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This paper considers how the formal and real subsumption of academic labour in UK higher education are exposed and exacerbated by the move towards online teaching, assessment and communication. These processes have been expedited by the COVID‐19 pandemic outbreak and attention is drawn to the technology‐driven organisational and operational innovations that are transforming academic divisions of labour and labour processes. These changes, particularly in relation to the separation of research and teaching, and to the deprofessionalisation, modularisation, and outsourcing of the latter, are the focus of the paper. We argue that the formal subsumption of knowledge production (research) through commercialisation dovetails with a real subsumption of socially reproductive work (teaching) that is undergoing qualitative transformation in an increasingly marketised higher education sector. We show how digitalisation actively contributes to the growing standardisation and flexibilisation of work, deepens long‐standing gendered divisions of labour, and dissolves even further the blurred work/life boundaries for precariously employed workers. These new hallmarks of the contemporary subsumption present new challenges to workers and their collective organisations in Higher Education. [ABSTRACT FROM AUTHOR]

This paper explores the impact of neoliberalism on Australia's public higher education system. It examines flaws in the university system revealed by the COVID‐19 pandemic and identifies how the conditions created by neoliberal policies have limited universities' capacity to respond to a crisis. The paper reviews the previous literature on universities, neoliberalism policies, and new public management practices. It uses data from the literature, newspapers, and contemporary documents to shape an overview of the Australian public sector university system up to 2021 and its transformation by stealth. The impact of this transformation has been a heavy reliance on international onshore student fees to fund operations, infrastructure, and research activities. COVID‐19‐related public health measures have caused a significant downturn in the number of international students studying in Australia, in turn, creating a financial crisis that has seen many tens of thousands of university staff losing their jobs and courses being cut. The transformation has also seen accountingization of both individual academic and university performance to become the norm. The quantified performance metrics associated with accountingization have become universities' new language, and their goal displaced ends. Revenue generation and expenditure has been privileged over making a contribution to the nation and society. We call for a radical rethinking of the public sector university mission for the ultimate benefit of the Australian community. [ABSTRACT FROM AUTHOR]

Background: The Covid‐19 pandemic disrupted higher education in many ways, such as the move to Emergency Remote Online Teaching and Learning (EROTL), often including a move to online assessments and examinations. With evidence of increased academic dishonesty in unproctored online assessment, institutions sought ways to ensure academic and institutional integrity and reputation. In doing this, many institutions selected and implemented online proctoring solutions. Objectives: This article maps considerations of online proctoring solutions in the nexus between ensuring academic and institutional integrity and reputation, and addressing stakeholder concerns regarding invasive surveillance and the impacts on student privacy. Methods: The study involved a PRISMA‐informed systematic review of three digital libraries, namely Clarivate's Web of Science, Elsevier's Scopus, and Springer's SpringerLink, for peer‐reviewed journal articles and conference proceedings. After screening, a final corpus of 27 articles was analysed. Results and Conclusions: The findings include evidence that, in the midst of the Covid‐19 pandemic, higher education institutions were largely influenced by cost, usability and efficiency in choosing online proctoring solutions to ensure academic and institutional integrity. Student privacy was either considered in terms of data protection and transparency, or not at all. This article aims to provide valuable insight into the criteria used to select online proctoring solutions to ensure academic and institutional integrity in online examination environments. Student privacy appears not to have the consideration it warrants. Lay Description: What is currently known about the subject matter: Academic dishonesty increases in un‐proctored online learningCovid‐19 led HEIs to adopt online proctoring to ensure academic integrityConcerns remain regarding the impact of online proctoring on student privacyOnline proctoring has become an established feature in higher education What the paper adds: A thorough systematic review of online proctoring during the pandemicSituates the move to online proctoring in the nexus of integrity and privacyMaps institutional considerations for selecting online proctoring solutionsEvidence of the relative unimportance of student privacy in picking solutions The implications of study findings for practitioners: Online proctoring is not the only solution to address academic dishonestyOnline proctoring provides a scalable solution to ensure academic integrityIssues such as student anxiety, connectivity, accessibility, etc are relevantStudent privacy beyond data storage and transfer should always be considered [ABSTRACT FROM AUTHOR]

