Dealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher education

• Published in: Policy design and practice 2020-07, Vol.3 (3), p.312-333
• Main Authors: El Masri, Amira, Sabzalieva, Emma
• Format: Article
• Language: English
• Subjects: Canada; complex intergovernmental problem; COVID-19; emergency management; Higher education; Ontario; wicked problem
• ISSN: 2574-1292; 2574-1292
• DOI: 10.1080/25741292.2020.1813359

This paper examines policy responses in higher education in the months of March and April 2020 during the rapid unfolding of the COVID-19 pandemic. The purpose is to map responses and compare levels of coordination between three actors-the Canadian federal government, the Ontario provincial government, and Ontario's publicly funded colleges and universities-and to consider the policy implications of these initial responses for higher education's future recovery from the pandemic. Conceptualizing COVID-19 as both a wicked problem and, in the Canadian context, a complex intergovernmental problem, the paper draws on over 200 data points from public announcements made by these three actors. It uses an emergency management framework to present a chronological comparison of actors' actions during the response and mitigation phases focusing on four areas: academic mobility, teaching and learning, research initiatives, and student support. Actions to support higher education were largely dispersed and uncoordinated in the two key months of March and April 2020. Colleges and universities were proactive in restricting academic mobility, adapting teaching and learning, and providing student support. There was some alignment with the federal government's responses, although federal announcements focused more on research initiatives and, latterly, student support. The Ontario government did not appear to play a significant role in shaping the initial higher education responses to the pandemic. Despite the disconnect between responses, we argue that all three actors will play an equally critical role in the future recovery and necessary rethinking of the functions and purpose of higher education.