by Marcia Devlin
As is the case in many countries, the COVID pandemic continues to wreak havoc in Australian universities. While many universities are now beginning to experiment with ‘hybrid’ models that combine online and face-to-face teaching and learning, efforts are tentative. Executives and staff are nervous about committing to what many students are increasingly telling us they want – a ‘normal’ university student experience with on-campus components.
This nervousness is well-founded. Our vaccine rollout is not rolling, the federal and state governments are blaming each other, and we have had to have another snap lockdown just this week. Ensuring ‘COVID-safe’ campuses in these circumstances is tricky and, not to put too fine a point on it, connected to potential life and death scenarios.
International borders remain closed. International students – so important to Australian universities and their finances – are not allowed into the country. The current Education Minister gave a speech about the future of international students this week. It was invitation only but from what can be gleaned from social media commentary from those fortunate enough to secure an invitation, it didn’t leave audience members brimming with confidence about the immediate future.
In this set of circumstances, it is challenging to focus on the core university ‘businesses’ of teaching and research. This challenge is exacerbated by the fact that those providing the education and research are human beings who are themselves living in and through the pandemic. The work of academics and professionals in universities is complex, messy, deeply human and relies on individual passion and goodwill as well as qualifications, knowledge, skills and experience.
I attended a seminar recently at one of my alma maters, Macquarie University, led by a well-known Australian author, Hugh McKay: the importance of compassion was central. Arguing that the most significant thing about us as people is that we share a common humanity, that we humans all belong to a social species, that we are “hopeless” in isolation and that we need others to nurture and sustain us, McKay underscored the importance of compassion, kindness and simply being nice to one another in our current shared pandemic context.
I’m not sure about other SRHE readers, but compassion and kindness aren’t topics I’ve often heard discussed in universities in my 30 years in the sector. McKay suggested the pandemic has been a mass experiment around what happens to people when they are isolated. The results have included more anxiety, more suicidal ideation, more domestic violence, among many other negative outcomes. But also more time for introspection and for deep consideration of what is important to us. Many of us have more clearly understood how crucial our social and personal connections are.
McKay proposes that many of us have previously found useful hiding places in ambition, IT devices and consumerism, which have promoted individualism and competitiveness and a greater focus on ourselves than on our role in families, communities and society. As I reflected on university life, and life more generally, I couldn’t help but think he had a point.
As we co-create the ‘COVID-normal’ university, I wonder if we might all find a bigger space for our humanity, our compassion and our kindness to each other. Not only might that bring a better experience of work in universities for ourselves and those around us, the quality and impact of our education and research might also improve as a result.
Former Senior Deputy Vice-Chancellor Marcia Devlin is a Fellow of SRHE and an Adjunct Professor at Victoria University, Melbourne, Australia.
April 10, 2021 at 3:42 am
The pandemic would have caused more havoc for Australian universities, but for the efforts of a few expert digital educators. There is a larger challenge than COVID-19 just ahead, which they could assist with. https://blog.highereducationwhisperer.com/search/label/Belt%20and%20Road%20Education%20Plan
Online & hybrid learning were routine at universities long before COVID-19. But most universities downplayed this, as they feared it would damage their brand.
There are challenges with the social aspects of online learning. As an international student of distance education, I have experienced the aching loneliness it can engender, while investigating ways to overcome this. https://blog.highereducationwhisperer.com/2020/04/responding-to-coronavirus-emergency.html
One challenge now is to train academics in e-learning, using proven techniques. But, the bigger challenge is to convince the students, their parents, government & industry, this is quality education.
We can learn from a previous socio-technical revolution. In the 1990s I joined a loose alliance of people from government, industry & academia, who helped make the Internet & the Web acceptable. http://www.austlii.edu.au/au/journals/CLCCommsUpd/1995/56.pdf
Pingback: Leading in troubled times – opinion | Campus Review