POST-COVID-19 UNIVERSITY GOVERNANCE  IN GERMANY

Jelena Zascerinska

doi:10.17770/er2020.2.5336

Authors

Jelena Zascerinska Centre for Education and Innovation Research (LV) http://orcid.org/0000-0003-4664-8593

DOI:

https://doi.org/10.17770/er2020.2.5336

Keywords:

COVID-19, higher education, Germany, governance, objectives, rules, university

Abstract

Researchers admit that there will not be a quick return to "business as usual", especially related to internationalization, the financing of studies and universities, research and administration. The enabling research question is formulated as following: What is the relationship between the COVID-19 pandemic and university governance? The aim of the article is to examine the relationship between the COVID-19 pandemic and university governance underpinning the elaboration of implications for higher education. The study was of the qualitative nature. The exploratory study was implemented. The primary data collection of the study was voluntary carried out by a forum attendee in Germany on the 22nd September 2020. Focus group interview served as a method of data collection. Focus group interview was moderated and video-recorded as well as later made available online by the forum organizers. The video-recorded data were interpreted by the authors via structuring and summarising content analysis. The theoretical finding is that the COVID-19 pandemic is a factor that influences the university governance. The COVID-19 pandemic is an external factor in regard to university governance. Factor impact can be regulated. Factor impact can be increased or decreased according to the situation requirements. The empirical data allow concluding that the COVID-19 pandemic fastens the changes in governing the universities in Germany. Implications for higher education are presented. Research limitations are identified. Directions of further research are proposed.

References

Aboy, J. R. (2018). Report Chap. Retrieved from

https://www.academia.edu/34571977/REPORT_CHAP.

Ahrens, A., Purvinis, O., Zaščerinska, J., Micevičienė, D., & Tautkus, A. (2018). Burstiness Management for Smart, Sustainable and Inclusive Growth: Emerging Research and Opportunities. IGI Global. DOI: 10.4018/978-1-5225-5442-4.

Cohen, L., Manion, L., & Morrison, K. (2003). Research Methods in Education. London and New York: Routledge/Falmer Taylor & Francis Group.

Cohen,L., Manion,L., Morrison,K. (2003). Research Methods in Education. London and New York: Routledge/Falmer Taylor & Francis Group, 2003. pp. 3-45.

Forum Hochschulräte. (2020). CORONA UND DIE FOLGEN – WIE GEHT ES WEITER AN DEN HOCHSCHULEN? Forum Hochschulräte. Retrieved from https://forum-hochschulraete.de/veranstaltungen/2020_09_22_forum_hochschulraete

Kitzinger, J. (1995). Education and debate Qualitative Research: Introducing focus groups. BMJ 1995; 311, 299-302

Krueger, R. A. & Casey, M. A. (2000). Focus Groups: A Practical Guide for Applied Research, 3rd ed. Thousand Oaks, CA: Sage Publications.

Mayring, P. (2004). Qualitative Content Analysis. In: U. Flick, E. Von Kardoff and I. Steinke (Eds). A Companion to Qualitative Research (pp. 266-269). SAGE.

McVitty, D. (2020). From crisis to creativity: how Covid-19 could change HE governance posted on 06/05/2020. Retrieved from https://wonkhe.com/blogs/from-crisis-to-creativity-how-covid-19-could-change-he-governance/.