Rethinking Hybrid and Remote Work in Higher Education : Global Perspectives, Policies, and Practices After COVID-19

This timely volume explores the current and future state of hybrid and remote work in higher education from national, regional, and global perspectives. Today, colleges and universities worldwide must ensure that they have adequate information and communications technology (ICT) infrastructure, equipment, and systems to adapt to the “new normal” post-COVID-19. Hybrid and remote work can be a source of boosting productivity and advancing institutional change in higher education. Common within the management and leadership literature, hybrid and remote work is an understudied phenomenon in higher education administration. This book investigates the rapid rise of remote and hybrid work during and after the global pandemic and what it means for the future of higher education in the United States and abroad. By developing a comprehensive, research-based knowledge and framework this book seeks to equip and empower teacher-scholars and practitioners to operate safely, securely, and efficiently in a remote or hybrid environment. Foreword Chapter Reviewers Acknowledgments About the Book Contents Notes on Contributors List of Figures List of Tables Chapter 1: Prologue Part I: Rethinking Hybrid and Remote Work in Higher Education Chapter 2: Is Hybrid and Remote Work Here to Stay? Opportunities and Challenges in the United States and Abroad Introduction The Opportunities and Challenges of International Remote and Hybrid Work The Great Resignation, Quiet Quitting, and Faculty and Staff Disengagement The Future of Work and Hybrid Learning: Flexibility and Accountability in Higher Education Developing Remote and Hybrid Work Policies in Higher Education: Recruitment, Retention, and Productivity Recommendations Organization of the Book References Chapter 3: Essential Hybrid and Remote Workers in Higher Education: Challenges and Resiliency of Student Affairs Practitioners Introduction What Is Student Affairs? Student Affairs Practitioners as Essential Personnel Challenges A Shift in Practice Uncertainty Well-Being Resources Employee Turnover Resiliency Organizational Leadership Collaboration Use of Technology Work-Life Balance Discussion and Conclusion Practical Implications Future Research References Chapter 4: Sense of Place and Belonging: The Role of Service-Learning and Faculty Development Centers in Promoting Community Among Hybrid and Remote Faculty Members Introduction A Brief Overview of Faculty Development Support for Online Teaching Service-Learning as a Faculty Engagement Mechanism Implications Discussion Lessons Learned Conclusion References Chapter 5: An Exploratory Examination of Online Learning During and After the Pandemic: Learning Goal Congruence in Lecturing and Research Activities Introduction Synchronous, Asynchronous, and Hybrid Online Learning Before and After Coronavirus 2019 The Challenges of Online and Hybrid Teaching: Decentralization and Desynchronization Types of Coupling Work with Students Collaboration Levels Technology Issues Conclusion Appendix: Interview Questions Basic Questions Knowledge of Common Ground Coupling of Work Types Collaboration Level and Evaluation Technology Issues Random Questions at the End References Part II: Reinventing Remote Work and Online Learning at Colleges and Universities Worldwide Chapter 6: Exploring Faculty Members’ Perceptions of Hybrid Teaching in Indonesian Higher Education: Using Transitivity Analysis Introduction Literature Review Cross-cultural Lens on Hybrid Teaching Policy Methodology Design Participants Instrument and Data Collection Data Analysis Findings and Discussion Hybrid Teaching Preparations US RX AS I Struggle to Manage Hybrid Teaching Activities MT ST RK AS US RX The Future Hope of My Hybrid Teaching RK MT ST US RX AS Indonesian Higher Institutions Should Manage a Hybrid System US RX AS MT ST RK Discussion Conclusion References Chapter 7: Building, Bonding, and Growing During the COVID-19 Pandemic: A Case Study of Indiana University’s Chinese Flagship Program Introduction Chinese Flagship Program Program Challenges Program Responses Enable Two-Way Collaboration Different Online Platforms Expand Educational Affordance Two-Pronged Approach Training Overview of the Tutoring Pairing and Schedule Online Teaching Training Tutoring Mode Create a Strong Culturally Immersive Network Rebuild Students’ Community Through Cultural Immersion Rebond Tutors with the Chinese Flagship Program Reflection and Moving Forward Online Learning Revisited Decision: Adopting a Hybrid Model Technology and Learner Autonomy Decision: Developing a “Double-loop” Model Conclusion References Chapter 8: The Importance of Including Students’ Perspectives in Research to Further Understand New Learning Environments Introduction Literature Review History of Instructional Technology Development of Technology in Education Historical Reference of the Development of Modality Modality Based on Discipline Online Learning Terms and Definitions Digital Nations and Digital Immigrants Social Media Versus Instructional Technology Social, Teaching, and Cognitive Presence Methodology Participants Instrumentation Procedures Research Findings Overview Student’s Level of Expectation Consistent Delivery Modes Online Learning Infrastructure Recommendations Overall Recommendation Recommendations for Student’s Level of Expectation in a