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The hallmark of a great leader is courageous leadership during a crisis. COVID-19 plunged educational leaders into an unprecedented calamity. The situation required strong, decisive, and courageous leadership. Worldwide, universities decided to take the classroom online to facilitate emergency remote teaching. For many educational leaders, this was unchartered territory. Apart from the ambiguity surrounding COVID-19, higher educational leaders were confronted with the magnified issues of equity, access to technology, teacher training, resources, financing, and the well-being of students and staff. This conceptual paper will critically examine how educational leaders managed the initial phase of the COVID-crisis in Barbados and Canada. We will emphasise the leadership strategies that were used to address myriad challenges that emerged during this time. The authors will also examine the lessons learnt and important implications for education leaders on how to lead during a crisis. [ABSTRACT FROM AUTHOR]

In this paper I document and reflect on our institutional response to the coronavirus crisis from an academic integrity perspective. I contemplate how the rapid transition to remote learning impacted academic misconduct, including how assessment of student learning played a role. I explore the proliferation of commercial file-sharing and contract cheating companies during the pandemic, situating Canada within broader global contexts. Finally, I consider how to address concerns around academic integrity as remote and online delivery continue into the fall 2020 semester and beyond. [ABSTRACT FROM AUTHOR]