Editors:
Susana Gonçalves
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and
Suzanne Majhanovich
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Pages:
x–xi
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Figures
2.1 Positioning the higher education in emergencies domains within an emergency management framework. 19
4.1 The whole-institution approach (from UNESCO, 2017, p. 53). 49
5.1 Distribution of the HE students in Turkey (2019–2020). 73
6.1 Comic created by students during the CAI course. 91
6.2 Pre-service teachers’ responses regarding the use of technology. 92
6.3 Preservice teachers’ competences formed during completing the initial teacher training programme. 95
8.1 Phases of the learning and teaching innovation process (from Luppi et al., 2021). 114
8.2 The CIPP model of evaluation (from Stufflebeam, 1983). 117
9.1 Andrew’s wellbeing plot line. 137
9.2 Jennifer’s wellbeing plot line. 138
9.3 Peter’s wellbeing plot line. 140
9.4 Sia’s wellbeing plot line. 140
11.1 Themes emerging from challenges associated with the forced WFH scenario. 163
11.2 Benefits in working from home. 165
12.1 Silhouette adult, male and female (from Krumm & Jenkins, 2001; open source http://heteroglossia.net/Home.2.0.html). 176
12.2 Two language portraits, one with migration background (left); one “monolingual” portrait (right) (adapted from Krumm & Jenkins, 2001). 177
Tables
2.1 Defining higher education in emergencies domains. 17
5.1 Distance education agenda in the COVID-19 period. 63
6.1 Competences formed after the teacher training programme (1 totally disagree – 5 totally agree). 94
8.1 Distribution of participants by class enrolment. 119
8.2 Input variables: Paired t-test comparing the face to face and emergency distance learning. 120
8.3 Process variables: Paired t-test comparing the face to face and emergency distance learning. 121
8.4 Product variables: Paired t-test comparing the face to face and emergency distance learning. 122
9.1 Timeline for university and research activities. 133
9.2 Workplace-related challenges, frequency and example. 136
9.3 Nominated successes, frequency and example. 136
9.4 Strategies, resources, frequency and example. 137
11.1 Challenges faced by academics. 162
11.2 Sustainability of work at home. 166
11.3 Communication tools used (with students & staff). 167
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Series:  Comparative and International Education: Diversity of Voices, Volume: 53
Cover Pandemic, Disruption and Adjustment in Higher Education
E-Book ISBN:
9789004512672
Publisher:
Brill
Print Publication Date:
01 Feb 2022
Front Matter
Preliminary Material
Copyright page
Foreword
Figures and Tables
Notes on Contributors
Chapter 1 Introduction
Part 1 New Modes of Teaching
Chapter 2 Ramifications of COVID-19 for Higher Education Systems and Institutions
Chapter 3 Transformation of Universities during the COVID-19 Pandemic
Chapter 4 Thoughts on Higher Education for Sustainable Development (HESD) amid the Pandemic
Chapter 5 Digitalization of Higher Education in Turkey and COVID-19
Chapter 6 Switching to Online Teaching within a Teacher Training Programme during the COVID-19 Pandemic
Chapter 7 The Pandemic and the End of the Lecture
Chapter 8 Facing Adversity at the University
Part 2 Teaching from Home: Teachers’ Wellbeing
Chapter 9 ‘Overall It Was OK’
Chapter 10 Rethinking Academic Teaching at and beyond the Pandemic
Chapter 11 Higher Education Academics’ Perspectives
Chapter 12 Reconnecting Teaching Discourse in Higher Education
Chapter 13 Afterword
Back Matter
Index

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