The study’s results are presented in response to the study's research objectives:
Four major themes were discovered based on the analysis :
- Organizational Adaptation and Resilience
- Faculty Skill Utilization and Job Redefinition
- Digital transformation and online learning
- Sustainability
Organizational Adaptation and Resilience
The essential of organizational adaptation and resilience techniques in building a culture of creativity, inclusion, technological integration, and continuous learning are some of the important aspects that has been highlighted by the experts from Private Higher Education. They emphasize that adaptation is proactive rather than merely reactive, enabling institutions to foresee problems and grab chances. Consequently, organizational adaptability and resilience stand out as the pillars of the journey of organizational development and transformation in higher institutions amid COVID-19. They make the situation possible for organizations to face ambiguity, welcome innovation, assist students, and stick to their core objectives. As mentioned by the experts, the significance of these approaches will persist as the higher education landscape changes, encouraging institutions to succeed in the face of difficulty and make constructive contributions to the global education ecosystem. As higher education institutes rebuild the systems amid the pandemic recovery period, a flexibility and resilience can help communications with people and atmosphere, as well as clarify the underlying reasons why academics, researchers, students, and other stakeholders have stressful experiences (Nandy et al., 2020).
“When faced with challenges, a resilient educational system will be able to acclimatize other than looking for opportunities to invest in new technology to raise the standard and accessibility of instruction. Digital transformation is the best course of action”. (Respondent 1).
As such , towards safeguarding endurance of education while prioritizing for health of students, faculty, and staff, organizational resilience in Private Higher Education towards responding to the COVID-19 pandemic necessitates them to swiftly adjusting to remote learning, reorganizing administrative procedures, and maintaining support services.
“ In order to navigate the COVID-19 epidemic without affecting their main activities, universities must determine their capacity for change” (Respondent 3)
"Organizational adaptation became essential to survival during the COVID-19 epidemic. Institutions that swiftly embraced online learning, encouraged remote work, and established flexible regulations showed their dedication to carrying on with business as usual while placing a priority on safety” (Respondent 4)
"Organizational resilience becomes an important element of success in the ever-changing higher education context. It's the capacity to seize opportunities from setbacks and quickly change course while upholding academic integrity. Resilient institutions embrace change as a fuel for growth, which helps them not just survive upheaval but also flourish.” (Respondent 5)
As part of change management adaptation, the experts in the Private Higher education have also emphasized the importance of having robust e -learning infrastructure and technological competence in online learning for academician and students to cope with digital tools. In order to stay updated, the experts highlighted the significance of the higher institution to adapt instruction, strengthen interpersonal relationships, and incorporate new technologies.
“To be more flexible …we are collaborating more closely with overseas partners, adding online components to the curriculum, and providing more alternatives and ways for choosing a program. Additionally, we want to give our pupils the option to enter, quit or switch over” (Respondent 4)
“Technology integration during COVID-19 served as a prime example of organizational resilience. Digital tools were introduced by resilient institutions to support collaborative projects, virtual labs, and interactive online learning. Engagement was guaranteed by this combination of technology and pedagogy, demonstrating that flexibility not only endures crises but also improves the educational process.” (Respondent 3)
Faculty Skill Utilization and Job Redefinition
As stated by the experts, skill utilization and job redefinition among academicians and staffs in the higher education intended to make sure that instructors had the knowledge, tools, and assistance they needed to successfully meet the new challenges presented by online and hybrid learning settings. Initiatives for organizational growth concentrated on offering faculty members training courses and workshops to improve their abilities to teach online. These courses covered subjects like online pedagogy, making good use of technology, and producing interesting online content.
