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Cited by 15Education during COVID-19 pandemicE-Learning and Knowledge ManagementE-Learning and COVID-19

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Knowledge management during emergency remote teaching: an interpretative phenomenological analysis of the transition experiences of faculty members

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Srivastava, Pallavi, Sehgal, Trishna, Jain, Ritika, Kaur, Puneet, Luukela-Tandon, Anushree·2024·Journal of Knowledge Management
DOI 10.1108/jkm-02-2023-0112
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Abstract

Purpose The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context. Design/methodology/approach Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols. Findings Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge. Originality/value The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

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Metadata

Authors
Srivastava, P., Sehgal, T., Jain, R., Kaur, P., & Luukela-Tandon, A.
Affiliations
  • Jaipuria Institute of Management (IN)
  • University of Bergen (NO)
  • University of Eastern Finland Faculty of Social Sciences and Business Studies, Business School, , Joensuu,
ORCID
Venue
Journal of Knowledge Management
Publisher
Emerald
Published
2024-02-06
Volume
28
Issue
11
Pages
78-105
ISSN
  • 1367-3270 (ISSN-L)
  • 1758-7484
DOI
10.1108/jkm-02-2023-0112
OpenAlex
W4391538799
Cited by
15
References
5
Citations by year
2026: 6 · 2025: 7 · 2024: 2
FWCI
18.96
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Knowledge Management (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Physical Sciences › Computer Science › Computer Science Applications › E-Learning and Knowledge Management
  • Social Sciences › Education › E-Learning and COVID-19
Keywords
knowledge management, emergency remote teaching, COVID-19 pandemic, faculty experiences, higher education, coping strategies, transition experiences, faculty identity, institutional support, India

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