Organisational Culture of South African Higher Education in the post COVID-19 Period
Abstract
Practising organisational culture is indispensable in boosting sustainable development of various organisations. However, lately it has been shrouded with confusion especially in the post COVID-19 crisis which prompted this study to investigate its current stature. The gradual disappearance of pandemic era gave birth to a new complex and challenging space for human resource management professionals in approximately 426 South African higher education institutions in both public and private sectors, who are compelled to find ingenious solutions around bringing sound and competitive organisational culture. Although there are vast studies that uncover different issues related to COVID-19 pandemic, few previous studies to date have been conducted regarding the change of organisational culture at the workplace in the post COVID-19 pandemic period. Since few prior studies have been carried out in both public and private academic institutions, the purpose of this study is to explore the organisational culture in the post COVID-19 pandemic period of South African Higher Education. The study utilised a qualitative research approach. In terms of data gathering, the phenomena were scoured for in journals using the desktop reviewing method. The desktop approach was used to find the answers to the research questions by consulting published literature, online databases, reports and online indexes. This assists to create a comprehensive understanding of the subject and propose a corrective plan of action.
Keywords: organisational culture; COVID-19; crisis; higher education; South Africa
References
Alex, J. K. (2022). Impact of the Covid-19 pandemic on the academic life of higher education students: A rural South African perspective from a global study. South African Journal of Higher Education, 36(1), 20-40. https://hdl.handle.net/10520/ejc-high_v36_n1_a2
Azman, N., & Abdullah, D. (2021). A critical analysis of Malaysian Higher Education Institutions’ response towards Covid-19: sustaining academic program delivery. Journal of Sustainability Science and Management, 16(1), 70-96. http://doi.org/10.46754/jssm.2021.01.008
Bakhri, S., Udin, U., Daryono, D., & Suharnomo, S. (2018). Diversity management and organizational culture: Literature review, theoretical perspectives, and future directions. International Journal of Civil Engineering and Technology, 9(1), 172-178.
Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Budiharso, T., & Tarman, B. 2020. Improving quality education through better working conditions of academic institutes. Journal of Ethnic and Cultural Studies, 7(1), 99-115. https://doi.org/10.29333/ejecs/306
Chen, A., Trinh, J., & Yang, G. P. 2020. “Anti-Asian sentiment in the United States: Covid-19 and history.” American Journal of Surgery, 220(1), 556-557. https://doi.org/10.1016/j.amjsurg.2020.05.020
Chiramba, O., & Maringe, F. (2022). Organisational resilience as an urgent strategic goal in post-Covid-19 Higher Education in South Africa. In Re-imagining educational futures in developing countries: lessons from global health crises (pp. 39-63). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-88234-1_3
Cloete, N. (2014). The South African Higher Education system: Performance and policy. Studies in Higher Education, 39(8), 1355-1368. https://doi.org/10.1080/03075079.2014.949533
Cobo-Rendón, R., Bruna Jofre, C., Lobos, K., Cisternas San Martin, N., & Guzman, E. (2022). Return to university classrooms with blended learning: A possible post-pandemic Covid-19 scenario. In Frontiers in Education (Vol. 7). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.957175
Dai, Y., Hu, G., Xiong, H., Qiu, H., & Yuan, X. (2020). Psychological impact of the coronavirus disease (2019) (Covid-19) outbreak on healthcare workers in China. MedRxiv, 1(3), 1–22. https://doi.org/10.1101/2020.03.03.20030874
Davis, M.W., & Dolson, N. (2018). Managing organizational culture and design during succession. Journal of Practical Consulting, 6(1), 45-54.
Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Dison, L., Padayachee, K., De Klerk, D., Conradie, W., MacAlister, F., Moch, S., & Krull, G. (2022). Reframing purpose and conceptions of success for a post-Covid-19 South African higher education. Scholarship of Teaching and Learning in the South, 6(1), 33-54. https://doi.org/10.36615/sotls.v6i1.222
Duma, S., & Utete, R. (2023). Tracking and unpacking the impact of Covid-19 on informal food traders in South Africa. Management and Entrepreneurship: Trends of Development, 1(23), 21-27. https://doi.org/https://doi.org/10.26661/2522-1566/2023-1/23-02
Endrejat, P. C., & Burnes, B. (2022). Kurt Lewin’s ideas are alive! But why doesn’t anybody recognize them? Theory & Psychology, 32(6), 931-952. https://doi.org/10.1177/09593543221118652
Garg, V. (2021). Managing organizational culture and shaping human resources priorities during covid 19. In The future of service post-Covid-19 pandemic, Volume 2: Transformation of Services Marketing (pp. 1-25). https://link.springer.com/chapter/10.1007/978-981-33-4134-0_1
Groysberg, B., Lee, J., Price, J., & Cheng, J. (2018). The leader’s guide to corporate culture. Harvard Business Review, 96(1), 44-52.
