'Bittersweet' and 'Alienating': An Extreme Comparison of Collaborative Autoethnographic Perspectives from Higher Education Students, Non-Teaching Staff and Faculty during the Pandemic in the UK and Singapore

Autor/inn/en	Rudolph, Jürgen; Itangata, Lena; Tan, Shannon; Kane, Michelle; Thairo, Irving; Tan, Tammy
Titel	'Bittersweet' and 'Alienating': An Extreme Comparison of Collaborative Autoethnographic Perspectives from Higher Education Students, Non-Teaching Staff and Faculty during the Pandemic in the UK and Singapore
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 8, Artikel 10 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Pandemics; COVID-19; College Faculty; College Students; School Personnel; Work Environment; Student Experience; Teaching Experience; Ethnography; Autobiographies; Cooperation; Reflection; Communication (Thought Transfer); Well Being; Perception; United Kingdom; Singapore + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Collegestudent; Schulpersonal; Arbeitsmilieu; Studienerfahrung; Ethnografie; Autobiography; Autobiografie; Autobiographie; Co-operation; Kooperation; Communication; thought; Kommunikation; Gedanke; Well-being; Wellness; Wohlbefinden; Wahrnehmung; Großbritannien; Singapur
Abstract	This article, via collaborative autoethnographic reflections, provides an extreme comparison of intra-period responses in two countries (the UK and Singapore) to the novel coronavirus (COVID-19) pandemic in higher education. Taking autoethnographic examples from these countries from three pairs of stakeholders of higher education (HE)--students, non-teaching academic staff, and lecturers -- we discuss contrasting experiences in pursuit of answering the research question: What were our experiences working/studying in HE during the COVID-19 global pandemic? Despite the pronounced differences of the higher education landscapes in the UK and in Singapore and the heterogeneous experiences of them, five common themes emerged during an inductive analysis: impact on work, impact on learning, wellbeing, awareness and flexibility. There are significant opportunities to learn by examining the different experiences. We recommend overcoming the many separations between HE stakeholders and to engage all of them (students, lecturers (both adjuncts and full-time faculty), non-teaching staff) with the overall goal of improving the teaching and learning experiences. Technology should not be revered as a panacea and sound pedagogical practices are as important as ever. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01