Crisis Leadership: Reflecting on the Complex Role of Academic (Middle) Leaders during the COVID-19 Pandemic

• Published in: Perspectives in education Vol. 41; no. 2; pp. 89 - 103
• Main Authors: Africa, Cherrel, Yu, Derek, Karriem, Abdulrazak, Raymond, Bonita
• Format: Journal Article
• Language: English
• Published: Bloemfontein University of the Free State Faculty of Education 01-06-2023; University of the Free State, Faculty of Education; University of the Free State
• Subjects: Administrator Attitudes; Administrator Role; Autoethnography; Blended Learning; Brightness; Class Size; Communication (Thought Transfer); Coping; Coping strategies; COVID-19; Crisis Leadership, Academic Leaders, COVID-19 Pandemic, Historically Disadvantaged University, Online Environment, Hybrid Teaching; Crisis Management; Decision Making; Departments; Disruption; Distance learning; Educational Change; Electronic Learning; Family Environment; Foreign Countries; Higher Education; Households; Internet; Internet access; Interpersonal Relationship; Leadership; Leadership Styles; Long term; Managers; Middle Management; Online Courses; Pandemics; Research Methodology; Small Classes; Students; Teaching; Teaching Methods; South Africa
• ISSN: 0258-2236; 2519-593X
• DOI: 10.38140/pie.v41i2.6265

This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain a proactive stance, facilitating inclusive long-term change.