Abstract
The objective of this study is to investigate the role of agile teams in the service delivery of Saudi higher education amid the COVID-19 crisis. The qualitative design of this study allows for an open-ended data collection instrument defined by a semi-structured interview process and thematic data analysis. The study employs a purposive strategy to sampling whereby direct engagements are administered between the author and individual participants. The study therefore analyzes data inductively and reports results where codes are defined, patterns are identified, and themes are generated. The first theme is that the future of Saudi higher education is learner-focused. The second theme is that the value of agile teams increases in the level of operational complexity of distance education. The Fourth theme is that the COVID-19 crisis is leaving a permanent impact on the way higher education is delivered. The fifth theme is that the agility features of adaptability and responsiveness are highly desirable in Saudi higher education settings. The sixth theme is the great potential for agile teams in the delivery of distance education is to enhance learners’ labor market competitiveness while augmenting their sense of responsible citizenship. The study implies that agile teams have great potential in the service delivery of Saudi higher education.
Highlights
Amid the current COVID-19 crisis, plans for reopening universities and higher education facilities are annulled indefinitely and direct education remain largely unclear in Saudi Arabia
The objective of this study is to investigate the role of agile teams in the service delivery of Saudi higher education amid the COVID-19 crisis
In the light of the preceding presentation, the objective of this study is to investigate the role of agile teams in the service delivery of Saudi higher education amid the COVID-19 crisis
Summary
Amid the current COVID-19 crisis, plans for reopening universities and higher education facilities are annulled indefinitely and direct education remain largely unclear in Saudi Arabia. This state of contingency and unpredictability raises questions about alternative ways to deliver higher educational solutions in Saudi Arabia (Naar, 2020). According to UNESCO (2020), as of May 20, 2020, 1, total number of 188,530,172 learner; that is, 68.5% educational careers were affected worldwide due to this corona virus pandemic, with 153 countries worldwide imposing school closures as part of their efforts to combat the virus’ spread. College students in the Kingdom affected by the country-wide closure by number 1,620,491 (UNESCO, 2020), and the success of the shift to online instruction is attested to by the fact that in early May are 1.4 million students were able to take 223,000 tests remotely as part of the first week of exams (Khalid, 2020)
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