ABSTRACT
The COVID-19 pandemic has caused severe disturbances in the work of hundreds of millions of people around the world. One of the groups affected is the academic staff at higher education institutions, whose original business model, i.e., presence teaching, suddenly changed to online learning. This has, in turn, exacerbated pre-existing problems such as shortage of time, busy schedules, and challenges to a work-life balance. Since academic staff plays a key role in respect of teaching and research, often acting as leaders in their fields, it is important to reflect on the influences of the lockdowns on their work routines. In order to address this research need, this paper reports on a study that examined the impacts of the lockdowns on the work of academic staff at universities. Using a bibliometric analysis and investigation of a set of case studies, the study sheds light on the difficulties encountered and the means deployed to address them. Our study did not identify a one-size-fits-all response to manage the manifold changes brought on HEIs by the COVID-19 pandemic. Selected arising priorities include creating a culture of educational resilience through a container of complementary measures.