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




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


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




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).



Education During the Pandemic: Reflections from the Field