Aim: The prevalence of mental health difficulties and the demand for psychological support for students in higher education (HE) appear to be increasing. Online therapy is a widely accessible resource that could provide effective support; however, little is known about such provision. The aim of this study was therefore to answer the research question 'What factors serve to influence higher education students' levels of engagement with online therapy?' Method: A systematic review of qualitative scholarly and peer‐reviewed literature was conducted across 10 databases. Six papers met the inclusion criteria, were assessed for quality and were analysed using thematic synthesis. Findings: Factors that serve to motivate HE students to engage with online therapy included the perception that it might enhance the quality of the therapeutic relationship, that it would facilitate more autonomy in the work, and that it might enable them to be anonymous and avoid face‐to‐face contact. In contrast, demotivating factors were primarily practical in nature. Fitting therapeutic work into their busy lives, technological challenges and persisting mental health stigma proved important factors. Conclusion: This review synthesises the reasons why HE students might engage with or withdraw from online therapy. It highlights that students appear to view online therapy positively, but they can be inhibited by both personal and practical issues. Therapeutic services therefore need to ensure that information about the work they offer online is clear and transparent and that the platforms they work on are secure and stable. Finally, the need for further research, to keep abreast of technological developments, is recommended. [ABSTRACT FROM AUTHOR]

In a post‐COVID‐19 world, innovation stimuli and well‐aligned policies will assume even greater importance as various sectors seek to recover lost ground and to generate new opportunities. Collaborative partnering in innovation research and development (R&D) between private industry and higher education has increasingly emerged over the last decade as a leading key performance indicator for government policy development, and higher education research funding allocations. Recalibration of R&D‐related policies and incentivisation will require careful consideration, with constructive lessons to be learned from outcomes over the last four decades. This paper presents findings from a new study of stakeholder perceptions as to the National Innovation and Science Agenda's impact on innovation partnerships, and synthesises outcomes from two prior studies. It then examines a newly proposed innovation policy framework, Stimulating Business Investment in Innovation (SBII), set against a background of the shifting mix of paradigms that have comprised Australian innovation policy over the last 40 years. It argues that, following the SBII, any proposed change of policy direction will face significant challenges in its implementation, requiring a fully committed and comprehensive embrace by Government of the new APS engagement framework and greater levels of deliberative democracy. Industry–research partnering is a key performance indicator for government policy and research funding. This Paper synthesizes three studies on innovation, set against the shifting mix of paradigms in innovation policy over the last 40 years. Policymakers must embrace the new engagement framework, and deliberative democracy, when adopting new innovation policy. [ABSTRACT FROM AUTHOR]

This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID‐19 utilizing a bibliometric analysis. The researchers used co‐citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer‐reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic‐imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic‐imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry‐based learning, discovery learning, hands‐on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notesWhat is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID‐19.Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID‐19.What this paper adds A bird's‐eye‐view perspective of how HEIs around the globe responded to the pandemic‐imposed online teaching and learning using the bibliometric methodology.Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic‐imposed online higher education, indicating an unprecedented level of participation in this area.An analysis of distinct themes arising from research on the pandemic‐imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory‐based instruction and technology acceptance model.Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross‐disciplinary information guiding future research and design of online learning.With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning. [ABSTRACT FROM AUTHOR]

