Strategic Management Through Digital Platforms for Remote Working in the Higher Education Industry During and After the COVID-19 Pandemic

ABSTRACT

Strategic management is a vital part of every industry;however, the COVID-19 crisis has further escalated the importance of strategic management and adaptability in the higher education industry. The convergence of digital, information and communication technologies coupled with lockdown measures imposed due to the COVID-19 pandemic has catalysed the adoption of digital platforms and technologies for online teaching and learning in higher education. This qualitative paper aims to examine the viewpoints of and challenges faced by students and lecturers pertaining to digital platforms and technologies in higher education during the COVID-19 pandemic. The research methodology encompasses the use of a networking approach;80 interviews were conducted with 38 students and 42 university lecturers in Europe, Australia, North America, and Asia. The selection of a sample was undertaken by means of a gatekeeper strategy combined with convenience sampling, while the saturation point was used as a benchmark to reach a representative sample size. The results revealed that digital platforms and technologies facilitate a participative teaching style and improve the learning capabilities of students. The results further highlight the fact that break-out rooms, pre-class videos and creative learning activities promote higher levels of student attendance and engagement. Furthermore, the results demonstrate that, despite the significant development of digital technologies and information and communication technologies (ICTs), both lecturers and students prefer traditional face-to-face teaching because it offers greater emotional connectivity. Major challenges unearthed include poor connectivity, a higher incidence of depression, feelings of self-isolation and a lack of emotional engagement. Recommendations and implications for the higher education industry relating to remote learning are presented in the latter part of this paper. © 2022, WSB University. All rights reserved.