Gurukkal, R. (2020). Will Covid 19 turn higher education into another mode? Higher Education for The Future, 1(1), 1-8. https://doi.org/10.1177/2347631120931606
Harper, S.R. (2020). Covid-19 and the racial equity implications of reopening college and university campuses. American Journal of Education, 127(1), 153-162.
Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin's change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123-127. https://doi.org/10.1016/j.jik.2016.07.002
Kabeer, N., Razavi, S., & Rodgers, Y. (2021). Feminist economic perspectives on the Covid-19 pandemic. Feminist Economics, 27(1-2), 1-29. https://doi.org/10.1080/13545701.2021.1876906
Kokt, D., & Chipunza, C. (2023b). Remote and hybrid working during crisis: Challenges and implications for employee development in Africa. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.107023
Kotter, J.P., & Heskett, J.L. (2011). Corporate culture and performance (Reprint edition). Free Press.
Kramer, A., & Kramer, K. Z. (2020). The potential impact of the Covid19 pandemic on occupational status, work from home, and occupational mobility. Journal of Vocational Behaviour, 119(1), 103442. https://doi.org/10.1016/j.jvb.2020.103442
Lee, K. (2017). Rethinking the accessibility of online higher education: A historical review. The Internet and Higher Education, 33(1), 15–23. https://doi.org/10.1016/j.iheduc.2017.01.001
Lemoine, P.A., & Richardson, M.D., (2020). Planning for higher education institutions: Chaos and the Covid-19 pandemic. Educational Planning, 27(3), 43-57.
Lewis, L.K. (2019). Organisational change creating change through strategic communication. Wiley-Blackwell.
Li, H. (2023). Life is either a daring adventure, or it is boring: The impact of Covid‐19 on immoral and nonmoral risk taking behaviors. Journal of Behavioral Decision Making, 1(1), 23-26. https://doi.org/10.1002/bdm.2319
Linders, B. (2022). Assessing remote employee experiences for hybrid remote work settings [Internet] 2022. https://www.infoq.com/news/2021/07/hybridworksettings/?itm_source=infoq&itm_medium=related_content_link&itm_campaign=relatedContent_articles_clk
Makombe, R. (2021). the decolonisation of higher education in south Africa. Covid-19: Interdisciplinary Explorations of Impacts on Higher Education, 1(1), 1-22.
Memon, F. A. (2021). Improving employee’s engagement in change: Reassessing Kurt Lewin’s Model. City University Research Journal, 11(1), 1-10.
Mhlanga, D., & Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa? Education sciences, 10(7), 1-11. https://doi.org/10.3390/educsci10070180
Mhlanga, D., Denhere, V., & Moloi, T. (2022). COVID-19 and the key digital transformation lessons for higher education institutions in South Africa. Education Sciences, 12(7), 464. https://doi.org/10.3390/educsci12070464
Mncube, V. S., Mutongoza, B. H., & Olawale, B. E. (2021). Managing higher education institutions in the context of Covid-19 stringency: Experiences stakeholders at a rural South African University. Perspectives in Education, 39(1), 390-409.
Moodley, D. (2022). Post Covid-19: The new (Ab) normal in South African Higher Education–Challenges with emergency remote learning. African Journal of Inter/Multidisciplinary Studies, 4(1), 112-125.
Moreira, D. (2016). From on-campus to online: A trajectory of innovation, internationalization and inclusion. International Review of Research in Open and Distributed Learning, 17(5), 186–199. https://doi.org/10.19173/irrodl.v17i5.2384
Motala, S., & Menon, K. (2020). In search of the ‘new normal': Reflections on teaching and learning during Covid-19 in a South African university. Southern African Review of Education with Education with Production, 26(1), 80-99.
