Universities in the Post-COVID-19 Era: Crisis or Catharsis?1 Ray Kinsella Introduction The COVID-19 pandemic has been an unprecedented shock to all aspects of every country’s functioning. The most visible effects have been on healthcare and the economy, with associated restrictions on freedoms of movement and worship. The consequences are truly systemic; broader and deeper than 9/11 and more pervasive than the post-2008 global economic crisis. In the fullest sense of the word, it is an existential crisis, expressing itself most explicitly in mortality rates not seen outside of war. Correspondingly, this crisis is encompassed within a broader phenomenon of ‘psychosocial scarring’, as our engagements with others are turned inside out and our way of ‘being-in-theworld ’changes, such that ‘The comfort of being in the presence of others may be replaced by a greater comfort with absence’.2 The OECD (2020) points out: ‘The COVID-19 pandemic is a global health crisis without precedent in living memory. It has triggered the most severe economic recession in nearly a century and is causing enormous damage to people’s health, jobs and wellbeing ’.3 Martin Wolf, the vastly experienced chief economics correspondent of the Financial Times, underscored the scale and systemic nature of the impact: ‘This is no ordinary recession or even depression, caused by a collapse in demand. Economic activity is being switched-off, partly because people fear contact and partly because governments have told them to stay at home. The immediate impact of these actions could be a reduction in the gross domestic product in the Group of Seven leading high-income countries between 20 and 30 per cent’.4 The pandemic has already had a 360° impact on universities and all higher education institutes (HEIs), not least in Ireland. Moreover, these events are unfolding against the backdrop of a critical time in the ongoing development of the university. Notwithstanding very different institutional and funding models, the crisis has exacerbated the considerable pre-existing financial, logistical, and operational pressures confronting universities. These events, Studies • volume 109 • number 435 252 Universities in the Post-COVID-19 Era: Crisis or Catharsis? in turn, raise questions not alone about the sustainability of their business models but even more fundamentally of their purpose. Universities now function within a new paradigm, and this issue merits reflecting on. Firstly, recent years have witnessed a convergence of the higher education sector and innovation within the technology-based, including Artificial Intelligence (AI), sectors as the fulcrum of knowledge-driven economic growth.5 At the heart of this paradigm shift is ‘knowledge’being the new form of equity, which has shaped the role of universities in the generation, transfer and commercialisation of the knowledge economy. The latent vulnerabilities that have followed on from these events pose very stark questions for universities and society, namely, are universities now essentially a training facility for Ireland Inc.? Are they a research annexe for a globalised economy that is ethically problematic, whose vulnerability has been so dramatically demonstrated by COVID-19? Secondly, there has been an exponential proliferation in the integration of learning technologies into the design and delivery of teaching and learning strategies. The digitisation of such strategies is now determining all forms of academic engagement between students and staff – including teaching, learning, and assessments. This process is occurring at a far swifter rate than even the most far-sighted institutions had anticipated, towards a near-total dependence on virtual learning environments (VLEs) and digital communication-platforms in the development and delivery of tertiary education. Even with an eventual rebalancing of teaching and learning back to a ‘blended’ model, there is no going back to the way things were even six months ago. The convergence of this digitalisation with the accelerated development of globalised societal engagement has taken universities to a different place. Itisimportanttohighlightthespeedwithwhichuniversitiesandresearchers have adapted to the emerging landscape. Equally, notwithstanding the enormity of the economic destruction arising from the pandemic, note must be taken of the opportunities that have emerged, especially in the medical and health sciences because of the pandemic, representing a new landscape for innovation and vividly illustrating Schumpeter’s paradigm of ‘creative destruction’. At the same time, there is...
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