"Faculty members are embracing online instruction in these difficult times, exhibiting tremendous adaptability. To ensure that educators succeed in the virtual classroom, effective training programs that concentrate on interactive virtual pedagogy and digital tool utilization are crucial” (Respondent 1)
Higher education has provided flexible chances for professional growth that accommodated to various schedules and learning preferences. These strategies, according to the experts, enable faculty members to improve their skills at their own speed while still maintaining their teaching obligations thanks to webinars, online courses, and self-paced modules. According to Li and Lalani (2020), virtual learning retains demonstrate on improving information preservation while taking up less time. It indicates that the shift carried on by the coronavirus might be long-lasting. The current epidemic will transform how technology is used in education going forward as well as future pedagogical strategies. Adedoyin and Soykan (2020) for example, placed a strong emphasis on utilizing digital revolution to create a modern road map for online teaching as well as learning. Utilizing social media and mobile learning has also been advocated by earlier researchers (Alismaiel et al., 2022; Alturki and Aldraiweesh, 2022) for effective and cooperative online learning throughout the epidemic. Additionally, Sá and Serpa (2020) have underlined how digital shift enhances sustainable digital development in higher education and enables the collaborative reaction of learning among academic settings. Additionally, digital transformation promotes new teaching strategies like blended learning and online learning to build resilient and durable values in the classroom (Appolloni et al., 2021). during the pandemic,
“Professional growth that is both synchronous and asynchronous has been beneficial. Live webinars offer in-person engagement, whereas recorded meetings let educators review the material whenever it's convenient. This dualistic approach maximizes skill retention while supporting different learning styles”. ( Respondent 2)
“…. flexible professional development has become a lifeline for educators. To maintain effective and engaging instruction, instructors can upgrade their skills at their own speed via asynchronous online courses, webinars, and microlearning modules” (Respondent 3)
In addition to that as stated by the experts, collaboration between faculty members and instructional designers, technicians, and other support staff was fostered by organizational development initiatives. Through this partnership, academics were able to develop online courses that were both technologically sound and effective.
"Cross-functional collaboration really shines where education and technology meet. Online courses that highlight both efficient teaching techniques and the seamless use of digital resources are created by academics working with educational technologists” (Respondent 4)
Organizational development strategies in the higher educational institution also placed a strong emphasis on the necessity of ongoing assessments of the support needs of faculty and their efficacy. Institutions continued to be flexible, making changes in response to ongoing feedback and shifting conditions.
“The pandemic's dynamic character demands a dedication to ongoing evaluation and change. A learning environment that thrives in ambiguity is fostered by institutions that routinely solicit input from staff and students, evaluate the efficacy of online teaching techniques, and make prompt improvements”.( Respondent 5)
“The pandemic forced us to reconsider how we create curriculum. Continuous evaluation makes sure that online courses are still applicable and useful. Teachers can modify their approaches to the shifting virtual environment by routinely examining learning objectives, content delivery, and evaluation techniques” (Respondent 3)
According to Martin (2020), big data, artificial intelligence, statistical investigation, and other advanced technologies can help us do our jobs more pro-actively and effectively in addition to technology that has been used more for learning. They can also energise the workforce, giving them more time to engage with the pupils and their coworkers. Future labs are likely to include augmented reality and virtual reality features to supplement direct interactions between students and instructors. Prior to the pandemic, augmented reality and virtual reality were regularly employed in real-world teaching for risky situations besides cutting-edge technology, for instance military practices (Lele, 2011), astronaut learning (Bruguera et al., 2019), and training for managing nuclear power plants (Popov et al., 2021).
Digital transformation and online learning
Utilizing technology to reinvent and improve conventional teaching techniques is a key element of digital transformation and learning innovation in higher institutions. According to the experts, developing dynamic and interesting learning environments involves using virtual classrooms, online collaboration tools, multimedia resources, and interactive assessments. Learning innovation focuses on the investigation of novel teaching strategies that make use of technology's potential to support educators and students in their pursuit of knowledge and skills. Personalized learning experiences, improved student engagement, streamlined administrative procedures, and data-driven insights to guide educational decision-making are just a few of the many advantages that has been revealed by combining digital transformation and learning innovation. This method encourages flexibility, equips students for the digital era, and places institutions at the forefront of the changing face of education.
“The digital shift that changed educational paradigms was triggered by COVID-19. The need for learning innovation drove educators to investigate flipped classrooms, gamification, and blended learning strategies. This incident shown that combining technology and pedagogy may promote dynamic and successful learning experiences despite physical limitations” (Respondent 1)
"Through the creation of a shared online international education program, we could improve the quality of education at our university by showing students the online mobility skills that are integrated with the official program. (Respondent 2)
Learners can interact among classmates from other universities whilst working simultaneously on subject-expert learning activities to improve their intercultural competencies and digital abilities (Respondent 3).
The experts in private universities also claimed that cooperative online international learning is crucial technique which enables students to participate in global learning experiences without having to leave their homes. These experts emphasize that this method of collaborative learning encourages more student involvement, teamwork, and the accomplishment of common goals throughout the learning process.
“Through our adaptable methods for delivering online education, we promote diversity and worldwide learning so that professors and students consisting of varied linguistic as well as cultural backgrounds can profit from online learning pedagogies. When it comes to co-learning with our partners, we encourage diversity and global learning within both inbound and outward online mobility as well as student interchange. This will support talent enhancement and global civic capability in addition to enhancing soft and personal skills, particularly in communication and problem-solving (Respondent 4).