Background: The Covid‐19 pandemic has created significant challenges for the global higher education community. Understanding of students' perception has important implications for the quality of the learning process, as it affects students' engagement in learning, helps educators rethink the principles of the learning design and further improve the developed programs. Objectives: Understanding of how rapid and necessary changes of learning caused by the pandemic are related to students' intrinsic motivation and awareness. Methods: There were 832 participants in this study. Quantitative and qualitative research methods employing relevant statistical techniques were used to research students' opinions regarding the distance learning process. Results and Conclusions: Our analysis showed that first‐year students were significantly less motivated during the learning process than older students, they saw distance learning as less valuable and less interesting than the others. Our research found several positive consequences of the pandemic: working according to students' own schedule in a relaxed environment, looking at the lecture again if necessary, feeling free to ask questions and communicate with teachers and saving travel time. Implications: Teachers should have more understanding for the first‐year students who are threatened when it comes to developing motivation to learn and help them cope with learning anxieties, encourage their self‐belief and give them extra support during the learning process. Lay Description: What is already known about this topic: Intrinsic motivation is an important predictor of learning success, satisfaction and outcome in higher education.The coronavirus disease 2019 (Covid‐19) outbreak has rapidly shifted classrooms to the Internet and distance learning. What this paper adds: The paper provides empirical evidence on how different demographic factors can be linked to students' motivation for learning in a changed educational environment.The paper also analyse students' perceptions of distance learning in regards to the positive and negative aspects of educational environment. Implications for practice and/or policy: Previous students' online learning experiences influence positively motivation for learning in a changed educational environment.First‐year students were less motivated during distance learning than older students.Students with a higher academic performance have put more effort in distance learning than other students.Benefits of distance learning perceived by students were: (a) working by their own schedule; (b) re‐watching the lecture; (c) feeling free to ask question and (d) saving travel time.Negative traits were: (a) lack of motivation and study focus; (b) anxiety as the change was unexpected and (c) lack of social and socio‐emotional aspect of learning. [ABSTRACT FROM AUTHOR]

In this paper, we examine how Covid‐19 was utilized by the management of a university as a catalyst for ideological change, with the objective of transforming the ethos of a university management school and the role(s) of the academics employed within. Through new modes of working that maintained corporeal distance between university staff, market‐based ideology was mobilized to institute radical and lasting change within the roles of academics and operations of the institution. We focus on a singular case study: "Blue Management School" (BMS, pseudonym), based within an English mid‐tier research university which has historically embraced corporatization more readily than most of its peers. We conducted a qualitative analysis of management email communications and from interviews with nine academics (both current and former employees) who were working at BMS during the time concerned (March 2020 onward). We observe that Covid‐19 posed significant challenges to corporatized universities, and that university managers at BMS sought to address these challenges by undertaking further steps toward corporatization and mobilizing organizational change legitimized by the need to manage the Covid‐19 situation. This included hierarchical forms of accountability, with academics answering for module content to teaching convenors and the management team ("manager academics"). We draw attention to how management communications carried profound effects for the mobilization of ideological change within the institution, during this period. In addition, academic identity was affected, moving away from traditional research and teaching scholars toward revenue‐generating customer service workers, facilitating a power shift away from academics and further toward managers. [ABSTRACT FROM AUTHOR]

Campus crisis management remains an understudied topic in the context of COVID‐affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID‐19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross‐country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis‐stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co‐dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic. [ABSTRACT FROM AUTHOR]

In this paper, we theorize the intersectional gendered impacts of COVID‐19 on faculty labor, with a particular focus on how institutions of higher education in the United States evaluate faculty labor amidst the COVID‐19 transition and beyond. The pandemic has disrupted faculty research, teaching, and service in differential ways, having larger impacts on women faculty, faculty of color, and caregiving faculty in ways that further reflect the intersections of these groups. Universities have had to reconsider how evaluation occurs, given the impact of these disruptions on faculty careers. Through a case study of university pandemic responses in the United States, we summarize key components of how colleges and universities shifted evaluations of faculty labor in response to COVID‐19, including suspending teaching evaluations, implementing tenure delays, and allowing for impact statements in faculty reviews. While most institutional responses recenter neoliberal principles of the ideal academic worker that is both gendered and racialized, a few universities have taken more innovative approaches to better attend to equity concerns. We conclude by suggesting a recalibration of the faculty evaluation system – one that maintains systematic faculty reviews and allows for academic freedom, but requires universities to take a more contextualized approach to evaluation in ways that center equity and inclusion for women faculty and faculty of color for the long term. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic situation has pushed many higher education institutions into a fast‐paced, and mostly unstructured, emergency remote education process. In such an unprecedented context, it is important to understand how technology is mediating the educational process and how teachers and students are experiencing the change brought by the pandemic. This research aims to understand how the learning was mediated by technology during the early stages of the pandemic and how students and teachers experienced this sudden change. Data were collected following a qualitative research design. Thirty in‐depth and semi‐structured interviews (20 students and 10 teachers) were obtained and analysed following a thematic analysis approach. Results provide evidence on the adoption of remote education technologies due to the pandemic with impacts on the education process, ICT platforms usage and personal adaptation. The emergency remote education context led to mixed outcomes regarding the education process. Simultaneously, ICT platforms usage was mostly a positive experience and personal adaptation was mostly a negative experience. These results bring new insights for higher education organizations on actions they could take, such as curating the learning experience with standard, institutional‐wide platforms, appropriate training for students and teachers, and suitable remote evaluation practices. Practitioner notesWhat is already known about this topicThe COVID‐19 pandemic has pushed the world's education environment into an unstructured, emergency remote education process.There is a lack of understanding of how ICT tools mediated learning during pandemic's early stages and how actors experienced this sudden change.In technology‐mediated learning contexts, participant beliefs, knowledge, practices and the environment mutually influence one another and affect the lived experience.What this paper addsThe paper identifies and characterizes the educational process, the technological tools used in this new educational setting and personal adaptation of higher education students and teachers during these unprecedented times.The results show the following: an increase in teacher–student interaction (outside classes), new opportunities and content development; difficulties in control evaluation fraud, constraints in attaining the desired learning outcomes and lack of training; resilience to adapt and adopt the new technologies, despite the negative personal experience lived in terms of productivity, motivation, workload and mental health.Implications for practice and/or policyThe paper makes evidence‐based recommendations on how higher education institutions can leverage this experience to prepare for future disruptions and increase the use of ICT tools in their regular learning environment. [ABSTRACT FROM AUTHOR]

