Academic misconduct has increased around the globe since the onset of Covid-19, as recently reported in Times Higher Education.
Universities are, primarily, all about their people. We should worry about finances, of course, but medium- to long-term sustainability is really about individuals’ and teams’ effectiveness. Generally, university staff are skilled and capable, but if they feel disengaged, institutional sustainability is at risk.
Prior to the pandemic, I ran a workshop on engagement with senior university leaders. Due to Covid-19, all in higher education have faced many added pressures and challenges, but the key steps still apply:
Be clear why staff engagement is vital for sustainability
Technology-enhanced learning enables us to structure courses in ways that best support diverse student cohorts. We can use a mix of timetabled synchronous and independent asynchronous learning on campus and online.
For activities such as workshops, tutorials, science labs, studio work and group assessment activities, students want or need to be on campus interacting face to face. Some students need to complete work-integrated learning within industry or the community.
The past year has presented numerous, often daunting, challenges for instructors in higher education. As the Covid-19 pandemic erupted alongside natural disasters and acute political tensions, faculty had to quickly pivot to teaching remotely to students with their own difficult circumstances.
Lessons from moving online
As educators start planning for the post-pandemic era, many are reassessing the role of the lecture for teaching large cohorts of students.
The term “lecture” can cover a wide range of instruction modes. But when people debate the future of the lecture, they are generally referring to the traditional teacher-centred pedagogy focused on an instructor at the front of the room “lecturing” to the students, who are seated in rows, passively gazing into the middle distance.
How critical thinking can lead to prison
In 2014, a coup was staged in Thailand. It changed my life.
Overnight, I became a refugee under the protection of the Japanese government.
I have been teaching south-east Asian politics at the Center for Southeast Asian Studies, Kyoto University since 2012.
Through my long years of teaching and research, I have engaged in critical thinking in relation to key political institutions in the region.