Knowledge management during emergency remote teaching: an interpretative phenomenological analysis of the transition experiences of faculty members

IF 6.6 2区管理学 Q1 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Knowledge Management Pub Date : 2024-02-06 DOI:10.1108/jkm-02-2023-0112

Pallavi Srivastava, Trishna Sehgal, Ritika Jain, Puneet Kaur, Anushree Luukela-Tandon

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引用次数: 0

Abstract

Purpose

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Design/methodology/approach

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Findings

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

Originality/value

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

查看原文本刊更多论文

紧急远程教学中的知识管理：对教师过渡经历的解释性现象学分析

目的本研究关注高等教育机构（HEIs）的教师在应对 COVID-19 大流行病导致的紧急远程教学转变时所经历的心理状况和知识管理实践。通过关注教师在这一转变过程中的经历，本研究旨在考察印度大流行病未得到充分研究的影响。设计/方法/途径本研究采用解释现象学分析方法，通过对 20 名印度教师进行为期一年的 40 次深入访谈，分两波对收集到的数据进行分析。研究结果通过三个心理条件（有意义性、可用性和安全性）制定了八个次主题，以论述教师在紧急远程教学中的经验和挑战，这些经验和挑战与他们的学习、身份、所利用的资源以及从其聘用的教育机构获得的支持有关。研究结果还介绍了教职员工为适应所讨论的每项挑战而采取的应对策略和知识管理相关做法。此外，本研究使用 Kahn 模型来考察印度教师向紧急远程教学的转变，为了解 COVID-19 大流行对教育机构的影响提供了新颖的见解。

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来源期刊

Journal of Knowledge Management Multiple-

CiteScore

13.70

自引率

15.70%

发文量

期刊介绍： Knowledge Management covers all the key issues in its field including: ■Developing an appropriate culture and communication strategy ■Integrating learning and knowledge infrastructure ■Knowledge management and the learning organization ■Information organization and retrieval technologies for improving the quality of knowledge ■Linking knowledge management to performance initiatives ■Retaining knowledge - human and intellectual capital ■Using information technology to develop knowledge management ■Knowledge management and innovation ■Measuring the value of knowledge already within an organization ■What lies beyond knowledge management?