Crisis Leadership: Reflecting on the Complex Role of Academic (Middle) Leaders during the COVID-19 Pandemic

Autor/inn/en	Africa, Cherrel; Yu, Derek; Karriem, Abdulrazak; Raymond, Bonita
Titel	Crisis Leadership: Reflecting on the Complex Role of Academic (Middle) Leaders during the COVID-19 Pandemic
Quelle	In: Perspectives in Education, 41 (2023) 2, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Africa, Cherrel) ORCID (Yu, Derek) ORCID (Karriem, Abdulrazak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Middle Management; Leadership; COVID-19; Pandemics; Crisis Management; Coping; Decision Making; Administrator Attitudes; Leadership Styles; Communication (Thought Transfer); Educational Change; Higher Education; Foreign Countries; Administrator Role; South Africa + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Führung; Führungsposition; Krisenmanagement; Bewältigung; Decision-making; Entscheidungsfindung; Führungsstil; Communication; thought; Kommunikation; Gedanke; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain a proactive stance, facilitating inclusive long-term change. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01