Innovation, Leadership and Governance in Higher Education: Perspectives on the Covid-19 Recovery Strategies

Preface
Contents
About the Editor
Part I: Introduction
Chapter 1: The Roles of Innovation, Leadership, and Governance in Higher Education for the Covid-19 Recovery: A Review
1 Background
2 Method
3 Innovation in Higher Education
3.1 Online Delivery
3.2 Blended Delivery
3.3 Flipped Delivery
3.4 Curricular Adaptation
3.5 Assessment
3.6 Technology Acceptance and Learning Performance
3.7 Learning Management Systems (LMSs) and Learning Platforms (LPs)
4 Leadership in Higher Education
4.1 Selected Leadership Theories in Higher Education
4.2 How HE Leaders Responded Covid-19 Crisis
4.3 Higher Education Leadership Beyond Covid-19
5 Governance in Higher Education
5.1 Types of Governance in HE
5.2 Governance in HE During the Covid-19 Pandemic
5.3 Governance Reforms
6 The Future Of Innovation, Leadership, and Governance in HE
References
Chapter 2: The COVID-19 Dilemma: A Roadmap to Surmount Future Challenges in Higher Education
1 Introduction
2 State of Higher Education Pre-COVID-19
3 State of Higher Education in the Global South Pre-COVID-19
4 How COVID-19 Impacted Higher Education
4.1 Current COVID-Related Challenges in Higher Education
4.2 COVID-19 Variants
4.3 COVID-19 Vaccination Rates
4.4 Remote Learning and Technology
4.5 Remote Work Challenges
4.6 Mental Health Challenges
4.7 Change Management and COVID-19
5 Roadmap for Future Challenges
5.1 Institutional Paradigm Shifting and Goal Setting
5.2 Preparation
5.3 Identification of Required Changes
5.4 Creation of a Team
5.5 Establishment of Goals
5.6 Designation of Timeline
5.7 Understanding Core Competencies and Integrating Mindfulness
5.8 Student Needs
5.9 Vicarious Institutional Learning
5.10 Leveraging Technology
6 Conclusion
References
Chapter 3: Is the UN’s Quality Education Goal for Tertiary Level (SDG-4.3) at Stake Due to the Covid-19 Pandemic?
1 Background
2 Methods
3 Sustainable Development Goals (SDGs)
3.1 Critical Implications of SDG4, Driven by the Covid-19 Pandemic
3.2 Online Learning and Its Challenges
3.3 Struggle for Educational Institutes in Response to Covid-19
3.4 Technology in Educational Institutions During Covid-19
4 Recommendations
4.1 Addressing the Learning Marginalised Groups
4.2 Offer Skills for Future Employability
4.3 Training for Teacher Readiness
4.4 Inclusion of Connectivity and Removal of Barriers to Connectivity Entitlement
4.5 Monitoring the Data to Ensure Learning
4.6 Strengthening the Flexibility of the Education System
5 Conclusion
References
Chapter 4: Challenges, Recovery Strategies and Solutions to the Covid-19 Pandemic in Universities: An Exploratory Literature Review
1 Introduction
2 Literature Review
2.1 Digital Literacy and Its Implications in the University Business
2.2 Innovative Strategies and Digitally Driven Knowledge Transmission
2.3 Sector Collaboration’s Response to the Pandemic
3 Discussion
3.1 Challenges Posed by the Pandemic
3.2 Response and Recovery Strategies to the Pandemic
4 Conclusion
References
Part II: Innovation in Higher Education
Chapter 5: Gamification: Teacher Proactive Support and Student Engagement During Covid-19 and Beyond
1 Introduction
2 Hypotheses Development
3 Methods
3.1 Measures
4 Results
4.1 Scale Validity and Reliability
4.2 Regression Analysis
5 Theoretical Implications
6 Practical Implications
7 Conclusion
References
Chapter 6: Choosing Higher Education Institution and Study Abroad Destination: What Mainland Chinese Parents and Students Rate Important in the Post-pandemic World?
