Regehr Cheryl, McCahan Susan
University of Toronto.
J Bus Contin Emer Plan. 2020 Jan 1;14(2):110-121.
The delivery of high-quality academic programmes is central to the mission of any university. For this reason, maintaining academic continuity must be a key aspect of their response to a major disruptive event. A previously described model for ensuring academic continuity in universities presented four phases: pre-planning, approaching crisis, crisis and post-crisis. COVID-19, however, has created unique challenges thanks to its global reach, impact on all aspects of societal operations and continuously evolving nature. This article describes the implementation of a model for managing academic continuity in the initial stages of COVID-19, and the continued adaptation of the model as the crisis has continued and work towards recovery has occurred without a clear end in sight. Reflections are offered with respect to: using established policies and processes; grounding decisions in core values; implementing broad and frequent communication; acknowledging and addressing exhaustion; and taking the time mid-COVID-19 to consider lessons learned.
提供高质量的学术课程是任何一所大学使命的核心。因此，保持学术连续性必须成为其应对重大破坏事件的关键方面。先前描述的确保大学学术连续性的模型提出了四个阶段：预规划、接近危机、危机和危机后。然而，由于新冠疫情的全球影响范围、对社会运作各个方面的冲击以及不断演变的特性，它带来了独特的挑战。本文描述了在新冠疫情初期管理学术连续性模型的实施情况，以及随着危机持续且在看不到明确终点的情况下朝着恢复迈进时该模型的持续调整。文中针对以下方面进行了思考：运用既定政策和流程；将决策基于核心价值观；开展广泛且频繁的沟通；认识并应对疲惫感；以及在新冠疫情期间抽出时间思考经验教训。
