The impacts of the COVID-19 lockdowns on the work of academic staff at higher education institutions: an international assessment

被引：4

作者：

Leal Filho, Walter ^{[1
,2
]}

Wall, Tony ^{[3
]}

Salvia, Amanda Lange ^{[2
]}

Vasconcelos, Claudio Ruy ^{[5
,6
]}

Abubakar, Ismaila Rimi ^{[7
]}

Minhas, Aprajita ^{[2
]}

Mifsud, Mark ^{[8
]}

Kozlova, Valerija ^{[9
]}

Lovren, Violeta Orlovic ^{[10
]}

Azadi, Hossein ^{[11
]}

Sharifi, Ayyoob ^{[12
,13
,26
]}

Kovaleva, Marina ^{[2
]}

Levasseur, Todd ^{[14
]}

Luetz, Johannes ^{[15
,16
,17
]}

Velazquez, Luis ^{[18
]}

Singh, Priyatma ^{[19
]}

Pretorius, Rudi ^{[20
]}

Akib, Noor Adelyna Mohammed ^{[21
,22
]}

Savelyeva, Tamara ^{[23
]}

Brandli, Luciana ^{[4
]}

Muthu, Nandhivarman ^{[24
]}

Lombardi, Patrizia ^{[25
]}

机构：

[1] Manchester Metropolitan Univ, Dept Nat Sci, UK Consortium Sustainabil Res, Chester St, Manchester M1 5GD, England

[2] Hamburg Univ Appl Sci, European Sch Sustainabil Sci & Res, Ulmenliet 20, D-21033 Hamburg, Germany

[3] Liverpool John Moores Univ, Liverpool Business Sch, Liverpool L3 5UG, England

[4] Univ Passo Fundo, Grad Program Civil & Environm Engn, Campus I-BR 285, BR-99052900 Passo Fundo, RS, Brazil

[5] Univ Fed Paraiba, Dept Prod Engn, Joao Pessoa, Brazil

[6] Univ Minho, Algoritmi Res Ctr, Sch Engn, P-4800058 Guimaraes, Portugal

[7] Imam Abdulrahman Bin Faisal Univ, Coll Architecture & Planning, POB 1982, Dammam 31441, Saudi Arabia

[8] Univ Malta, Ctr Environm Educ & Res, Msida 2080, MSD, Malta

[9] RISEBA Univ Appl Sci, Fac Business & Econ, 3 Meza St, LV-1048 Riga, Latvia

[10] Univ Belgrade, Fac Philosophy, Belgrade, Serbia

[11] Univ Liege, Dept Econ & Rural Dev, Gembloux Agro Bio Tech, Gembloux, Belgium

[12] Hiroshima Univ, Grad Sch Humanities & Social Sci, Higashihiroshima 7398530, Japan

[13] Hiroshima Univ, Network Educ & Res Peace & Sustainabil, Hiroshima 7398530, Japan

[14] Coll Charleston, Sch Humanities & Social Sci, Sustainabil Literacy Inst, Charleston, SC USA

[15] Alphacrucis Univ Coll AC, Grad Res Sch, Brisbane, Qld, Australia

[16] Univ Sunshine Coast USC, Sch Law & Soc, Maroochydore, Qld, Australia

[17] Univ New South Wales UNSW, Sch Social Sci, Sydney, NSW, Australia

[18] Univ Sonora, Ind Engn Dept, Hermosillo, Mexico

[19] Univ Fiji, Sch Sci & Technol, Dept Sci, Lautoka, Fiji

[20] Univ South Africa, Dept Geog, Pretoria, South Africa

[21] Univ Sains Malaysia, Ctr Global Sustainabil Studies CGSS, Gelugor, Penang, Malaysia

[22] Univ Sains Malaysia, Sch Biol Sci, Gelugor, Penang, Malaysia

[23] Hong Kong Inst Educ Sustainable Dev, Hong Kong, Peoples R China

[24] Pondicherry Univ, Dept Ecol & Environm Sci, Pondicherry, India

[25] Politecn Torino, Interuniv Dept Reg & Urban Studies & Planning, Turin, Italy

[26] Lebanese Amer Univ, Sch Architecture & Design, Beirut, Lebanon

来源：

ENVIRONMENT DEVELOPMENT AND SUSTAINABILITY | 2024年 / 27卷 / 6期

关键词：

Teaching-learning relationships; Student support; Curricula restructuring; Online learning; Pandemic impacts; UNIVERSITIES; SUSTAINABILITY; MANAGEMENT;

D O I：

10.1007/s10668-024-04484-x

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

The COVID-19 pandemic severely disrupted the life of millions of people around the world and brought changes in many contexts. In higher education institutions, teaching staff had to quickly adapt their teaching and research practices and revisit learning and student engagement strategies. In this context, this paper aimed to report on how the lockdowns influenced the work and lives of academic staff at universities. The methodology consisted of an online survey that collected 201 responses across 39 countries worldwide, and the results were explored using descriptive and exploratory modelling analyses. The findings reveal that the main positive aspect of the work-from-home experience during the lockdowns was the reduction of time spent on commuting, while the inability to disconnect and difficulties in work-life balance were the most commonly indicated negative aspects. The principal component analysis indicated that the pandemic had a moderate power in boosting academic staff towards sustainability, and an important potential of revising academic curricula and teaching-learning relationships. Based on the evidence gathered, recommendations to allow academic staff to better cope with the influence of future pandemics include the increased use of digital resources and new teaching styles, curricula revision for encouraging educators to include more issues related to sustainable development in their teaching and greater institutional support to reduce stressful conditions and improve productivity.

引用

页码：13973 / 13999

页数：27

共 57 条

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