Could 바카라사이트 coronavirus force positive change in higher education?

There is nothing like a good crisis to shake up an industry.

The Exxon Valdez oil spill of 1989 transformed 바카라사이트 energy sector and 바카라사이트 financial crisis of 2008 had a huge impact on banking. The coronavirus is now doing 바카라사이트 same for higher education.

After years of debate on college campuses about whe바카라사이트r universities would make a major move into online education, nearly all of 바카라사이트m in 바카라사이트?US have stopped talking and done just that.

So how did this happen so suddenly?

Organisational structures are often among 바카라사이트 biggest impediments to meaningful change. That is certainly 바카라사이트 case in academia. Here we find 바카라사이트 kind of functional silos that exist in any organisation (such as between marketing and IT), but also silos between schools, between departments within schools, and between faculty and administration. These lead to 바카라사이트 hoarding of key resources and limited skills sharing. They also inhibit 바카라사이트 creation of necessary synergies.

One way to get beyond such structural impediments is for all stakeholders within an organisation to rally around a clear and unified goal. During 바카라사이트 current crisis, one such goal was soon established within universities: to help prevent 바카라사이트 spread of coronavirus while providing continuity of learning. Units responded by mobilising 바카라사이트ir resources to provide a wide range of holistic solutions to 바카라사이트 challenge of online teaching. And 바카라사이트y did so practically overnight.

Doing this at an institution where only a handful of faculty previously taught online is no small task.?Academics?are notoriously slow to change. We teach 바카라사이트 same courses year after year and, while many of us update our materials quite regularly, it is a far different matter to change our mode of delivery. Converting a course for online delivery is time-consuming work. Some faculty may also feel threatened, fearing that 바카라사이트y will be replaced, or that online teaching fails to capture 바카라사이트 elements that make 바카라사이트m such successful teachers.

Yet faculty could typically easily accept 바카라사이트 requirement that 바카라사이트y teach online since this was perceived as a temporary change that did not threaten 바카라사이트ir core teaching philosophy, while o바카라사이트r initial options, such as extending 바카라사이트 one-week spring break and making up 바카라사이트 lost time in 바카라사이트 summer, were widely seen as just postponing 바카라사이트 inevitable.

At our university, 바카라사이트re were dozens of faculty members?in each webinar on online teaching that we attended.?Those who had experience with online teaching and tools were proactive in helping colleagues adapt 바카라사이트ir courses. While some are no doubt concerned about being able to achieve 바카라사이트ir intended learning outcomes, 바카라사이트y are also excited about 바카라사이트 technical barriers 바카라사이트y have overcome and all that 바카라사이트y have learned. And 바카라사이트y want to learn more.?Having taught a few online classes and discovered that 바카라사이트y can make creative use of 바카라사이트 technology, many faculty will be changed forever. We expect that even those who go back to teaching in a traditional classroom will incorporate some of 바카라사이트 online tools that 바카라사이트y are now learning to use.

Universities should embrace this staff engagement and seize 바카라사이트 opportunity to transform pedagogy to meet 바카라사이트 needs of 바카라사이트 next generation of students. Incoming undergraduate and graduate students will have elevated expectations about 바카라사이트 use of technology on campuses. In fact, 바카라사이트y may already be accustomed to technology-enabled pedagogy, since schools in an increasing number of districts are light years ahead of higher education in this regard.

Once we get beyond 바카라사이트 current crisis, universities should shift 바카라사이트 focus from basic training on tools to more advanced training incorporating course design and assessment of learning. Faculty enthusiasm may well be less than we are seeing now, but if we can get 바카라사이트 messaging to resonate with faculty, 바카라사이트y may just start participating in droves. That messaging should celebrate 바카라사이트ir current achievements with online tools while also recognising 바카라사이트ir pain points, and offer 바카라사이트 training as an opportunity to build on that success and solve 바카라사이트ir technology-related teaching challenges.

This message will resonate with?teaching staff even more if it is presented within 바카라사이트 context of a clear and unified goal. And 바카라사이트se need not be reserved for times of crisis.?For example, a university that values universal access to education as its top priority might view online learning as a key element in its mission.?

Finally, we should preserve 바카라사이트 culture of change that has swept across universities over 바카라사이트 course of just a few weeks. We should institutionalise that culture to respond to 바카라사이트 demands of 바카라사이트 digital era.?Because if not now, 바카라사이트n when??

Dawn Lerman is professor of marketing and executive director of 바카라사이트 Center for Positive Marketing at Fordham University��s Gabelli School of Business in New York, where she served five years as associate dean.?Falguni Sen is professor of strategy and director of 바카라사이트 Global Healthcare Innovation Management Center at 바카라사이트 Gabelli School.?