University management solutions during the COVID-19 pandemic: a case study of Lithuania
Abstract
Purpose – The article is aimed at analyzing university management decisions during the COVID-19 pandemic thus emphasizing the impact of the decisions made on the effective management of the situation.
Research methodology – To achieve the established goal, research methodology involved the qualitative research strategy applying the semi-structured interview method and scientific literature analysis. The article is of a theoretical and empirical nature. The empirical part presents its individual research on implementing strategies in the field of adapting appropriate areas of the University as an important part of the study implementation process. The study involved 15 experts – 12 men and 4 women. The research results are the basis for developing practical guidelines for higher education institutions.
Findings – Research findings have disclosed that successful management decisions fall into eight categories: management actions, the collaboration between the different levels of authorities and the academic community, the development and maintenance of a technical base, timely and continuous academic support for teaching staff, multipurpose support for students, control over the studying process, security assurance, solutions at the level of study programs. The article demonstrates a holistic approach to making the required decisions.
Research limitations – Research limitations impose conducting a study in a specific culture and the organizational context of Lithuania.
Practical implications – Practical implications suggest that the conducted research helps the leaders of various levels at educational establishments make the most useful necessary decisions for the institution in an emergency.
Originality/Value – The uniqueness of the conducted research lies in the first attempt to show management solutions worked out by the universities in Lithuania during the COVID-19 pandemic.
Keyword : university management solutions, online studies, studies during the COVID-19 pandemic
How to Cite
Navickienė, V., Droessiger, G., Valantinaitė, I., Trinkūnas, V. ., & Jaras, A. (2021). University management solutions during the COVID-19 pandemic: a case study of Lithuania. Business, Management and Economics Engineering, 19(2), 337-357. https://doi.org/10.3846/bmee.2021.14870
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Stukalo, N., & Simakhova, A. (2020). COVID-19 impact on Ukrainian higher education. Universal Journal of Educational Research, 8(8), 3673–3678. https://doi.org/10.13189/ujer.2020.080846
Szarucki, M. (2013). Dobór instrumentów formułowania i implementacji strategii. Zeszyty Naukowe Uniwersytetu Przyrodniczo – Humanistycznego w Siedlcach, 97, 333–347.
Szarucki, M. (2015). Evolution of managerial problems from the perspective of management science. Business: Theory and Practice, 16(4), 362–372. https://doi.org/10.3846/btp.2015.684
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘Solutionism’: a seller’s market. Postdigital Science and Education, 2, 863–878. https://doi.org/10.1007/s42438-020-00164-x
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Ullah, I., Elahi, N. S., Abid, G., & Butt, M. U. (2020). The impact of perceived organizational support and proactive personality on affective commitment: mediating role of prosocial motivation. Business, Management and Education, 18(2), 183–205. https://doi.org/10.3846/bme.2020.12189
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Žydžiūnaitė, V., & Sabaliauskas, S. (2017). Kokybiniai tyrimai. Principai ir metodai. Vaga.
Akerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321–334. https://doi.org/10.1080/07294360500284672
Ali, W. (2020). Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3). https://doi.org/10.5539/hes.v10n3p16
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261–5280. https://doi.org/10.1007/s10639-020-10219-y
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the Covid-19 pandemic on life of higher education students: a global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
Artero Escartin, I., & Domeneque Claver, N. (2018). Dar la vuelta a la enseñanza. Una experiencia de Flipped Classroom en Economía Publica. E-publica. Revista electrónica sobre la enseñanza de la Economía Pública, 22, 51–75.
Bartkutė, I., & Kraujutaitytė, L. (2007). Aukštojo mokslo institucijų valdymo mokslinių tyrimų tendencijos Lietuvoje. Viešoji politika ir administravimas, 20, 104–112.
Berg, J. M., Grant, A. M., & Johnson, V. (2010). When callings are calling: Crafting work and leisure in pursuit of unanswered occupational callings. Organization Science, 21(5), 973–994. https://doi.org/10.1287/orsc.1090.0497
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education, Washington, DC.
