The impacts of the COVID-19 lockdowns on the work of academic staff at higher education institutions: an international assessment

The COVID-19 pandemic severely disrupted the life of millions of people around the world and brought changes in many contexts. In higher education institutions, teaching staff had to quickly adapt their teaching and research practices and revisit learning and student engagement strategies. In this context, this paper aimed to report on how the lockdowns influenced the work and lives of academic staff at universities. The methodology consisted of an online survey that collected 201 responses across 39 countries worldwide, and the results were explored using descriptive and exploratory modelling analyses. The findings reveal that the main positive aspect of the work-from-home experience during the lockdowns was the reduction of time spent on commuting, while the inability to disconnect and difficulties in work–life balance were the most commonly indicated negative aspects. The principal component analysis indicated that the pandemic had a moderate power in boosting academic staff towards sustainability, and an important potential of revising academic curricula and teaching–learning relationships. Based on the evidence gathered, recommendations to allow academic staff to better cope with the influence of future pandemics include the increased use of digital resources and new teaching styles, curricula revision for encouraging educators to include more issues related to sustainable development in their teaching and greater institutional support to reduce stressful conditions and improve productivity

Poverty: A central barrier to the implementation of the UN Sustainable Development Goals

Poverty is one of the central elements in the transformative promise of the 2030 Agenda: leave no one behind. Ending poverty in all forms and everywhere is the first Sustainable Development Goal (SDG) and much can be discussed about its impact on several other sustainability elements. In this context, this paper explores the role of poverty and why it poses a central barrier in the implementation of the SDGs in developing countries. The research questions intended to assess: i) to which extent poverty is seen as a sustainability challenge and properly included in governance actions, ii) which are the SDGs most negatively affected by poverty, and iii) which are the main challenges for the implementation of SDG 1. An international survey was performed with researchers, professors, and representatives of administrative sectors in universities from 34 countries round the world. The vast majority of those taking part in the study consider poverty to be a threat to the implementation of the SDGs in their countries. Practically all goals are seen to be hampered, especially SDG 2 ‘Zero Hunger’, SDG 3 ‘Good Health and Well-being’, SDG 4 ‘Quality Education’ and SDG 6 ‘Clean Water and Sanitation’. The implications of this paper are twofold: it illustrates the need to pay a special attention to poverty reduction which may pose a central barrier to the implementation of the SDGs and describes a set of items needed, in order to foster the implementation of one of the key goals

Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study

Background: “The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. Method: The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. Results: The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . Conclusions: While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics

The Impacts of the COVID-19 Lockdowns on the Work of Academic Staff at Higher Education Institutions: an international assessment

The COVID-19 pandemic severely disrupted the life of millions of people around the world and brought changes in many contexts. In higher education institutions, teaching staff had to quickly adapt their teaching and research practices and revisit learning and student engagement strategies. In this context, this paper aimed to report on how the lockdowns influenced the work and lives of academic staff at universities. The methodology consisted of an online survey that collected 201 responses across 39 countries worldwide, and the results were explored using descriptive and exploratory modelling analyses. The findings reveal that the main positive aspect of the work-from-home experience during the lockdowns was the reduction of time spent on commuting, while the inability to disconnect and difficulties in work-life balance were the most commonly indicated negative aspects. The principal component analysis indicated that the pandemic had a moderate power in boosting academic staff towards sustainability, and an important potential of revising academic curricula and teaching-learning relationships. Based on the evidence gathered, recommendations to allow academic staff to better cope with the influence of future pandemics include the increased use of digital resources and new teaching styles, curricula revision for encouraging educators to include more issues related to sustainable development in their teaching, and greater institutional support to reduce stressful conditions and improve productivity