Article Sidebar

Submitted
September 20, 2022
Accepted
December 1, 2022
Published
January 12, 2023
Download
Download PDF
Statistic
Read Counter : 276

Main Article Content

Abstract

The Covid-19 pandemic has affected both people and organizations. However, several studies on the pandemic’s effects on the workplace in the educational sector have mainly focused on developed countries. This qualitative case study aimed to describe the challenges faced by the faculty of a private institution of higher learning in a developing country during the Covid-19 pandemic and how they coped with these challenges. Nine faculty members were purposively selected to participate in the study. Data analysis followed the thematic approach outlined by Braun and Clarke (2006). The findings highlighted challenges such as the country’s economic condition; the level of preparedness of the organization, faculty, and students; technology; and the teaching faculty’s health conditions. The faculty members met these challenges differently based on their personal skills and the institution’s available resources. The participants thought that the institution’s leaders needed to invest more resources to meet the future demands of the job. The major recommendation is that the administration prepares the faculty and puts mechanisms in place to help the organization thrive.

Keywords

Covid-19 higher education technology employee health work structure job demands-resources model

Article Details

How to Cite
Razafiarivony, M. A., & Rafaliniony, H. (2023). Workplace Challenges during the Covid-19 Pandemic in a Private Institution of Higher Learning. Pan-African Journal of Education and Social Sciences, 3(2), 1–12. https://doi.org/10.56893/pajes.2022-v3i2.218 (Original work published December 29, 2022)
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Aga, M. & Maemir, H. (2021). COVID-19 and African Firms: Impact and Coping Strategies. World Bank Group. Policy Research Working Paper 9642
  2. Agwanda, B., Dagba G., Opoku P., Amankwa, M. O., & Nyadera I. N. Sub-Sahara Africa and the COVID-19 pandemic: Reflecting on challenges and recovery opportunities. Journal of Developing Societies 37(4), 502–524.
  3. Akulwar-Tajane, I., Darvesh, M., Ghule, M., Deokule, S., Deora, B., & Mhatre, V. (2021). Effects of COVID-19 pandemic lockdown on posture in physiotherapy students: a cross-sectional study. Medical & Clinical Research, 6(1), 91-102.
  4. Ayega, D. (2020). Pandemics and education in Sub-Saharan Africa: Invest in education technology. American Journal of Educational Research, 8(8), 581-586.
  5. Bakker, A. B., Demerouti, E. and Euwema, M.C. (2005). Job resources buffer the impact of job
  6. demands on burnout. Journal of Occupational Health Psychology, 10, 170-80.
  7. Bakker, A.B., Demerouti, E. and Schaufeli, W.B. (2003a). Dual processes at work in a call centre: an application of the Job Demands-Resources model, European Journal of Work and Organizational Psychology, 12, 393-417.
  8. Bakker A. B., Demerouti, E. (2007). "The Job Demands-Resources model: State of the art, Journal of Managerial Psychology, 22(3), 309-328.
  9. https://doi.org/10.1108/02683940710733115
  10. Bakker A. B. & de Vries J. D. (2021). Job Demands–Resources theory and self-regulation: New explanations and remedies for job burnout, Anxiety, Stress & Coping, 34:1,
  11. -21, DOI: 10.1080/10615806.2020.1797695
  12. Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students' Online Learning Challenges During the Pandemic and How They Cope With them: The Case of the Philippines. Education and Information Technologies, 26, 7321–7338.
  13. Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111, 106424. https://doi.org/10.1016/j.chb.2020.106424
  14. Braun V., Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2):77–101. https://doi.org/10.1191/1478088706qp063oa
  15. Camilleri, M.A., & Camilleri, A.C. (2021). The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19. Tech Know Learn https://doi.org/10.1007/s10758-021-09561-y.
  16. Combley, R. (ed.). (2011). Cambridge Business English Dictionary. Cambridge University Press.
  17. Chesley, N. (2014). Information and communication technology use, work intensification and employee strain and distress. Work, Employment and Society, 28(4) 589–610.
  18. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th edition). SAGE.