Capano, G. (2011). Government continues to do its job. A comparative study of governance shifts in the higher education sector. Public Administration, 89(4), 1622–1642. https://doi.org/10.1111/j.1467-9299.2011.01936.x
Capano, G. (2018). Policy design spaces in reforming governance in higher education: the dynamics in Italy and the Netherlands. Higher Education, 75, 675–694. https://doi.org/10.1007/s10734-017-0158-5
Chou, M.-H., Jungblut, J., Ravinet, P., & Vukasovic, M. (2017). Higher education governance and policy: an introduction to multi-issue, multi-level and multiactor dynamics. Policy and Society, 36(1), 1–15. https://doi.org/10.1080/14494035.2017.1287999
Dahlgren, L. O., & Fallsberg, M. (1991). Phenomenography as a qualitative approach in social pharmacy research. Journal of Social and Administrative Pharmacy, 8(4), 150–156.
Daniela, L., Visvizi, A., Gutiérrez-Braojos, C., & Lytras, M. D. (2018). Sustainable higher education and technology-enhanced learning (TEL). Sustainability, 10. https://doi.org/10.3390/su10113883
De Jorge-Moreno, J. (2020). Relationship between university education in strategic management and chess in a both learning process: an approach across learning paths. Business, Management and Education, 18(2), 226–246. https://doi.org/10.3846/bme.2020.12369
Dobbins, M. (2017). Exploring higher education governance in Poland and Romania: Re-convergence after divergence? European Educational Research Journal, 16(5), 684–704. https://doi.org/10.1177/1474904116684138
educations.com. (n.d.). https://institutions.educations.com/insights/student-survey-covid-19-and-study-abroad
Erum, H., Abid, G., & Contreras, F. (2019). The calling of employees and work engagement: the role of flourishing at work. Business, Management and Education, 18, 14–32. https://doi.org/10.3846/bme.2020.11430
Farashahi, M., & Tajeddin, M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations. The International Journal of Management Education, 16, 131–142. https://doi.org/10.1016/j.ijme.2018.01.003
Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert, Ch. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: continuity of university programmes during COVID-19 pandemic. Education Sciences, 10(291). https://doi.org/10.3390/educsci10100291
Gerulaitis, D., Gerulaitienė, E. & Grigaliūnas, M. (2012). Strateginio planavimo ir universiteto valdymo kryptys: universiteto socialinių partnerių ir akademinės bendruomenės sutelktos grupės tyrimo rezultatai. Jaunųjų mokslininkų darbai, 1(34), 94–99.
González Fernández, M. O., & Huerta Gaytán, P. (2019). Experiencia del aula invertida para promover estudiantes prosumidores del nivel superior. RIED. Revista Iberoamericana de Educación a Distancia, 22(2) (version preprint). https://doi.org/10.5944/ried.22.2.23065
Gruman, J. A., & Saks, A. M. (2011). Performance management and employee engagement. Human Resource Management Review, 21(2), 123–136. https://doi.org/10.1016/j.hrmr.2010.09.004
Hagmaier, T., & Abele, A. E. (2015). When reality meets ideal investigating the relation between calling and life satisfaction. Journal of Career Assessment, 23(3), 367–382. https://doi.org/10.1177/1069072714547164
Heinonen, K., Jääskelä, P., Häkkinen, P., Isomäki, H., & Hämäläinen, R. (2019). University teachers as developers of technology-enhanced teaching – Do beliefs matter? Journal of Research on Technology in Education, 51(2), 135–151. https://doi.org/10.1080/15391523.2018.1564894
Huertas, E., Biscan, I., Ejsing, Ch., Kerber, L., Kozlowska, L., Marcos Ortega, S., Lauri, L., Risse, M., Schörg, K., & Seppmann, G. (2018). Considerations for quality assurance of e-learning provision. Report from the ENQA Working Group VIII on quality assurance and e-learning (Occasional Papers 26). https://www.enqa.eu/wp-content/uploads/Considerations-for-QA-of-e-learning-provision.pdf
Kedraka, K., & Kaltsidis, Ch. (2020). Effects of the Covid-19 pandemic on university pedagogy: Students’ experiences and considerations. European Journal of Education Studies, 7(8). https://doi.org/10.46827/ejes.v7i8.3176
Kok, S. K., & McDonald, C. (2017). Underpinning excellence in higher education – an investigation into the leadership, governance and management behaviours of high-performing academic departments. Studies in Higher Education, 42(2), 210–231. https://doi.org/10.1080/03075079.2015.1036849
