click full text from ERIC link to access)
Article by Steven W. Graham and Joe F. Donaldson, Studies in Higher Education, Volume 45, Issue 9, September 2020, 1864-1877. DOI: 10.1080/03075079.2019.1586867
Article by Adrianna Kezar and Peter D. Eckel, Journal of Higher Education, Volume 73, Issue 4, July/August 2002, 435-460. DOI: 10.1080/00221546.2002.11777159
Article by Lyle McKinney, Jacob P. Gross, Andrea Burridge, Brittany Inge and Alexander Williams in Community College Review, volume 49, issue 3, July 2021: 314-342. DOI: 10.1177/00915521211001467
Article by David T. Okada and Jeffery W. Pollard in Journal of College Student Psychotherapy, volume 35, issue 4, October-December 2021: 406-417. DOI: 10.1080/87568225.2020.1753609
