Exploring Faculty Perception on the COVID-19 Imposed Shift in Higher Education of Bangladesh: A Neoliberal Analysis

Autor/in	Ahmed, Sabrina
Titel	Exploring Faculty Perception on the COVID-19 Imposed Shift in Higher Education of Bangladesh: A Neoliberal Analysis
Quelle	In: Policy Futures in Education, 20 (2022) 4, S.509-523 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmed, Sabrina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211052151
Schlagwörter	Neoliberalism; College Faculty; Teacher Attitudes; Social Differences; Foreign Countries; COVID-19; Pandemics; Educational Policy; Educational Change; Online Courses; Distance Education; Higher Education; Labor Market; Employment Opportunities; College Students; Achievement Gap; Social Mobility; Access to Education; Policy Analysis; Technological Literacy; Pedagogical Content Knowledge; Political Influences; Socioeconomic Influences; Bangladesh + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Fakultät; Lehrerverhalten; Sozialer Unterschied; Ausland; Politics of education; Bildungspolitik; Bildungsreform; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Labour market; Arbeitsmarkt; Berufschance; Beschäftigungschance; Collegestudent; Soziale Mobilität; Education; Access; Bildung; Zugang; Bildungszugang; Politikfeldanalyse; Technisches Wissen; Pädagogische Kompetenz; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Bangladesch
Abstract	In response to the COVID-19 crisis, governments all around are producing new policy provisions to mitigate the learning gap. Based on the new policy provision, universities switched to online education because social distancing was necessary to stop community transmission of the virus (Crawford et al., 2020). This study aims to explore how faculties perceive the effect of higher education policy response on Bangladeshi students. The paper identifies cost-sharing approach, disregard of policy context, encouragement of global job market competition, decentralisation of management, digitization of education, and individual responsibility as neoliberal features of emergency response. The data were critically analysed to understand the effect of neoliberal features of the emergency response on the university students of Bangladesh from the faculty perspective. The paper argues that the policy response is failing to address the learning gap of the students. Moreover, the implementation of this policy is generating more challenges for students by strengthening the root of social inequality and hindering social mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01