  19. d'Orville, H. (2020) COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal? Prospects 49, 11–15. doi.org/10.1007/s11125-020-09475-0
  20. de Lucas Ancillo, A., del Val Núñez, M. T., & Gavrila, S. G. (2021). Workplace change within the COVID-19 context: a grounded theory approach. Economic Research-Ekonomska Istraživanja, 34(1), 2297-2316. DOI: 10.1080/1331677X.2020.1862689
  21. Demerouti, E., Bakker A. B., Nachreiner F., Schaufeli W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology 86, 499–512. 10.1037/0021-9010.86.3.499
  22. Dunstan, D. W., Howard, B., Healy, G. N., & Owen, N. (2012). Too much sitting–a health hazard. Diabetes Research and Clinical Practice, 97(3), 368-376.
  23. eLearning Africa & EdTech Hub (2020). The Effect of COVID-19 on Education in Africa and its Implications for the Use of Technology—A Survey of the Experience and Opinions of Educators and Technology Specialists. https://www.guninetwork.org/files/the_effect_of_COVID-19_on_education_in_africa.pdf
  24. Endrissat, N., Islam, G., & Noppeney, C. (2015). Enchanting Work: New Spirits of Service Work in an Organic Supermarket. Organization Studies, 36(11), 1555–1576. https://doi.org/10.1177/0170840615593588
  25. Fisher, C. D. (2010). Happiness at work. International Journal of Management Reviews, 12(4), 384-412. https://doi.org/10.1111/j.1468-2370.2009.00270.x
  26. Gillett-Swan, J. (2017). The Challenges of online learning—Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30.
  27. Gómez, L. F., & Valdés, M. G. (2019). The evaluation of teacher performance in higher education. Propósitos y Representaciones, 7(2), 479–515. http://dx.doi.org/10.20511/pyr2019.v7n2.255
  28. Gondwe G. (2020). Assessing the Impact of COVID-19 on Africa’s Economic Development. UNCTAD/ALDC/MISC/2020/3. https://unctad.org/system/files/official-document/aldcmisc2020d3_en.pdf
  29. Harvey-Jordan, S., & Long, S. (2001). The process and the pitfalls of semi-structured interviews: The journal of the health visitors' association. Community Practitioner, 74(6), 219-221.
  30. Hou, H. C., Remøy, H., Jylhä, T. & Vande Putte, H. (2021). A study on office workplace modification during the COVID-19 pandemic in The Netherlands. Journal of Corporate Real Estate, 23(3), 186-202. https://doi.org/10.1108/JCRE-10-2020-0051
  31. International Labour Organization (2022). The next normal: The changing workplace in Africa. ILO Publishing. https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---act_emp/documents/publication/wcms_844770.pdf
  32. Jamal, M. T., Anwar, I., Khan, N. A., & Saleem, I. (2021). Work during COVID-19: Assessing the influence of job demands and resources on practical and psychological outcomes for employees. Asia-Pacific Journal of Business Administration 13(3). 293-319. https://doi.org/10.1108/APJBA-05-2020-0149
  33. Kaushik, M., & Guleria, N. (2020). The impact of pandemic COVID-19 in workplace: European Journal of Business and Management, 12(15), 1-10.
  34. Kloefkorn, S. (2014, June 12). Why organizational structure is so important for small businesses. https://www.bizjournals.com/phoenix/blog/business/2014/06/why-organizational-structure-is-so-important-for.html
  35. Kotua, S., Ilikan, M. & Kilic, H. (2015). The growing of online education in Sub-Saharan Africa: Case study Ghana. Procedia - Social and Behavioral Sciences 191, 2406 – 2411.
  36. Lilja, J., Fladmark, S., Nuutinen, S., Bordi, L., Larjovuori, R. L., Innstrand, S. T., Christensen M., & Heikkilä-Tammi, K. (2022). COVID-19-related job demands and resources, organizational support, and employee wellbeing: A study of two Nordic countries. Challenges, 13(1), 10. https://doi.org/10.3390/challe13010010
  37. Marquez, L. P., Olivar, M. V., Brijuega, C. E., Ombao, R. P., Cerio, W. C., & Baes, F. D. (2020). Education and COVID-19: Experiences and insights from a developing country. ACCESS: Contemporary Issues in Education, 40(1), 84-90.
  38. Matli, W. (2020). The changing work landscape as a result of the COVID-19 pandemic: Insights from remote workers life situations in South Africa. International Journal of Sociology and Social Policy, 40(9/10), 1237–1256. https://doi.org/10.1108/IJSSP-08-2020-0386
  39. Meyer, B., Zill, A., Dilba, D., Gerlach, R., & Schumann, S. (2021). Employee psychological wellbeing during the COVID-19 pandemic in Germany: A longitudinal study of demands, resources, and exhaustion. International Journal of Psychology, 56(4), 532-550. DOI: 10.1002/ijop.12743