Background: The global COVID‐19 pandemic turned the adoption of on‐line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)—the largest university in Israel—designed and implemented a scalable procedure for administering proctored remote examinations. This procedure is applicable to different kinds of examinations in diverse disciplines and to disparate degree levels. Objectives: This study aims to deepen the knowledge with respect to the design and adoption of remote proctoring at an institutional level Methods: First, based on lessons learned from the first semester of COVID‐19, we describe the development and implementation of an institution‐wide protocol for conducting on‐line proctored assessment. We show the large‐scale applicability of the protocol for administering examinations via Moodle with remote proctoring via Zoom. The accurately designed procedures that included careful consideration of all parties involved—academic staff members, students, administrative staff and proctors—enabled TAU to successfully assess the learning outcomes of its 25,000 students, while maintaining validity, compatibility and reliability of the assessment. Second, we report combined data from surveys of 4380 students and 188 faculty‐members (18% and 12% response rate respectively), conducted at TAU following these examinations. Results and Conclusions: With over 90% of the students experiencing at least one, and 80% of faculty‐members administering at least one proctored remote examination, these heterogeneous sources of data allow us to investigate a unique and complementary perspective of the process. Some of the significant findings consist of the over‐all perception of the students' integrity by both groups surveyed; the discrepancy in the groups' perspectives of the adequate form of learning‐assessment—with the instructors preferring proctored examinations and the students—formative‐assessment; and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic‐related stress, the on‐line assessment challenges and other. Lay Description: What is already known about this topic: Proctoring exams remotely is challenging, due to technical, ethical and other concerns.Proctoring can be conducted remotely by a human, record and review later technology, automated algorithms to detect atypical behaviour.Different methods for remote proctoring in higher education have been implemented on small scale. What this paper adds: Review of studies examining various facets of remote proctoring before and during COVID‐19.A protocol for remote proctoring in a large‐scale university, based on the first post COVID‐19 semester.The perspectives of students and faculty members regarding testing with remote proctoring. Implications for future practice and/or policy: The protocol can assist higher education institutions in developing their own guidelines.The implementation should take into consideration ethical norms and constitutional limitations.Unlike automated process using algorithms, remote human proctoring is not widely opposed by students.Further research comparing remotely proctored exam performance with the f2f proctoring is needed. [ABSTRACT FROM AUTHOR]

