ABSTRACT
Purpose: This study aims to describe and illuminate the ways in which Kwantlen Polytechnic University (KPU) – an urban, undergraduate institution with a strong focus on teaching, learning and related research and scholarship, and a substantial international student population – adapted to pandemic conditions in 2020 in an effort to meet community and pedagogical priorities, institutional/legal responsibilities and strategic goals. Design/methodology/approach: Three institutional leaders at KPU draw together their respective insights and experiences, reflecting on how governance, pedagogy and operations were impacted by COVID-19. Findings: After two years of continuous operation during the COVID-19 pandemic, and with the strong support of its learners and the faculty, KPU has undergone significant pedagogical and technological shifts to become a multi-modal university for study, teaching and administration. Research limitations/implications: This is a "practitioner paper” with a practical focus on institutional leadership and adaptation in a period of rapid adjustment. It is more of an accounting and reflection piece than a critical analysis. Practical implications: It offers post-secondary leaders' insights into ways in which institutional values and community needs inform policy-making, operations and innovation in education. Social implications: KPU's domestic and international student constituencies are complex and required unconventional post-secondary strategies regarding faculty autonomy and growth, de-colonization and inclusion. Originality/value: KPU has a distinctive mandate in British Columbia and its commitment to experiential learning – typically associated with hands-on education – presented unusual challenges for delivery. While research-and-teaching universities were tested by COVID-19, their tests were largely alike. KPU's experience illustrates what practical- and teaching-focused institutions confronted. © 2022, Emerald Publishing Limited.
ABSTRACT
PurposeThis study aims to describe and illuminate the ways in which Kwantlen Polytechnic University (KPU) - an urban, undergraduate institution with a strong focus on teaching, learning and related research and scholarship, and a substantial international student population - adapted to pandemic conditions in 2020 in an effort to meet community and pedagogical priorities, institutional/legal responsibilities and strategic goals. Design/methodology/approachThree institutional leaders at KPU draw together their respective insights and experiences, reflecting on how governance, pedagogy and operations were impacted by COVID-19. FindingsAfter two years of continuous operation during the COVID-19 pandemic, and with the strong support of its learners and the faculty, KPU has undergone significant pedagogical and technological shifts to become a multi-modal university for study, teaching and administration. Research limitations/implicationsThis is a "practitioner paper" with a practical focus on institutional leadership and adaptation in a period of rapid adjustment. It is more of an accounting and reflection piece than a critical analysis. Practical implicationsIt offers post-secondary leaders' insights into ways in which institutional values and community needs inform policy-making, operations and innovation in education. Social implicationsKPU's domestic and international student constituencies are complex and required unconventional post-secondary strategies regarding faculty autonomy and growth, de-colonization and inclusion. Originality/valueKPU has a distinctive mandate in British Columbia and its commitment to experiential learning - typically associated with hands-on education - presented unusual challenges for delivery. While research-and-teaching universities were tested by COVID-19, their tests were largely alike. KPU's experience illustrates what practical- and teaching-focused institutions confronted.