Flexible Learning Environment Based on Students’ Perspectives Recommendations Related to Expectation in Delivery Mode Based on Global Students’ Perspectives Recommendations Related to the Online Learning Infrastructure Based on Global Students’ Perspectives Conclusion References Chapter 9: Post-COVID, Learning Redefined: Self-Directed Learning in Higher Education Introduction Literature Review Understanding Self-Directed Learning Online Learning under the Pandemic Online Learning and SDL Research Design Research Procedure Data Analysis Findings Theme 1: Online Learning Is Not Thoroughly Suitable for All Students Theme 2: Positive Impact of Lecture Recording Theme 3: Better Time Management Theme 4: Independent Learning Theme 5: Formatively Assess Academic Performance Discussion Selecting Appropriate Learning Strategies Finding Learning Resources Evaluating Learning Outcome Conclusion References Chapter 10: Research Discourses on Women Academics During the COVID-19 Pandemic: Has a Bad Situation Turned Worse? Introduction Conceptual Lens Methodology Critical Discourse Analysis Data Collection and Analysis Findings Increased Care Work Decreased Research Productivity Aversive Effects on Mental Health and Career Prospects Discussion Pushing the Discourse Forward Implications and Future Steps Conclusion References Part III: Lessons Learned from Hybrid and Remote Work: Comparative Case Studies Chapter 11: Changes to Hybrid Higher Education Induced by the COVID-19 Pandemic: A South African Case Study Introduction The Global Higher Education Revolution The Disruption Brought by the Coronavirus Disease 2019 (COVID-19) Pandemic South African Higher Education Societal Context South African Higher Education: Historical Development and Current Challenges The Impact of the Coronavirus 2019 (COVID-19) Pandemic on South African Higher Education The Case Study University: North-West University The Coronavirus 2019 (COVID-19) Pandemic and Hybrid Mode Tuition Internationally The Coronavirus 2019 (COVID-19) Pandemic and Hybrid Mode Tuition at North-West University Conclusions References Chapter 12: Lessons from Virtual Exchange Programs and Hybrid Study Abroad Programs Before and During the COVID-19 Pandemic Introduction The Pre-COVID-19 Emergence of VHIEPs The Rise of the Internet and Other ICTs The Spread of Neoliberalism The Globalization-Induced Ascendence of Internationalization Rhetoric Virtual and Hybrid International Education Programs in the Time of COVID-19 Challenges Positive Outcomes Speculative and Theoretical Research Terps to Tohoku: A Pre-COVID-19 Hybrid Study Abroad Program Developing Online Program Components Integrating Online and Offline Program Components Applying the Lessons of COVID-19 to a Pre-COVID-19 VHIEP Taking a Trauma-Informed Approach Developing an Online-Only, Alternative Version of the Program Conclusion References Chapter 13: Digital Readiness and Preparation in a University Setting: An Examination of Faculty, Staff and Students’ Practices of Online Education in Nepal Introduction Literature Review Coping with Emergency Teaching and Learning Developing ICT Capability for Digital Readiness and Preparation Research Design and Procedures Findings Digital Readiness and Future Educational Preparedness: Policy and Planning Faculty Preferences for Online/Blended Teaching Students’ Satisfaction with Virtual Learning and Integration of Digital Technology Barriers of University Digitalization and E-educational Practices: Government’s Minimal Priority to Education and Political Intervention Dilemma to Online Education and Attachment to Traditional Physical-Based Teaching Lack of Accountability and Dedication in the University Leaders Discussion Conclusion References Chapter 14: Using Dell Hymes’ SPEAKING MODEL as a Tool to Teach Intercultural Competence and Communication: Cultural Identity in Alexandria, Egypt Introduction Literature Review The Relationship Between Culture and Communication The Concept of Cultural Identity Within the Discipline of Communication The Interpretive Cultural Approach and the Cultural Identity of Diaspora Teaching Cultural Identity in an English for Academic Purposes (EAP) Class The Case of the University of Patras Department of Business Administration of Food and Agricultural Enterprises Teaching Process and Suggested Activities Instructions Implications and Conclusions References Chapter 15: Attitude and Motivation of Gamified Mathematics Virtual Remedial Students: Case Study of a Business School in Lima, Peru Introduction Background State of the Art Research Objectives Hypothesis Methodology and Data Collection Data Analysis Correlations Regarding Attitude Toward Gamification Dispersion Diagram Regarding Attitude Toward Gamification Results Regarding Attitude Toward Gamification Results Regarding Motivation Produced by Gamification in Mathematics Learning Discussion Conclusions Recommendations Future Research Appendix: Likert Scale-Based Questionnaire Applied to the Present Study References Chapter 16: Millennial Teachers’ Perspectives on the Graduate Transition to Work in Vietnamese Higher Education Introduction Theoretical Framework Methodology Findings and Discussion The GTW Experiences Lack of Authentic Classroom Teaching Experiences Disorientation and Workload Support Systems Community of Young Teachers Support from Mentors and Senior Colleagues Discussion Conclusion and Implications References Chapter 17: Epilogue Index