  40. Merriam, S. B. (1998), Qualitative Research and Case Study Applications in Education. Jossey-Bass.
  41. Merriam, S. B. & Tisdell E. J. (2014). Qualitative Research: A Guide to Design and Implementation, 4th ed. Jossey-Bass.
  42. Mihalache, M., & Mihalache, O. R. (2021). How workplace support for the COVID-19 pandemic and personality traits affect changes in employees' affective commitment to the organization and job-related wellbeing. Human Resource Management, Advance online publication. https://doi.org/10.1002/hrm.22082
  43. Moreno-Jiménez, J. E., Blanco-Donoso, L. M., Chico-Fernández, M., Belda Hofheinz, S., Moreno-Jiménez, B., & Garrosa, E. (2021). The job demands and resources related to COVID-19 in predicting emotional exhaustion and secondary traumatic stress among health professionals in Spain. Frontiers in Psychology, 12, 564036.
  44. Nagel, L. (2020). The influence of the COVID-19 pandemic on the digital transformation of work. International Journal of Sociology and Social Policy, 40(9/10), 861–875. https://doi.org/10.1108/IJSSP-07-2020-0323
  45. Nyathi, W., & Bhebhe, S. (2019). The organisational structure and teachers' performance in high schools: Perceptions from head teachers and teachers. International Open Journal of Educational Research, 2(5), 1-13. https://www.researchgate.net/publication/338505117_organisational_structure_and_teachers %27_performance
  46. Orel, M. (2022). Guest editorial: The pandemic-driven metamorphosis of a modern workplace. Journal of Corporate Real Estate, 24(2), 73-75. https://doi.org/10.1108/JCRE-03-2022-074
  47. Osabwa, W. (2022). Coming to terms with COVID-19 reality in the context of Africa's higher education: Challenges, insights, and prospects. Fontiers in Education 7, 643162 doi: 10.3389/feduc.2022.643162
  48. Pal, I., Galinsky, E. & Kim, S. (2022). Employee health and wellbeing after a crisis – Re-imagining the role of workplace inclusion. Community, Work & Family, 25(1), 30-62. DOI: 10.1080/13668803.2021.1987859
  49. Probst, B., & Berenson, L. (2014). The double arrow: How qualitative social work researchers use reflexivity. Qualitative Social Work, 13(6), 813–827. DOI: 10.1177/1473325013506248
  50. Sarfraz, M., Ji, X., Asghar, M., Ivascu, L., & Ozturk, I. (2022). Signifying the relationship between fear of COVID-19, psychological concerns, financial concerns and healthcare employees job performance: A mediated model. International Journal of Environmental Research and Public Health, 19(5), 2657. https://doi.org/10.3390/ijerph19052657
  51. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
  52. Toscano, F., & Zappalà, S. (2020). Social isolation and stress as predictors of productivity perception and remote work satisfaction during the COVID-19 pandemic: The role of concern about the virus in a moderated double mediation. Sustainability, 12(23), 9804, 1-14.
  53. Tummers, L. G., & Bakker, A. B. (2021). Leadership and job Demands-Resources Theory: A systematic review. Frontiers in Psychology, 12, 722080. https://doi.org/10.3389/fpsyg.2021.722080
  54. Turnbull, D., Chugh, R. & Luck, J. (2021) Transitioning to e-Llearning during the COVID-19 pandemic: How have higher education institutions responded to the challenge?. Education and Information Technologies 26, 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
  55. UNESCO IESALC (2020). COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. https://unesdoc.unesco.org/ark:/48223/pf0000375693
  56. United Nations Policy Brief (August 2020). Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/ sg_policy_brief_COVID-19_and_education_august_2020.pdf
  57. Van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
  58. Wayne, C., F. (2013). Managing human resources—Productivity, quality of work life, profits (9th ed.). McGraw-Hill.
  59. Yazdanparast, A., Rahimi, R., Khoshkholgh, R., & Marvi, N. (2020). Evaluation of professors' performance in online teaching during COVID-19 pandemic from the perspective of medical students of Bushehr University of medical sciences, Iran. Medical Education Bulletin, 1(2), 65–72. https://doi.org/10.22034/MEB.2021.289691.1000
  60. Zancajo, A. (2022). The impact of the COVID-19 pandemic on education rapid review of the literature COVID-19 and society – British Academy. https://www.thebritishacademy.ac.uk/documents/3226/COVID-19-decade-The-impact-on-education-Rapid-review-Adrian-Zancajo-Glasgow.pdf
  61. Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235-244.