1 Background
2 Literature Review
2.1 Parental Influences on Decision-Making and Motivation to Study Abroad
2.2 Impact of Push-Pull Factors
2.3 Institutional-Specific Factors Impacting International Students
3 Methodology
4 Results
5 Discussion
6 Conclusion
References
Chapter 7: Leveraging the Power of Open Innovation and Dynamic Capabilities to Recover from COVID-19 Impacts: A Study of Higher Education Institutions of Pakistan
1 Introduction
2 Theoretical Background
3 Development of Framework
4 Methodology
4.1 Measure of Constructs
4.2 Sample and Data Collection
4.3 Analysis
5 Results
5.1 Measurement Model Assessment
5.2 Structural Model Assessment
6 Discussion and Implications
6.1 Theoretical Implications
6.2 Managerial Implications
7 Concluding Remarks, Limitations, and Future Research
References
Chapter 8: Re-envision of Learning by Integrating Technology in Higher Education
1 Introduction
1.1 Incorporating Technology in Education
1.2 Hybrid platform of teaching and learning
2 Rationale and purpose of the study
3 Conceptual Framework
4 Analysis of SWOC Matrix for Hybrid Learning in Higher Education
5 Case Study Method Aligning with the SWOC Framework
5.1 SWOC Model as a Mapping tool
6 Future Vision for Hybrid Learning in Higher Education
7 Aligning the Research Questions with the Outcomes
8 Implications and Suggestions
References
Chapter 9: Preparing STEM and Education Undergraduates for Career Readiness Using Virtual Inquiry-Based Teaching and Learning
1 Introduction
1.1 LIGO and its Science Education Center (SEC) at Livingston, LA
1.2 Southern University and A&M College (Baton Rouge, LA)
1.3 The San Francisco Exploratorium
2 Career Readiness
3 Docent Training/Career Readiness Training
3.1 Docent Training Prepandemic
3.2 Docent Training in the Pandemic
3.3 Docents and Virtual Field Trips
3.4 Virtual Docent Training
4 Comparing the Two Approaches
5 Conclusion
6 Lessons Learned
7 Next Steps
References
Chapter 10: Perceived Readiness and Factors Influencing the Adoption of Online Learning Management Systems: The Case of Rajshahi University, Bangladesh
1 Introduction
2 Online Education in Bangladesh
3 Theoretical Perspectives and Hypotheses Development
3.1 Computer and Internet Self-efficacy (CIS)
3.2 Self-directed Education (SDE)
3.3 Learners Control (LC)
3.4 Online Learning Motivation (OLM)
3.5 Online Communication Self-efficacy (OCS)
4 Research Methods
5 Results
5.1 Demographics of Respondents
5.2 Measurement Model Assessment
5.3 Structural Model
6 Discussion and Implication
7 Conclusion and Recommendations
References
Chapter 11: Blended Approach Learning in Leading Private Universities of Bangladesh During COVID-19 Pandemic: Opportunities, Challenges and Strategies
1 Introduction
2 Rise of Blended Learning During COVID-19
3 Advantages of Blended Learning
4 Practical Approaches to Blended Learning
4.1 Face-to-Face Driver Model
4.2 Enriched Virtual Interaction
4.3 Communication with Students
4.4 Connecting Face-to-Face with Virtual Learning
4.5 Motivating Interaction
4.6 Learning Management Tools
4.7 Engaging Assessments
4.8 Innovative Assessment Technique
5 Blended Learning in Private Universities
6 Lessons Learned and Future of Blended Learning
7 Potential Challenges
8 Strategic Planning
9 Conclusion
References
Chapter 12: Technological Shock in Digital Transformation of Higher Education in Bangladesh
1 Introduction
2 COVID-19 and Digital Transformation of Education in Bangladesh
2.1 Technological Shock of Digital Transformation
2.2 Lack of Infrastructure
2.3 Lack of Resources
2.4 Lack of Training and Skills
2.5 Psychological Barrier
3 Method
4 Findings
4.1 Demography of the Respondents (Tables 12.1 and 12.2)
4.2 Focus Group Findings
4.2.1 Focus Group: Student Cohort
4.2.2 Focus Group: Academic Staff Cohort
4.3 Thematic Analysis of the Study
4.3.1 Acknowledgment of the Pandemic
4.3.2 Uncertainty
4.3.3 Transformation into Digitalization
4.3.4 Adaptation with Advanced Technology
4.3.5 Additional Cost Incurred
4.3.6 Work-Family Conflict (WFC)
4.3.7 Adaptation with the New Normal
5 Conclusion
Appendix
References
Part III: Leadership in Higher Education
Chapter 13: The Leadership in Tackling the Unforeseen Consequences of the Covid-19 Pandemic: Who Is the Emergent Leader?
