The Effects of the COVID-19 Lockdown on Teaching and Engagement in UK Business Schools

The global outbreak of COVID-19 mandated a rapid shift to on-line teaching and assessment. We use quantitative and qualitative research to examine how prior on-line experience, learning during the lockdown, and work engagement impacted upon academics’ views of teaching delivery and assessment during the lockdown. Representative quantitative data from 2,287 business, management and economics academics in the UK shows that: 1. experience of on-line activity prior to the lockdown is positively related to perceptions of working virtually, though perceptions differed by seniority; 2. experience of on-line activity during the lockdown does not impact academic’s views of on-line delivery, but increases positive attitudes to on-line marking; 3. those able to maintain mental resilience and energy are considerably more likely to perceive on-line activity positively. Perceived job insecurity affects how academics assess on-line activity. Academics agree that the amount of work involved in preparing for an on-line environment is greater than required for face-to-face delivery. Qualitative data shows the impact of the social and individual context of the respondents on wellbeing, job security, engagement and aspirations towards on-line teaching and learning.