Reflections on channelling innovation through Learning Development Support in business education in a pandemic landscape

Abstract

Abstract

The pandemic has undoubtedly challenged higher education (HE) in a multitude of ways but bringing lessons forward from that time can enable HE institutions and their staff to not lose sight of what innovative practices emerged that had a positive influence on student learning. Discussed from the perspective of a Head of Learning Development in a Business College which is now located in what is a new Technological University in Ireland, this reflective narrative discusses supporting staff across the diversity of Business disciplines during the impact of, and response to, the pandemic. The focus of the piece is on supporting staff development through the pandemic with reflections presented from two outlooks: academic staff connections sustained and grown, and the transformational potential of innovative pedagogic practice across business disciplines. The latter is based on academics’ experiences and perceptions of the innovative teaching and alternative assessment practices they applied during a time of what was called ‘emergency remote teaching’. It is important to acknowledge that this work was undertaken during a period when there was no national clarity available on how long the current circumstances would continue, and staff continued to work diligently to keep on top of the fluid situation. Currently this practice-based work is positioned as a reflection rather than a research study and is not presenting data on the process experienced. Instead, extrapolations are based on anecdotal reflections. An interesting future lens that can be applied to this context is autoethnography, where personal experiences can be connected to wider social meanings and understandings in the business education context.

Keywords: business education, blended delivery, emergency remote teaching, innovative practice, instructional design, reflection, technologies