1 Introduction
2 Theoretical Framework
2.1 Leadership Emergence
2.2 The Context of Higher Education to Explore Emergent Leadership in Turkey
3 Method
3.1 Sample, Data Access and Data Collection
3.2 Data Analyses
4 Research Findings
5 Discussion and Limitations
References
Chapter 14: Navigating the Crucible of Crisis: Effective Leadership Strategies for Higher Education COVID-19 Recovery
1 Introduction
1.1 Higher Education
1.2 COVID-19
1.3 HBCU Leadership
1.4 PWI Leadership
2 Crisis Management
3 Transformative Crisis Management
4 RACERS Model
4.1 Research and Prepare
4.2 Adapt
4.3 Communicate
4.4 Execute
4.5 Retain
4.6 Support and Sustain Efforts
5 Conclusion
References
Chapter 15: The Relationship Between Leadership Styles and Crisis Management Strategies: The Context of University Education in Bangladesh During the Covid-19 Pandemic
1 Introduction
2 Leadership and Leadership Styles
3 COVID-19 Crisis Management
4 COVID-19 and University Education
5 Leadership in University Education
6 Crisis Management in University Education
7 Leadership Styles and Crisis Management
8 Future Strategies
9 Conclusion
References
Chapter 16: Leadership in Higher Education During COVID-19 in Australia: A Critical Reflection
1 Introduction
2 Responsible Leadership
3 Theory and Research Question
3.1 Stakeholder Theory
3.2 Managing Stakeholders in Higher Education (HE)
3.3 Research Question Development
4 Methods
4.1 Data Collection
4.2 Data Analysis
5 Findings
5.1 Theme One: Quick Decisions Made by the Australian HEIs Leaders
5.2 Theme Two: Consequences of the Decisions Made and the Values Added for HE Stakeholders
5.3 Theme Three: Features of the Australian HEI Leaders
6 Discussion
6.1 Research Implications
7 Conclusion and Limitations
References
Part IV: Governance in Higher Education
Chapter 17: Financial Sustainability, Cost-Saving Strategies and Contingency Plans in Higher Educational Institutions During the COVID-19 Pandemic
1 Introduction
2 The Australian Higher Education Sector: An Overview of the Growth
2.1 The Puzzle of Revenue Loss
2.2 The Corporate Culture: Use of Workplace Change
3 Methodology
4 Data and Variables
5 Analysis and Results
6 Discussions
6.1 Strategic Need Versus Hidden Agenda
6.2 The Reserve Not for Contingency
7 Concluding Remarks
References
Chapter 18: Information Dissemination During the COVID-19 Outbreak Among the Students at the Tertiary Level in Bangladesh
1 Introduction
2 Social Media, Educational Institutions and Public Health Promotion
3 Methods and Materials
3.1 Data Source and Sample Size
3.2 Data Analysis
4 Results and Discussion
4.1 Descriptive Analysis
4.2 Exploratory Factor Analysis
5 Conclusion
References
Chapter 19: Working from Home for Academics in Higher Education: An Evitable Reality in the ‘New Norm’
1 Introduction
2 Background and Context
3 Aim
4 Research Significance
5 Conceptual Framework
6 Literature Review
7 Research Methodology
8 Findings and Discussion
8.1 Working from Home
8.2 Challenges in Working from Home
8.3 Facilitating Working from Home
9 Recommendations
10 Limitations and Further Research
11 Conclusion
References
Chapter 20: An Evaluation of HEQEP in Capacity Building of University of Rajshahi and Lessons Learned During the COVID-19 Pandemic
1 Introduction
2 Background to the Study
3 Literature Review
3.1 A Brief Background of HEQEP
3.2 University of Rajshahi and HEQEP
3.3 COVID-19 Outbreaks and Status of the Universities in Bangladesh
4 Methodology
4.1 Data Collection
4.2 Validity and Reliability of the Interviewed Data
4.3 Data Analysis Process
5 Findings and Discussion
5.1 Infrastructural Development
5.2 Professional, Research and Development
5.3 Transformation of Culture, Attitude and Mindset in the Higher Education Sector
5.4 Curriculum Development and the Academic Result
5.5 Formation of Accreditation Council
5.6 Introduction of BdREN
6 Conclusion
Appendix: Respondents’ Profile
References
Part V: Conclusion
Chapter 21: Reinventing the Higher Education Value Proposition After Covid-19
1 Introduction
2 The Marketing Mix and a Value Proposition for the Higher Education Sector
3 Social Power Theory
4 Mapping the Territory
5 Four Key groups
6 Prospective Students
7 Current Students
8 Internal Academics
9 External Academics
10 Discussion
11 Conclusion
References
Chapter 22: Will a Paradigm Shift Emerge in Higher Education Institutions After Covid-19?
1 Introduction
2 Innovation in Higher Education
3 Leadership in Higher Education
4 Governance in Higher Education
5 Conclusion
References