Predictions about the post‐pandemic future of digital learning vary among higher education scholars. Some foresee dramatic, revolutionary change while others speculate that growth in educational technology will be buffeted both by modest expansion and unevenness. To this debate we contribute evidence from four groups across six countries on four continents: college and university educators (n = 281), students (n = 4243), senior administrators (n = 15), and instructional design specialists (n = 43). Our focus is on the future of digital learning after the pandemic‐induced pivot to emergency remote instruction. Using data from interviews and self‐administered questionnaires, our findings reveal a high degree of congruency between respondent groups, with most envisioning more blended/hybrid instruction post‐pandemic and some modest increases in fully online courses. Student opinion is more sceptical about future change than within the other groups. Among respondents in all groups there is little expectation for a full‐blown, revolutionary change in online or digital learning. Practitioner notesWhat is already known about this topic Digital learning has been growing in higher education, although a digital disconnect continues whereby the availability of educational technology exceeds its application to learning.Expectations regarding technology‐mediated learning post‐COVID‐19 are mixed, hampering planning for the future.Hesitancy about teaching or taking courses with some or full online components persists.What this paper adds A strong majority of respondents in higher education foresee the most growth in blended/hybrid forms of digital learning post‐COVID‐19.A solid percentage, between about two‐thirds and three‐quarters of faculty and students, envision learners and instructors taking or teaching more fully online courses post‐pandemic.A strong congruency exists between faculty, students, senior administrators, and instructional design professionals in their ranking of scenarios for the future of digital learning.Implications for practice and/or policy Educational technology in higher learning will not return to a pre‐COVID‐19 normality—if a pre‐COVID‐19 'normal' could even be defined.As post‐pandemic institutional planning unfolds, it is important to reflect experiences and incorporate insights of instructors, students, and instructional designers.Successfully building on these insights, where more blended/hybrid learning is foreseen, requires a thoughtful integration of face‐to‐face learning and educational technology. [ABSTRACT FROM AUTHOR]

Tertiary education scholarships for individual students from developing countries, including those in the Pacific Islands, are a key pillar of Australia's development policy. Understanding students' experiences of these scholarships are important in identifying both positives and challenges, which can help foster improved future opportunities. This is especially the case for Pacific Islander students engaging in the Australia Awards Scholarship programme for which there is limited understanding of experiences. As such, this paper identifies that although educational mobility programmes can offer a wealth of opportunities for students, the COVID‐19 pandemic has highlighted the challenges of such programmes which can inhibit students from reaching their full potential. Educational mobility programmes that effectively address the needs of students and empower them to achieve their goals are required to better facilitate transformative development pathways for Australia's Pacific Island neighbours. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid‐19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed‐method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re‐evaluate traditional pedagogical approaches in the online context. Practitioner notesWhat is already known about this topicUniversity transitions to online learning during the Covid‐19 pandemic were undertaken by faculty and students who had little online learning experience.The transition to online learning was often described as having a negative influence on students' learning experience and mental health.Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.What this paper addsInformation overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.Implications for practice and/or policyWe identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.We offer insights into student experience concerning online learning environments during an abrupt transition.We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning. [ABSTRACT FROM AUTHOR]

Background: The emergence of the COVID‐19 and the resulting global pandemic has ushered in far‐reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location‐based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well‐understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations. Objectives: This study investigates students' digital confidence and competence to undertake online proctored exams to determine whether issues of equity exist for students. Methods: This study reports the results of a survey (N = 761) of one university's students' experiences of end‐of‐semester online proctored exams in New Zealand. Results: Most students were positive about online exams, felt reasonably confident to complete an exam, and had the necessary digital access (i.e., devices, internet) and competence to succeed. However, digital inequalities were found between students' perceptions of digital competence based on ethnicity. While more time learning online equated to increasing self‐reported digital competence for most ethnic groups, this was not the case for Pacific learners. Takeaways: Perceptions of low digital competence can contribute to digital inequalities. Educators can support learners to develop positive perceptions of digital competence by teaching digital literacy skills. Lay Description: What is already known about this topic: Online proctored exams (OPE) have replaced many traditional exams because of the pandemic.Research on the use of online proctored exams during the pandemic suggests some acceptance among students.Apart from access related issues, little is known about digital inequalities associated with online exams. What this paper adds: Most participants were positive about OPE and felt reasonably confident to successfully complete them.Confident students were more likely to report that the exam software was easy to use.Perceptions of digital competence differed based on ethnicity.Marginalized groups were more likely to experience digital inequalities than other groups. Implications for practice and/or policy: Digital inequality is about more than issues of digital access (i.e., devices, internet).Provide differentiated technical support for students who express low digital competence.Teaching online exam digital literacy skills might increase perceptions of digital competence. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID‐19 pandemic has been spreading across the globe for several months. The nature of the virus (SARS‐CoV‐2) with easy person‐to‐person transmissions and the severe clinical course observed in some people necessitated unprecedented modifications of everyday social interactions. These included the temporary suspension of considerable elements of clinical teaching at optometry schools worldwide. This article describes the challenges optometry schools were facing in early to mid 2020. The paper highlights the experiences of six universities in five countries on four continents. Strategies to minimise the risk of virus transmission, to ensure safe clinical optometric teaching and how to overcome the challenges presented by COVID‐19 are described. An outlook on opportunities to further improve optometric education is provided. [ABSTRACT FROM AUTHOR]

