Anti-crisis management in Higher Education institutions of Ukraine during the Covid-19 pandemic

Abstract

The article provides an overview of the anti-crisis managerial strategies of the Ministry of Education of Ukraine and educational authorities of Ukrainian higher education institutions in the context of the COVID-19 pandemic. The study comprises results of the on-line survey conducted between the 1st of March 2021 and 11th of April 2021 and covering 380 respondents (faculty members of 12 major higher education institutions in various regions of the country). The statistical and descriptive analysis of the challenges faced by Ukrainian teachers was carried out. The review makes clear that anti-crisis management activities (organizational, socio-psychological, technical, etc.) during corona-based closures have not yet been the object of sufficient surveys and therefore remain an unexplored phenomenon. The review presented proves the urgency of the problem of development of anti-crisis management activities and is intended to facilitate educational anti-crisis management. In addition, the study provides a relevant information basis for decisions and action in politics, administration and academic practice.

Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion

“…Despite these deeply rooted cultural and systemic obstacles, as a whole, Ukraine's universities did manage to respond to the immediate challenges of the pandemic successfully in the short-term (Nenko et al. , 2020, 2021 and Matvienko et al. , 2021).…”

Implementation of Information and Educational Environment of Higher Education Institution in Ukraine during the COVID-19 Pandemic

“…However, it should be noted that even the most e-learning-ready institutions have shortcomings related to the reduction of direct communication between teachers and students, additional workload on teaching staff, drastic reduction in the number of educational, cultural and sports events, lack of full student life, etc. (Nenko, Orendarchuk, Rudenko, Lytvyn, 2021). Undoubtedly, this is detrimental to effective professional training and education.…”

“…The maximum impact on the quality of training occurs if: -the IEE is designed as an open system that integrates intellectual, cultural, program, methodological, organizational and technical resources, -the cybernetic approach is applied to the design and creation of educational, scientific and organizational structures of the IEE, -teachers effectively participate in the formation and filling of the IEE; students are given the opportunity to actively participate in the design of educational trajectories, resource selection, and feedback, -IEE capacity is aimed to develop a set of competencies for future professionals, including soft skills through the implementation of contextual, problembased and developmental learning, -IEE tools ensure the availability of high-quality education and, at the same time, are aimed at ensuring the integrity of training participants (Rakhmanov et al, 2021). The use of information and educational environment in higher education during pandemic threats has confirmed that education policy and response to COV-ID-19 are vital and long-term (Darling-Hammond, Hyler, 2020;Nenko et al, 2021;Wan, 2020). The obtained results testify to the effectiveness of scientific and methodological decisions aimed at technological, psychological and pedagogical, organizational and managerial support of the institution in this difficult time.…”