高等教育中的流行病领导力:新视野、风险和复杂性

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2021-05-27 DOI:10.25159/1947-9417/8880

K. Menon, S. Motala

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引用次数: 5

摘要

新冠肺炎疫情对学年的破坏要求高等教育机构在不可维持的条件下进行管理和领导。本文是南非约翰内斯堡大学采用的领导力模式的案例研究。它深入了解了领导层和治理是如何演变的，并使人们能够管理疫情带来的危机。本文介绍了领导力的相关理论和概念，并回顾了新冠肺炎对高等教育的影响。接下来是对UJ发生的一系列事件的解释，这些事件是由不让任何学生掉队并继续本学年的任务推动的。UJ经历的特点是社会正义、公平、机会和卓越教学的价值观。本文探讨了约翰内斯堡大学对这些价值观和领导力理论的回应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Pandemic Leadership in Higher Education: New Horizons, Risks and Complexities

The disruption of the academic year by the COVID-19 pandemic required higher education institutions to manage and lead under untenable conditions. This article is a case study of a leadership model adopted at the University of Johannesburg (UJ) located in South Africa. It offers insights into how the leadership and governance evolved and enabled management of the crisis presented by the pandemic. This article presents the relevant theory and concepts on leadership followed by a review of the impact of COVID-19 on higher education. This is followed by an interpretation of the sequence of events as they unfolded at UJ propelled by the mandate to leave no student behind and continue with the academic year. The UJ experience was characterised by the values of social justice, equity, access and teaching excellence. This article explores the University of Johannesburg’s response in relation to these values and leadership theories.

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.