The Impact of Covid-19 on the Institutional Fabric of Higher Education

Part I Setting the Stage 1 Assessing the Impact of COVID-19 on the Institutional Fabric of Higher Education Rómulo Pinheiro, Elizabeth Balbachevsky, Pundy Pillay, and Akiyoshi Yonezawa Part II The System’s Responses to COVID-19 2 3 4 Evidence, Stakeholders and Decision Making: Managing COVID-19 in Irish Higher Education Marie Clarke New Actors, Administrative Measures and Conflicting Agendas: The Impact of the Pandemic on Internationalisation of Higher Education in Poland and Russia Svetlana Shenderova, Dominik Antonowicz, and Marta Jaworska Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education Dorota Dakowska 1 3 37 39 65 89 xiii xiv CONTENTS 5 Higher Education Response to COVID-19 in Uganda: Regulatory Tools and Adaptive Institutions Ronald Bisaso and Pius Coxwell Achanga Part III Higher Education Institutions’ Responses to COVID-19 6 7 8 Higher Education in Brazil: Institutional Actions for the Retention of Students in Public and Private Sectors Maria-Ligia Barbosa, Eduardo Henrique Narciso Borges, Adriane Gouvea, Felícia Picanço, Leonardo Rodrigues, and André Vieira Transformation of International University Education Through Digitalisation During/After the COVID-19 Pandemic: Challenges in Online International Learning in Japanese Universities Akiyoshi Yonezawa, Hiroshi Ota, Keiko Ikeda, and Yukako Yonezawa Internationalization of Higher Education in Argentina upon the Arrival of COVID-19: Reactions and Lessons from the Perspective of International Relations Office Marcelo Rabossi, Ariadna Guaglianone, and Alex Markman 117 141 143 173 199 9 University-Civic Engagement in the Time of the Pandemic 223 David Charles 10 Public Service Resilience in a Post- COVID- 19 World: Digital Transformation in Nordic Higher Education Michael Oduro Asante, Sudeepika Wajirakumari Samarathunga Liyanapathiranage, and Rómulo Pinheiro 11 Entrepreneurial Universities, from Research Groups to Spin-off Companies, in a Time of COVID-19 Mariza Almeida and Branca Terra 245 269 CONTENTS xv Part IV Actors’ Responses to COVID-19 12 Challenges, Opportunities, and Coping Strategies When Faced with the COVID-19 Pandemic: A Qualitative Study of Academics in Mainland China and Hong Kong Yingxin Liu and Hugo Horta 13 “We Shouldn’t Let Academia Exhaust Ourselves Anymore!”: Pandemic Practices and the Changing Psychological Contract in Twenty-First-Century Academia Terhi Nokkala, Melina Aarnikoivu, and Taina Saarinen 14 Moving Beyond Policy on Digital Transformation: Perceptions of Digital Transformation of Teaching by Academic Staff and Students Espen Solberg and Cathrine E. Tømte 15 Remote Universities? Impacts of COVID-19 as Experienced by Academic Leaders in Finland Elias Pekkola, Taru Siekkinen, Motolani Peltola, Harri Laihonen, and Emmi-Niina Kujala 16 Post-COVID-19: Renegotiating the Scope, Role, and Function of Support and Development for Students in Higher Education Across the Globe Birgit Schreiber, Thierry Luescher, Brett Perozzi, and Lisa Bardill Moscaritolo Part V Epilogue: Taking Stock and Moving Forward 17 COVID-19 and the Institutional Fabric of Higher Education Pundy Pillay, Elizabeth Balbachevsky, Rómulo Pinheiro, and Akiyoshi Yonezawa Index 293 295 321 345 365 389 411 413 423 NOTES ON CONTRIBUTORS Melina Aarnikoivu is a postdoctoral researcher at the Finnish Institute for Educational Research, University of Jyväskylä, Finland. She is studying early-career researchers’ academic writing practices. She is also a co- coordinator of the ECHER network and a senior editor at the Journal of Praxis in Higher Education (JPHE). Pius Coxwell Achanga is the Vice Chancellor of Mountains of the Moon University (MMU), having been appointed to the said position in September 2022. Previously, he served as the Director of Quality Assurance and Accreditation at the National Council for Higher Education (NCHE). Achanga holds a PhD in Manufacturing Systems; and an MSc in Manufacturing Management and Information Systems, from Cranfield University, UK, a Bachelor of Business Information Technology from the University of Hull, UK, and a Postgraduate Certificate in Education from Canterbury Christ Church University, UK, and has attended a number of continuous professional development trainings. Mariza Almeida holds a PhD in Industrial Engineering and is an associ ate professor at the Industrial Engineering School at Federal University of the State of Rio de Janeiro—UNIRIO, in Rio de Janeiro, Brazil; visiting scholar at Georgia Institute of Technology, School of Public Policy, USA, and Aveiro University, Portugal; and coordinator of Research Group Technology, Innovation and Entrepreneurship. She has experience in technological innovation and industrial organization, working on the fol lowing themes: triple helix, entrepreneurial university, sustainable entre preneurship, and innovation policy. xvii xviii NOTES ON CONTRIBUTORS Dominik Antonowicz is a leader of the Department of Science and Higher Education, Nicolaus Copernicus University, Poland. Within the f ield of higher education, Dominik specializes in policy analysis including agenda-setting, implementation, and evaluation studies with a particular focus on government-university relationships, institutional governance, and leadership. Michael Oduro Asante is a PhD candidate at the Department of Government at Norway’s University of Bergen. His research interests include policy networks, interest groups, labor unions, comparative public policy, and higher education studies. Elizabeth Balbachevsky is an associate professor in the Department of Political Science at the University of São Paulo (USP), São Paulo, Brazil,