Institutional Responses to the COVID-19 Pandemic: Faculty and Administrator Experiences

Authors

Narketta Sparkman-Key, Old Dominion UniversityFollow
Tammi F. Dice, Old Dominion UniversityFollow
Alexandra C. Gantt, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2021

DOI

10.14507/cie.vol22iss3.1993

Publication Title

Current Issues in Education

Volume

22

Issue

3

Pages

1-25

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.

Comments

Published under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license.

ORCID

0000-0002-1438-6704 (Sparkman-Key), 0000-0002-1754-6232 (Dice), 0000-0002-0889-2109 (Gantt)

Original Publication Citation

Sparkman-Key, N., Dice, T. F., & Gantt, A. (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

Repository Citation

Sparkman-Key, Narketta; Dice, Tammi F.; and Gantt, Alexandra C., "Institutional Responses to the COVID-19 Pandemic: Faculty and Administrator Experiences" (2021). Counseling & Human Services Faculty Publications. 72.
https://digitalcommons.odu.edu/chs_pubs/72