Universities and the COVID-19 Pandemic: Comparing Views about How to Address the Financial Impact

Abstract

Universities were forced to move instruction online and send residential students home due to the pandemic, resulting in financial shortfalls. Governing boards, administrators, and governments made decisions including eliminating faculty and staff, and programs yet these decisions were rarely inclusive of university stakeholders or innovative. This study’s purpose is to examine and compare viewpoints of stakeholders in relation to addressing the financial impact of the pandemic in hopes of capturing innovative and effective pathways for universities. Because the purpose involved describing and comparing these viewpoints, the researcher selected a unique mixed method, Q methodology [Q] for this study. In Q, participants sort statements related to the topic into a grid such that their Q-sort provides a snapshot of their subjectivity. Participants’ sorts are grouped empirically into factors, each representing unique viewpoints. Three distinct viewpoints emerged: 1) Focus on teaching mission and students , 2) University as a business , and 3) University as community . Views 1 and 3 were dominated by university faculty while View 2 was dominated by non-faculty including administrators and staff. Q’s determination of distinguishing statements within each view provides the ability to compare these views’ uniqueness. The three views and consensus among the views represent rejection of decisions to lay off faculty or close programs, among others, in order to balance university finances. The importance of tenured faculty in relationship to shared governance and academic freedom is especially stressed by two of the viewpoints. Implications for higher education policy, innovation, democratic problem-solving, and governance are discussed.

Educational Decision-Making During COVID-19 in Ontario: Lessons for Higher Education

“…However, similar to the disruption caused within K-12 schools, the higher education community saw widespread disruptions in its day-to-day activities due to the high spread of the COVID-19 virus. As a result, the pandemic forced higher education institutions to swiftly implement various institutional changes such as a move to online learning (Al-Areibi et al, 2022) and asking students to leave on-campus housing to decrease the spread of the virus within the university's community (Ramlo, 2021). In this way, educational leaders within higher education institutions, just like the principals in the present study, had to respond quickly to the evolving COVID-19 pandemic to ensure the continuity of education within their establishments while respecting imposed social isolation and distancing measures (Denisov et al, 2021).…”

More Pivots than a Centipede on Ice Skates: Reflections on Shared Leadership in a Post-Secondary Institution During COVID-19

“…129-130) CJEAP, 200 Gigliotti (2019) concluded that shared governance is an advantage and not an impediment for post-secondary institutions. Referring to the COVID-19 pandemic, Ramlo (2021) argued that shared governance has an important place in crisis management and suggested that it contributes to adaptation, innovation, and improved performance. Similar benefits have been observed with shared leadership.…”