Abstract:

In 2018, a group of Higher Education Institutions (HEIs) in Switzerland started discussing the future of education, asking about the needs and expectations of students. Unbeknownst to all, with the COVID-19 pandemic, many of their initial ideas and solutions were tested in the exceptional emergency online setting, weeks that became semesters. This research traces the evolution in higher education and is based on the results of eight surveys, i.e., snapshots, derived from business students and faculty members at one Business HEI in Switzerland in three timeframes - before, during, and after the pandemic. What learning preferences were expressed by students and faculty before the pandemic, and what changed with their experience of the entirely online courses during the pandemic? In this paper, we complete our analysis with a project of Blended Learning after the return to traditional presence courses, in which we can show the use of technology in hybrid teaching and the learning experience linked to the mix of in-person and online courses.

Before the COVID-19 pandemic, HEIs had been slow to embrace new technology, which potentially put into question the time-worn teaching methods with faculty members who struggled when facing change to online teaching. While the technology for HEIs has existed for decades, its use has often been relatively superficial due to a dominant mindset of traditional, campus-based pedagogy among students and faculty.

The COVID-19 pandemic then was the impetus for change. However, many issues arose, challenges such as technology issues, lack of infrastructure, accessibility of online resources, deficiencies in digital competencies, difficulties in delivering pure online courses, inequality of treatment (depending, for example, on hard- and software expenses), mental or physical health issues such as increased workload, insufficient work-life balance, stress and exhaustion, job ambiguity, and morale. On the other hand, lower student engagement or ineffective communication due to the missing social clues of online communication, lack of socialization, problems with online assessments, and an overarching scepticism of the suitability of some courses being taught online persisted during the pandemic.

Nonetheless, as the pandemic continued and HEI stakeholders became more comfortable online, faculty members and students appreciated the advantages of less commuting, more flexibility, and autonomy. Both students and faculty members have increased their interest in using digital tools and resources in teaching and learning and expressed more positive views toward hybrid and blended options.

In this study, we compare the perceptions students and faculty members had regarding the future of higher education and explain how these perceptions have shifted throughout and after the pandemic with the implementation of a project of Blended Learning. Reflecting on the outcome of all the adaptations necessary during the pandemic is needed more than ever to improve business education by adopting new learning technologies and styles to create or promote more digital comfort in learning and teaching and give them a digital edge toward success.

Based on the results, we offer a model for post-COVID-19 education that HEIs could implement when moving forward, whether on campus or online.

Keywords:

Higher Education Institution (HEI), business studies, future of education, Switzerland, Covid-19 pandemic.