IS THE MASSIVE USE OF DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC LIKELY TO PROFESSIONALLY CHANGE THE VALUES AND STANDARDS OF UNIVERSITY EDUCATION? THE CASE OF A GREAT CANADIAN MANAGEMENT SCHOOL

Traditional universities based on face-to-face teaching had no choice but to make massive use of distance learning during the Covid-19 pandemic. Each university had to react according to its own institutional logic and its own "organizational archetype" when it came to teaching. Certain values, beliefs, norms and operating mechanisms relating to teaching were either reinforced or overturned by the massive use of distance learning. Based on an in-depth qualitative study of a major Canadian business school, we analyze the extent to which teaching -related actions and decisions taken during the pandemic reinforced or undermined its organizational archetype. The analysis suggests that the decisions taken strengthened the organizational archetype based on the value of face-to-face teaching and teacher -student interaction, but also weakened it, particularly with regard to values and norms concerning teacher autonomy and expertise, and the sharing of roles and decisions between teachers, managers, and students.