The ongoing COVID‐19 pandemic has exacerbated existing inequalities and inequities. Injustices within the labor market mean that the lives particularly of women of color have been negatively affected by the crisis in multiple ways. Guided by standpoint epistemology, we take an intersectional approach and use autoethnographic methods in which we draw on our personal experiences within the United Kingdom's higher education institutions during the pandemic. We illustrate how institutional decisions, approaches, and policies enacted in the wake of COVID‐19 exacerbate inequalities and inequities. Three themes stand out from our experiences: (1) meritocracy and the problem of cumulative (dis)advantage, (2) the lack of racial awareness in management decisions, and (3) the operations of power and silencing. We show that universities justify decisions by deploying discourses of meritocracy and ignoring context and the ways women of color staff are persistently disadvantaged due to structural racism and sexism. We find that universities are likely to indicate that their response policies treat all staff absolutely equally without candidly assessing the intersectional impacts of the pandemic on minority staff, which consequently prevent the achievement of equity. We also describe the ways in which the pandemic exposes cultures of institutional silence and silencing when women of color speak up. We conclude with glimpses of hope for resisting the downward pressures of the pandemic crisis toward cultivating more equitable futures. [ABSTRACT FROM AUTHOR]

Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID‐19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID‐19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID‐19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID‐19 changed teachers' transition practices for students with disabilities and the long‐term impact that these changes will have on students' post‐secondary outcomes are needed. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic drastically altered K‐12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long‐term issues will affect teachers and students at all levels of education. However, 'silver linings' of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's effects is needed, and this includes research of new supports for learning. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess college students' food and housing insecurity risk amidst the pandemic. Data were collected through an online survey in the summer of 2020 from 1956 graduate and undergraduate students attending a large, private, urban university in the Midwest, U.S. Food insecurity among students increased (25% before; 29% during COVID) with housing insecurity staying roughly the same (34% before; 36% during COVID). Results indicate certain student groups were at greater risk of basic needs insecurity during the pandemic compared to their counterparts. Results also suggest changes in food and housing insecurity trends. College students are burdened with basic needs insecurity, exacerbated during the pandemic. Institutions need to work toward solutions to address the needs of vulnerable populations disproportionately affected by basic needs insecurity. Recommendations on addressing the basic needs of college students are also provided. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The programs that submitted the report in August received feedback in early October (close to the typical feedback date), whereas the programs who submitted the report in mid-October received feedback in mid-December. Fostering the Assessment Processes of Academic Programs in Higher Education During COVID-19: An Example from James Madison University James Madison University (JMU) has a history of excellence in student learning outcomes assessment. [Extracted from the article]

With the emergence of COVID‐19 worldwide, interest in blended learning in higher education is rapidly increasing. Despite the fact that the unipolar view that satisfaction and dissatisfaction are measured separately has been emphasized in higher education, fewer efforts have been made in a blended learning context. Therefore, this study attempts to document the unipolar view of satisfaction and dissatisfaction in a blended learning context by adopting the Kano model. More specifically, the objectives of this study is to (1) conceptualize online and offline service dimensions in blended learning, (2) examine the asymmetric effect between satisfaction and dissatisfaction, and (3) apply those results to the Kano model. The following results are reported: (1) system quality and assurance are symmetric, functioning as a satisfier; and (2) information quality, responsiveness, and tangibility are asymmetric, functioning as a delighter. Theoretical and practical implications are addressed. [ABSTRACT FROM AUTHOR]