Lage, M., Platt, G., & Treglia, T. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Lietuvos Respublikos Seimas. (2012). Lietuvos pažangos strategija „Lietuva 2030“ [Lithuania’s Progress Strategy “Lithuania 2030”]. https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.425517
Law on Science and Studies of the Republic of Lithuania. (2016). https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/81a7b822444a11e68f45bcf65e0a17ee/asr
Marinoni, G., van’t Land, H., & Jensen, T. (2020). The impact of Covid 19 on Higher Education around the world (IAU global survey report). International Association of Universities. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
Muhsin, S., Martono, S., Nurkhin, A., Pramusinto, H., Afsari, N., & Fadhly Arham, A. (2020). The relationship of good university governance and student satisfaction. International Journal of Higher Education, 9(1). https://doi.org/10.5430/ijhe.v9n1p1
Noga, G. (2018). Problems of adapting enterprises in the strategy implementation process. case of Poland. Business, Management and Education, 16(2), 222–238. https://doi.org/10.3846/bme.2018.6261
Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718
Osman, M. E. (2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching, 46(4), 463–471. https://doi.org/10.1080/02607476.2020.1802583
Peseta, T., Barrie, S., & McLean, J. (2017). Academic life in the measured university: Pleasures, paradoxes and politics. Higher Education Research & Development, 36(3), 453–457. https://doi.org/10.1080/07294360.2017.1293909
Piekarz, H. (2008). Implementacja strategii z perspektywy procesu zarządzania. Studia i Prace UEK, 1, 244–252.
Reed, B. I. (2006). Phenomenography as a way to research the understanding by students of technical concepts. In Núcleo de Pesquisa em Tecnologia da Arquitetura e Urbanismo (NUTAU): Technological Innovation and Sustainability (pp. 1–11). Sao Paulo, Brazil.
Rothbard, N. P., & Patil, S. V. (2012). Being there: Work engagement and positive organizational scholarship. In The Oxford handbook of positive organizational scholarship (pp. 56–69). Oxford University Press.
Segatto, M., de Padua, S., & Martinelli, D. (2013). Business process management: a systematic approach? Business Process Management Journal, 19(4), 698–714. https://doi.org/10.1108/BPMJ-Jun-2012-0064
Stukalo, N., & Simakhova, A. (2020). COVID-19 impact on Ukrainian higher education. Universal Journal of Educational Research, 8(8), 3673–3678. https://doi.org/10.13189/ujer.2020.080846
Szarucki, M. (2013). Dobór instrumentów formułowania i implementacji strategii. Zeszyty Naukowe Uniwersytetu Przyrodniczo – Humanistycznego w Siedlcach, 97, 333–347.
Szarucki, M. (2015). Evolution of managerial problems from the perspective of management science. Business: Theory and Practice, 16(4), 362–372. https://doi.org/10.3846/btp.2015.684
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘Solutionism’: a seller’s market. Postdigital Science and Education, 2, 863–878. https://doi.org/10.1007/s42438-020-00164-x
Times Higher Education. (n.d.). https://www.timeshighereducation.com/unileaderssurveydata2020
Tømte, C. E., Fossland, T., Aamodt, P. O., & Degn, L. (2019). Digitalisation in higher education: mapping institutional approaches for teaching and learning. Quality in Higher Education, 25(1), 98–114. https://doi.org/10.1080/13538322.2019.1603611
Ullah, I., Elahi, N. S., Abid, G., & Butt, M. U. (2020). The impact of perceived organizational support and proactive personality on affective commitment: mediating role of prosocial motivation. Business, Management and Education, 18(2), 183–205. https://doi.org/10.3846/bme.2020.12189
UNESCO. (n.d.). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse
Wise, G., Dickinson, C., Katan, T., & Gallegos, M. C. (2020). Inclusive higher education governance: managing stakeholders, strategy, structure and function. Studies in Higher Education, 45(2), 339–352. https://doi.org/10.1080/03075079.2018.1525698
Zawacki-Richter, O. (2020). The current state and impact of Covid-19 on digital higher education in Germany. Human Behavior & Emerging Technologies, 3, 218–226. https://doi.org/10.1002/hbe2.238
Žydžiūnaitė, V., & Sabaliauskas, S. (2017). Kokybiniai tyrimai. Principai ir metodai. Vaga.