“The pandemic brought home how important digital transformation and instructional innovation are to contemporary education, not only as trends. The need for innovation in remote learning gave rise to peer collaboration platforms, virtual labs, and adaptive learning systems. The relationship between cutting-edge pedagogy and technology became clear as educators adjusted” (Respondent 5).
Sustainability
A focus on sustainability is one of the organizational development techniques used in Private higher institutions amid the pandemic. Institutions remain incorporating sustainable practices into their daily operations because of realizing the necessity for long-term existence. This entails conserving resources, reducing environmental damage, and promoting an environmentally conscious culture. Higher education institutions that prioritize sustainability are not just adjusting to the COVID-19 difficulties but also fostering a resilient and environmentally responsible future. Based on the expert’s statement, Higher education has been imposed to re-examine the plans besides preparing for new difficulties because of the pandemic. Sustainability turned out to be a crucial organizational development strategy for institutions navigating these historic times during the crisis. Traditionally connected to environmental stewardship, sustainability at this point refers to a comprehensive strategy that considers not only ecological impact but also economic, social, and institutional well-being.
Participation in sustainability development can eliminate future shocks in economic and social process (Gavrilu¸ta et al., 2022). The education industry was viewed as a global service offered by quasi-companies in a knowledge economy that was getting more complex and competitive prior to the introduction of COVID-19.
“ I believe the universities must incorporate sustainable development into their curricula, promote sustainable development research, green their campuses, support regional and local sustainability initiatives, and collaborate and exchange knowledge with international networks (Respondent 1).
To achieve the 17 SDGs by 2030, we require strong collaborations and active participation from university leadership (Respondent 2).
"Sustainable techniques require that courses be in line with practical needs. Institutions that incorporate problem-based learning, experiential learning, and multidisciplinary collaboration ensure that graduates have the abilities and outlook necessary to make a significant contribution to a sustainable, transforming world”. (Respondent 3)
“Our emphasis is on conserving resources, minimizing our environmental impact, and raising environmental awareness among our staffs, academician, and students. In addition to being in line with our dedication to high-quality education, this strategy places us in a position to effect change for the better, assuring the long-term success of both our school and the environment.” (Respondent 4)
Discussion
Experts from the study emphasized the consequence of proactive organizational adaptation and resistance techniques toward fostering a culture of creativity, inclusion, technological integration, and continuous learning. Organizational adaptability and resilience were highlighted as pillars for navigating the challenges presented by the pandemic, enabling institutions to face ambiguity, innovate, assist students, and maintain their core objectives. The significance of these approaches was seen as persisting in the evolving higher education landscape. Quotes from respondents emphasized the need for resilience in the face of challenges, proactive adaptation to new technologies, and the role of organizational resilience in ensuring business continuity and safety.
Fostering new organizational roles during emerging situations, like the current COVID-19 pandemic, involves adaptive resilience (Barasa et al., 2018). The enhancement of new skills and resources, such as relationships with people both inside and outside the organization to solve enigmas and further work abilities, is what allows resilient organizations to continue (Börekçi et al., 2021; van Breda, 2022). Enhancing organizational capability in risk assessment and planning to anticipate and effectively manage unforeseen crises is part of this (Darkow, 2019).
In the face of challenging disruptions, organizations that actively enhance their adaptive capacity consistently acquire and apply gathered understanding (Staber and Sydow 2002). This enables them to operate effectively under a broader spectrum of circumstances (Burnard et al. 2018). Duchek (2020) highlights two distinct types of capabilities crucial for adaptation including change learning competencies. Organizations emphasizing resilience amid change commonly exhibit adaptive characteristics and proactively respond to evolving situations (Ambulkar et al. 2015).
Several previous researchers have explored factors related to resilience in the perspective of higher learning institutions amid the pandemic. For example, some have focused on enhancing students' resilience through considerations of psychological well-being (Sood and Sharma, 2020; Versteeg and Kappe, 2021). Others have developed comprehensive organizational resilience models tailored to participants in the higher education sector (Nandy et al., 2020; Chiramba and Maringe, 2022; Shaya et al., 2022). Additionally, there is research addressing the adaptation of teaching processes to foster resilience of teaching staff members (Baumber et al., 2021; Bento et al., 2021). Furthermore, scholars have investigated the role of digital transformation, encompassing the improvement of digital supplies, technological revolutions, and virtual curriculum approach, as strategies to enhance resistance (Appolloni et al., 2021; Sánchez Ruiz et al., 2021).
In addition, experts underscored the importance of skill utilization and job redefinition among academicians and staff in higher education to effectively meet the challenges posed by online and hybrid learning settings. Initiatives for organizational growth focused on providing training courses and workshops for faculty members to enhance their abilities for online teaching. The flexibility of professional growth opportunities was highlighted as beneficial for educators to upgrade their skills at their own pace. Quotes from respondents emphasized faculty adaptability in embracing online instruction, the significance of flexible professional development, and the collaboration between faculty members and support staff to create effective online courses.
