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Abstract
Even before the COVID-19 pandemic, the landscape of higher education had been primed for upheaval. The pandemic has only accentuated the need for change. Not only have we had to scramble to provide meaningful and valuable content to our students; we have also had to reinvent how that content is delivered. Beyond these changes that have abruptly affected all of us, expectations from students, colleagues, and administrators have unilaterally risen. We are expected to publish more, and in better journals. We are expected to provide more service, internally and externally. We are expected to get better teacher evaluations from students, and to deliver up-to-date content in a way that can convince students that they are benefiting from their paid education more than they would by taking online courses (often for free). The pressure to succeed on all fronts has never been higher.
In this panel discussion, seasoned scholars, who have succeeded, will share insights from their experiences navigating this new landscape and reinventing their own mindset and work habits to accommodate the increasing expectations placed on faculty. Each panelist will take the position of a key stakeholder in high education including university leaders, society, the business community, journal editors and students.
Recommended Citation
Galletta, Dennis F.; Gaskin, James Eric; Koch, Hope; Anderson, Greg; Jessup, Len; King, John Leslie; Lowry, Paul Benjamin; and Wetherbe, James, "Educational Disruption & Rising Faculty Expectations" (2020). AMCIS 2020 Proceedings. 6.
https://aisel.aisnet.org/amcis2020/panels/panels/6
Educational Disruption & Rising Faculty Expectations
Even before the COVID-19 pandemic, the landscape of higher education had been primed for upheaval. The pandemic has only accentuated the need for change. Not only have we had to scramble to provide meaningful and valuable content to our students; we have also had to reinvent how that content is delivered. Beyond these changes that have abruptly affected all of us, expectations from students, colleagues, and administrators have unilaterally risen. We are expected to publish more, and in better journals. We are expected to provide more service, internally and externally. We are expected to get better teacher evaluations from students, and to deliver up-to-date content in a way that can convince students that they are benefiting from their paid education more than they would by taking online courses (often for free). The pressure to succeed on all fronts has never been higher.
In this panel discussion, seasoned scholars, who have succeeded, will share insights from their experiences navigating this new landscape and reinventing their own mindset and work habits to accommodate the increasing expectations placed on faculty. Each panelist will take the position of a key stakeholder in high education including university leaders, society, the business community, journal editors and students.
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