Institutional responses to the COVID-19 pandemic: Faculty and administrator experiences

Authors

DOI:

https://doi.org/10.14507/cie.vol22iss3.1993

Keywords:

disaster preparation, higher education, institutional response, faculty support, COVID-19

Abstract

The onset of the COVID-19 pandemic required shifts in operations for institutions of higher education everywhere. Faculty and administrators were asked to adapt to meet the needs of students. We conducted a qualitative content analysis to understand institutional responses and examine the experiences of faculty and administrators during the COVID-19 pandemic through the lens of chaos theory. Institutional responses to the pandemic varied. Participants identified supports and resources deemed helpful, as well as those found to be inadequate or unwanted. We also found that the pandemic resulted in some positive outcomes for faculty and administrators, which led to growth in teaching and self-care. Implications for strategic planning and future directions for research are explored.

Author Biographies

Narketta Sparkman-Key, Old Dominion University

Associate Professor of Counseling and Human Services

Academic Affairs Director of Faculty Diversity and Retention

Tammi F. Dice, Old Dominion University

Association Professor of Couseling and Human Services

Interim Dean of Darden College of Education and Professional Studies

Alexandra C. Gantt, Old Dominion University

Doctoral Student

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Published

2021-12-07

How to Cite

Sparkman-Key, N., Dice, T. F., & Gantt, A. C. (2021). Institutional responses to the COVID-19 pandemic: Faculty and administrator experiences. Current Issues in Education, 22(3). https://doi.org/10.14507/cie.vol22iss3.1993

Issue

Vol. 22 No. 3 (2021)

Section

Education During the Pandemic: Reflections from the Field

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.