Numerous research studies have proposed factors like the allocation of resources for technology infrastructure, professional development, and continuous support for educators as crucial components (Kumar et al., 2021; Schwab, 2019). It is emphasized that collaborative endeavours involving educational stakeholders, including administrators, educators, and students, portray an important part in the ongoing evaluation as well as enhancement of the blended learning experience.
Digital revolution in higher institution was discussed as a response to the changing paradigms triggered by the COVID-19 epidemic. The implementation of digital tools, virtual classrooms, collaborative online international learning, and innovative teaching strategies were identified as key components of this transformation. The experts stressed that the pandemic accelerated the shift towards combining technology and pedagogy to promote dynamic and successful learning experiences. Quotes highlighted the function of digital shift in reshaping educational paradigms, creating collaborative online international learning programs, and significance of technology towards promoting engaging learning experiences.
Afaishat (2022) accentuated the consequence of embracing technology in the post-pandemic era towards tackling emerging issues and solutions. Neglecting this aspect may cause universities to suffer from inflexible structures, poor responsiveness, and bureaucratic decision-making procedures. Scholars like Abdulrahim and Mabrouk (2020), Bhagat and Kim (2020), Marks et al. (2020), García-Morales et al. (2021), Hai et al. (2021), Kutnjak (2021), Mahmud et al. (2022), and Nurhas et al. (2021) have outlined the issues associated with the swift digital revolution in higher education amid the pandemic. Mahmud et al. (2021) and Mhlanga et al. (2022) in addition, drawn conclusions regarding the essential lessons learned in digital transformation during the pandemic. It is critical to recognize that higher education institutes now have new opportunities because of the widespread adoption of digitalization during the pandemic outbreak. Adedoyin and Soykan (2020) have underscored the significance of adjusting to digital transformation in order to steer online teaching and learning in a new direction. Furthermore, for efficient and cooperative online learning throughout the pandemic, earlier researchers have recommended the use of social media (Alismaiel et al., 2022) and mobile learning (Alturki and Aldraiweesh, 2022). Furthermore, Sá and Serpa (2020) have observed that digital transformation improves sustainable digital development in higher education and makes it easier for academic communities of practice to co-create knowledge. Additionally, in light of the COVID-19 pandemic, digital transformation encourages innovative teaching strategies like blended learning and distance learning, which support resilient teaching methods and sustainable values (Appolloni et al., 2021). A robust and sustainable work ecosystem in higher education can be established by individuals who are willing to embrace digital transformation, as highlighted by Nurhas et al. (2021).
Sustainability emerged as a crucial organizational development strategy during the pandemic. Institutions were encouraged to incorporate sustainable practices into their daily operations, addressing not only ecological impact but also economic, social, and institutional well-being. The experts emphasized the importance of universities promoting sustainable development through curricula, research, green campuses, and collaborations with international networks.
It emphasized how important it is for universities to support sustainable development, work together to achieve the Sustainable Development Goals (SDGs), and integrate sustainable practices into courses that are in line with real-world requirements. These themes collectively depict a comprehensive picture of the strategies and initiatives undertaken by private higher education institutes navigate the trials caused by the COVID-19 epidemic, fostering resilience, adaptability, innovation, and sustainability within their organizational frameworks.
The pursuit of sustainability remains a constant strategic mission for every higher education institution. The global pandemic has brought about profound changes in our world, reshaping it in ways that may endure indefinitely. Considering these transformations, policymakers and educators must prioritize sustainability education as an urgent and essential component of the present and future. The fundamental concept of sustainability education would revolve around revolutionary learning, particularly aiming towards fostering changes in attitudes, behaviours, and societal norms (Wolff, 2020). Learning for sustainability becomes imperative in the current era, with a focus on lasting sustainable effort encompassing environmental considerations and international networking, as highlighted by experts in study.
Academic institutions are becoming more aware of their obligation to set a clear sustainability standard as important institutions within their communities. Sustainability is ingrained in the core strategies, visions, and missions of many universities. Harvard University (2014) provides an example of its sustainability mission statement, which reads, "Our mission is to translate research into practice and empower people to be stewards for the future in order to advance solutions to evolving global health and environmental challenges that benefit the common good."." Additionally, the University of Tasmania articulates its sustainability vision (2018): "The University of Tasmania plays a vital role in leading our place-based and globally connected communities in understanding and delivering sustainable futures."