Muhuro, P., & Kang'ethe, S. M. (2021). Prospects and pitfalls associated with implementing blended learning in rural-based higher education institutions in Southern Africa. Perspectives in Education, 39(1), 427-441. http://dx.doi.org/10.18820/2519593X/pie.v39.i1.26
Naidoo, J. (2022). Technology-based pedagogy for mathematics education in South Africa: Sustainable development of Mathematics Education post Covid-19. Sustainability, 14(17), 10735. https://doi.org/10.3390/su141710735
Pathak, B. K. (2016). Emerging online educational models and the transformation of traditional universities. Electronic Markets, 26(4), 315–321. 10.1007/s12525-016-0223-4
Pyöriä, P., Ojala, S., Saari, T., & Järvinen, K. (2017). The millennial generation: A new breed of labour? SAGE Open (pp. 1–14). https://doi.org/10.1177/2158244017697158
Reed, H. (2022). When the right thing to do is also the wrong thing: Moral sensemaking of responsible business behaviour during the Covid-19 crisis. Business & Society, p.00076503221114021. https://doi.org/10.1177/00076503221114021
Saleem, S., Sehar, S., Afzal, M., Jamil, A., & Gilani, S. A. (2019). Accreditation: Application of Kurt Lewin’s theory on private health care organizational change. Saudi J Nurs Health Care, 2(12)-1-10. https://doi.org/10.36348/sjnhc.2019.v02i12.003
Shava, E. (2022). Reinforcing the role of ICT in enhancing teaching and learning post-Covid-19 in tertiary institutions in South Africa. Journal of Culture and Values in Education, 5(1), 78-91. https://doi.org/10.36348/sjnhc.2019.v02i12.003
Suharnomo, A.Y., Wahyudi, S., & Wikaningrum, T. (2017). A systematic literature review of managing workplace diversity for sustaining organizational competitive advantage. International Journal of Mechanical Engineering and Technology, 8(12), 398-406.
Stack, M. (2021). Global university rankings and the politics of knowledge. University of Toronto Press.
Taye, M., Guoyuan, S., & Muthanna, A. (2019). Organisational culture and its influence on the performance of higher education institutions: The case of a state university in Beijing. International Journal of Research Studies in Education, 8(1), 77-90. https://doi.org/ 10.5861/ijrse.2019.3026
Tewari, D. D., & Ilesanmi, K. D. (2020). Teaching and learning interaction in South Africa’s higher education: Some weak links. Cogent Social Sciences, 6(1), 1740519. https://doi.org/10.1080/23311886.2020.1740519
The World Bank (2020). The global economic outlook during Covid-19 pandemic: A change world. https://www.worldbank.org/en/news/feature/2020/06/08/the-global-economic-outlook-during-the-covid-19-pandemic-a-changed-world
Versteijlen, M., Salgado, F. P., Groesbeek, M. J., & Counotte, A. (2017). Pros and cons of online education as a measure to reduce carbon emissions in higher education in the Netherlands. Current opinion in environmental sustainability, 28(1), 80-89. https://doi.org/10.1016/j.cosust.2017.09.004
Wang, B., Liu, Y., Qian, J., & Parker, K. S. (2020). Achieving effective remote working during the Covid-19 pandemic: A work design perspective. The Journal of Applied Psychology, 10(11), 3-54. https://doi.org/10.1111/apps.12290
Wang, X., & Sun, X. (2022). Higher education during the Covid-19 pandemic: Responses and challenges. Education as Change, 26(1), 1-21. http://dx.doi.org/10.25159/1947-9417/10024
Williams, T. K., McIntosh, R. W., & Russell, W. B. (2021). Equity in distance education during Covid-19. Research in Social Sciences and Technology, 6(1), 1-24. https://doi.org/10.46303/ressat.2021.1
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post covid-19. Journal of Educational Change, 22(1), 3-12. http://dx.doi.org/10.25159/1947-9417/10024
Zhou, P., Huang, Z., Xiao, Y., Huang, X., & Fan, X. G. (2020b). Protecting Chinese healthcare workers while combating the 2019 novel coronavirus. Infection Control & Hospital Epidemiology, 1(1), 1–4. http://doi.org/10.1017/ice.2020
Full Text:
PDFDOI: http://dx.doi.org/10.17576/ebangi.2023.2004.03
Refbacks
- There are currently no refbacks.
-
_________________________________________________
eISSN 1823-884x
Faculty of Social Sciences & Humanities
Universiti Kebangsaan Malaysia
43600 UKM Bangi, Selangor Darul Ehsan
MALAYSIA
© Copyright UKM Press, Universiti Kebangsaan Malaysia