Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

Vida Navickiene, Valentina Dagiene, Egle Jasute, Rita Butkiene and Daina Gudoniene
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Vida Navickiene: Faculty of Creative Industries, Vilnius Gediminas Technical University, Sauletekio Al. 11, LT-10223 Vilnius, Lithuania
Valentina Dagiene: Institute of Educational Sciences, Vilnius University, Universiteto Street 9, LT-01513 Vilnius, Lithuania
Egle Jasute: Institute of Educational Sciences, Vilnius University, Universiteto Street 9, LT-01513 Vilnius, Lithuania
Rita Butkiene: Informatics Faculty, Kaunas University of Technology, Studentu Street 50, LT-51392 Kaunas, Lithuania
Daina Gudoniene: Informatics Faculty, Kaunas University of Technology, Studentu Street 50, LT-51392 Kaunas, Lithuania

Sustainability, 2021, vol. 13, issue 17, 1-16

Abstract: The pandemic COVID-19 period in education has brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation may last for a long time. Under the current circumstances, it is important to shift to distance learning through online processes and improve educational processes at all organizational levels. Institutions have to ensure successful distance or remote learning process by identifying their opportunities, meeting challenges, and establishing the sustainable quality factors for remote or distance learning. This study aimed at identifying the pandemic-induced qualitative changes in studies that have occurred at the levels of university authorities, lecturers, and students. Universities of Lithuania were taken as a case study. The novelty of the research lies in the fact that the focus of analysis is not on the negative effects of the pandemic observed in higher education studies but on finding positive qualitative changes that are also of importance to future studies. Phenomenographic qualitative research strategy was chosen in the research and 15 in-depth semi-structured interviews with experts in university studies were conducted. Seven categories were distinguished during the research representing qualitative changes in studies at three levels—authorities, lecturers, and students. The discussed levels seemed to have a mutual effect on each other. The external motivation of leaders and the support and establishment of work and online study conditions encouraged both external and internal qualitative changes in studies from the perspective of lecturers as well as students.

Keywords: higher education; qualitative changes; distance learning; university authorities; lecturers; students (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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