The effects of the COVID-19 ‘lockdown’ on teaching and engagement in UK business schools

Walker, J. T. ORCID: https://orcid.org/0000-0002-3477-0236, Fontinha, R. ORCID: https://orcid.org/0000-0002-2390-098X, Haak-Saheem, W. and Brewster, C. ORCID: https://orcid.org/0000-0001-5314-1518 (2022) The effects of the COVID-19 ‘lockdown’ on teaching and engagement in UK business schools. In: Machado, C. and Davim, J. P. (eds.) Organizational Management in Post Pandemic Crisis. Springer, pp. 1-28. ISBN 9783030980528 doi: 10.1007/978-3-030-98052-8_1

Abstract/Summary

The global outbreak of COVID-19 led to a rapid shift to Working from Home (WFH). In universities and other parts of the education sector, on-line teaching and assessment become mandatory. We use research from a representative large-scale (n = 2,287) survey of business, management and economics academics in the UK to examine how prior on-line experience, learning during the ‘lockdown’, and work engagement, impacted their perceptions of on-line education. Results show that: (1) experience of on-line activity prior to the lockdown was substantially positively related to perceptions of working virtually, though perceptions differed by seniority; (2) experience of working on-line during lockdown did not enhance academic’s views of on-line delivery or any bias against on-line delivery, but it did increase positive attitudes towards on-line marking; (3) those able to maintain mental resilience and energy are considerably more likely to perceive on-line activity positively; but being more ‘dedicated’ or more ‘ensconced in work’ did not play a role. We explore the implications of these findings for the future of on-line work.

Item Type	Book or Report Section
URI	https://reading-clone.eprints-hosting.org/id/eprint/104735
Identification Number/DOI	10.1007/978-3-030-98052-8_1
Refereed	Yes
Divisions	Henley Business School > International Business and Strategy
Publisher	Springer
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