Work From Home Acceptance and Challenges in KYPJ: A Dual Perspective

Abstract

This study explored the Kolej Yayasan Pelajaran Johor (KYPJ) lecturers' and academic managers' acceptance and challenges towards the ‘work from home (WFH) implementation. Generally, it is a new way of teaching and delivering methods and produced several challenges for both parties despite their acceptance of the new teaching and learning mode. A qualitative approach (phenomenology) was used. Ten (10) informants were interviewed, consisting of eight (n=8) lecturers from the hospitality department and two (n=2) managers of the academic department who are currently handling the WFH process. The interviews were done via Google Meet due to the movement control order, and all interviews were manually transcribed, hand-coded, and analyzed for themes. In total, sixteen (n=16) themes have emerged from this study. The first five (5) themes represent the acceptance of WFH, which include adherence to government policy, concern for safety, cost-effectiveness, flexibility, and family bonding. From the themes, it can be concluded that the participating lecturers accepted the WFH concept and implementation well. The lecturers can also adapt well to the WFH implementation even if the KYPJ management decides to continue after the pandemic. In terms of the challenges of WFH implementation, six (6) themes have been developed: internet connectivity, disconnection from colleagues/lack of social interaction, the separation between home life and work life, new teaching platform, disturbance, and health anxiety. Information on the challenges experienced by the lecturers can serve as a tool for the management to better cater to the needs of the lecturers in enhancing the teaching and learning process. Finally, five (5) themes emerged regarding the challenges faced (3 themes) and strategies used (2 themes) by the academic managers' regarding the WFH implementation. The themes for challenges are lack of workforce, information distribution, and employee participation, while the strategies formulated for strategies are academic meetings and ICT support. This study hopes to provide sufficient data to KYPJ in enhancing the WFH teaching and learning process. Understanding the lecturers' acceptance and challenges helps KYPJ better support lecturers in the teaching and learning process and in their emotional stability. KYPJ can better understand the necessary support needed and better strategize its resources to ensure the employees are happy despite the new working norm. Knowing the academic managers' struggles and strategies in ensuring the WFH implementation run smoothly provides empirical data to better prepare KYPJ in managing its programs if there is a need for WFH in the future.