The pandemic has brought challenges to teaching lab and research skills. Here Nigel Francis and colleagues explore the diverse approaches taken to replace lab‐based immunology teaching, explain how networks of educators have driven this innovation and discuss the importance of retaining best practice into the future. [ABSTRACT FROM AUTHOR]

The challenges facing higher education in response to COVID‐19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology‐aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID‐19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis. [ABSTRACT FROM AUTHOR]

As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers (ECRs) could better emphasize or integrate Open Science elements. Field courses provide opportunities for ECRs to apply theoretical knowledge, practice new methodological approaches, and gain an appreciation for the challenges of real‐life research, and could provide an excellent platform for integrating training in Open Science practices. Our recent experience, as primarily ECRs engaged in a field course interrupted by COVID‐19, led us to reflect on the potential to enhance learning outcomes in field courses by integrating Open Science practices and online learning components. Specifically, we highlight the opportunity for field courses to align teaching activities with the recent developments and trends in how we conduct research, including training in: publishing registered reports, collecting data using standardized methods, adopting high‐quality data documentation, managing data through reproducible workflows, and sharing and publishing data through appropriate channels. We also discuss how field courses can use online tools to optimize time in the field, develop open access resources, and cultivate collaborations. By integrating these elements, we suggest that the next generation of field courses will offer excellent arenas for participants to adopt Open Science practices. [ABSTRACT FROM AUTHOR]

This article explores the impact of COVID‐19 on the higher education crisis and its implications for workforce preparedness and the future of work. It takes an integrative look at the evolving role of three primary actors involved in higher education: traditional universities, corporate universities, and educational technology companies, before, during, and after the pandemic. We conclude with recommendations for reframing discussions about higher education and workforce preparation to achieve a better balance between the workforce needs of the corporate world and those of society. [ABSTRACT FROM AUTHOR]

This intervention focuses on the impact of the global crisis resulting from the COVID‐19 pandemic on existing racialized and gendered inequalities within the academy and in particular our discipline of Politics and International Relations. We argue that responses to recent crises within the academy have exacerbated ontological insecurity among minoritized groups, including women. When coupled with increased caring responsibilities, the current crises call into question who can be creative and innovative, necessary conditions for knowledge production. While university managers seek to reassure university staff of the temporary nature of COVID‐19 interventions, we argue that the possibilities for progressive leaps at a later state of institutional regeneration is unlikely when efforts to address structural inequalities are sidelined and crisis responses are undertaken which run counter to such work. [ABSTRACT FROM AUTHOR]

Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging findings indicate that pedagogies of uncertainty enacted within an inclusive community foster students' experiences of visibility, being heard and valued professionally. This resulting pedagogic context encourages students to take risks in a safe environment and supports them to build sustainable practices applicable to educational and artistic communities alike. In this article I argue that pedagogic conditions which enable these ways of being are just as crucial now, as we live through an extraordinary global crisis. I engaged in an autoethnographic analysis of how findings from the artist teacher impact case study can inform my current working conditions during the COVID‐19 pandemic. Through reflexive journaling and art practice I documented my experiences of transferring face‐to‐face content to remote learning platforms. In the process I consider what can be learnt from established artist teacher practices, communities and the values that underpin them whilst I support an online teaching and learning community. Crucially I am concerned with how the opportunities and challenges afforded through remote learning shape my professional practices, and the extent to which pedagogies of uncertainty evident in the artist teacher impact case study are borne out through remote working. [ABSTRACT FROM AUTHOR]

COVID‐19 is dramatically reconfiguring paid work and care. Emerging evidence in the global media suggests that academic women with caring responsibilities are being disproportionately impacted. This article fills a key knowledge gap by examining how Australian universities are supporting academics to manage remote work and caring during the COVID‐19 pandemic. We conducted a desktop analysis of public information about remote working and care from 41 Australian universities and compared them to the world's top ten ranked universities. Findings suggest that during the pandemic, the Australian higher education sector positions decisions about caring leave and participation in the paid labour force as 'private' matters in which employees (mainly women) design their own 'solutions' when compared with international institutional counterparts. We argue that COVID‐19 provides another context in which universities have evaded their responsibility to ensure women's full participation in the labour force. [ABSTRACT FROM AUTHOR]