How we manage the unknown - new lessons for universities

Dr. Elena Blagoeva

Yearbook of the Department of Administration and Management,

Item 5, 2020, ISSN 2603-297X (Under seal),

New Bulgarian University

Summary:

The situation in which the pandemic crisis has placed universities has provoked their vitality and
creativity, and practice shows that working solutions have been found in many respects. However, there
are still many issues and concerns that need to be addressed urgently. It is now clear that a return to the
'normal' as we know it will not be possible, at least in the medium term, and adaptation is needed.
Especially given the parallel social and economic problems. The present study attempts to examine the
context of the specific situation; to systematize the views and practices that different universities are
currently applying or preparing in this context; to analyze their effectiveness and to propose possible
measures adequate for Bulgarian higher education.

Key words: higher education, educational measures, pandemic crisis, virtual education, online learning

Introduction

Universities have witnessed and suffered destructive crises since they existed. Many times they had to
deal with external factors that threatened their functions and daily tasks. But they survived and
continued their mission, despite restrictions and closed doors. History tells us that the University of
Cambridge closed in 1665 due to the plague epidemic in London. And Isaac Newton, just graduated, has
to go home. Where it lays the foundations of the Law of Gravity. In 2020, due to the current pandemic,
the University of Cambridge closes for the second time in its history. Although more recent, Bulgarian
higher education is also aware of situations of extreme crisis - the closure and dismissal of all teachers at
Sofia University in 1907-1908, the evacuation to Lovech in 1944. But no matter how severe the
obstacles, the academic spirit has preserved and revived with new force the lessons learned.

As members of the academic community, we can be proud of the response of most universities to
today's pandemic crisis. One after another, universities closed around the world, but almost
immediately transferred as many activities online as possible to continue the learning process and were
able to introduce crisis management protocols to ensure that students, faculty and staff are cared for
with the right measures and adequate information. A study by the European Association for
International Education, conducted in late March among about 1,000 universities in Europe and Turkey
[Rumbley, L. E., 2020], found that only 16% of universities did not have a crisis plan. 58% already had it
then, and 14% were in the process of drafting it. Many universities have found ways to support crisis
response efforts in their own countries with research, information, volunteer teams of faculty and
students, technology solutions to reduce the risk of exposure to the virus, or to facilitate day-to-day
tasks. The mobilization was immediate and, amid the crisis, solidarity and cooperation prevailed in
higher education, both within and between institutions. This positive reaction helped to prevent the
severe impact on human life and the rapid spread of economic difficulties from being catastrophically
perceived.
The transition from a blocking and crisis regime to a resumption of operations in the medium and long
term is an even greater challenge. Efforts are being made to control political and social strife, and this is
happening, albeit to varying degrees, in many countries. Just as governments around the world are
thinking of strategies for economic survival, so scientists and university leaders are thinking of options to
continue to carry out their leading missions. Generally,