Management students’ perspectives on covid-19

By Student Voice

Introduction

The sudden onset of COVID-19 has significantly changed the educational landscape for management studies students in the UK. As institutions and staff rushed to shift courses online, the inherent challenges and vital adjustments required became apparent. This blog aims to thoroughly examine how this shift has impacted the learning experiences, future career prospects, and overall perspectives of management studies students. Analysis of student surveys and text explorations reveal students' collective response to remote learning, both praising its flexibility and noting the barriers it erected. The role of student voice in shaping educational policies during such critical times cannot be underestimated. Staff have been compelled to evaluate different instructional strategies and their subsequent effectiveness in an almost entirely digital milieu. By critically examining these adaptations, this blog seeks to provide a balanced understanding of the evolving role of management education during and possibly beyond the COVID-19 pandemic. In doing so, we leverage what we've learnt to enhance the educational process further. Engaging with various perspectives, we hope to deliver insightful revelations that not only reflect current trends but also outline potential trajectories for management studies education in a post-pandemic era.

Adapting to Online Learning

The transition to online learning for management studies students has been an important and challenging shift. Initially, the quick changeover presented several technological hurdles. Students and staff had to quickly become familiar with various digital platforms and tools necessary for conducting virtual classrooms effectively. Establishing a stable internet connection often proved problematic, impacting the accessibility and continuity of learning. On one hand, some students found the flexibility of online learning advantageous, allowing them to manage their time more efficiently. Conversely, others struggled with the lack of face-to-face interaction, which is particularly key in a field that relies heavily on networking and personal connections. Teaching staff had to re-think and sometimes entirely overhaul their teaching methodologies. Traditional lectures were reconfigured into interactive online sessions, and case studies and group projects had to be adapted to suit a virtual format. This process has highlighted the adaptability of both students and educators, but it has also raised questions about the long-term efficacy of such learning environments. It is important to note that while online platforms offer new avenues for engagement, they require careful consideration to ensure they meet all students' needs, including those who may lack reliable access to technology.

Impact on Practical Learning and Internships

The repercussions of COVID-19 on practical learning experiences and internships have presented considerable challenges for management studies students. Traditionally, these hands-on experiences are integral to bridging the gap between theoretical knowledge and real-world application. The sudden suspension of in-person activities forced a rapid rethink of how these key learning experiences are delivered. Students found themselves starting virtual internships, which, while innovative, lacked the richness of direct workplace engagement. Staff were tasked with sourcing remote opportunities that could still offer valuable insights but were limited by the absence of physical presence and direct mentorship. The text analysis of feedback about these internships indicated a mix of resilience and frustration among students. On one hand, these adaptations maintained continuity, essential for completing course prerequisites. Conversely, many students felt under-prepared for the tangible challenges of their prospective fields. It is important to note that while this scenario was less than ideal, it also sparked a breadth of creative solutions from academic institutions, aiming to simulate as closely as possible the complexities of physical internships in a virtual environment. This adjustment period has proved that flexibility and innovation are possible within management education, though it comes with clear caveats concerning the depth of learning achievable under such constrained conditions.

Changes in Assessment and Examination

The impact of COVID-19 on the assessment and examination processes within UK higher education, particularly for management studies students, has been significant and complex. With the sudden transition to online learning environments, traditional examination formats, typically held in large, quiet halls, were quickly replaced with online assessments. This shift not only challenged the way students prepare and perform but also how they are evaluated by the staff. Online examinations necessitate a different set of academic integrity guidelines and technological proficiency from both students and staff, often altering the pressure and stress levels associated with assessments. While some argue that online assessments could offer flexibility and potentially reduce anxiety, others believe these may not comprehensively measure a student’s capabilities and knowledge, especially in management studies where practical application of theory is key. On one hand, the adaptation to online exams allowed the continuation of studies without disruption, yet on the other hand, it raised questions about the fairness and inclusivity of such formats, particularly for students facing technological disparities. Institutions have had to respond rapidly, developing new policies to ensure the integrity and fairness of assessments while attempting to mitigate the added stress on students. This ongoing adjustment process has opened a dialogue about the long-term changes that might remain post-pandemic, with the potential for a more blended model of assessment becoming a permanent feature in the academic landscape.

Mental Health and Well-being

The mental health and well-being of management studies students has faced extraordinary pressures during the COVID-19 pandemic, largely attributable to isolation, the demands of remote learning, and uncertainty about their future. The constraints imposed by virtual learning environments have limited students' social interactions, which are not only central to their academic experience but also to their emotional and psychological health. Staff within educational institutions have recognised this shift and have had to be proactive in extending support systems to address these concerns. It is important to highlight the dual role that academic communities must play, not only in delivering education but also in fostering a supportive environment. Various universities have introduced initiatives such as online counselling sessions, virtual social events, and wellness workshops aimed at mitigating the effects of isolation. While some argue that these measures have helped, others feel that the loss of physical campus life continues to significantly impact their mental health. On one hand, the quick adaptation of support services has been commendable; conversely, the ongoing need for these services indicates a deeper, possibly long-term impact on student well-being. This situation underscores the need for sustained mental health support tailored to the unique challenges faced by students in management studies, reflecting an important area of focus for both policy and practice in higher education.

Career Prospects and Job Market Trends

The COVID-19 pandemic has significantly influenced career prospects and job market trends for management studies students. Initially, the backlash from the economic downturn led to a tighter job market, with companies freezing hiring and, in some cases, downsizing. However, as the economy starts to recover, new opportunities are emerging, particularly in sectors that have shown resilience or growth during the pandemic, such as technology and healthcare management. On one hand, the shift towards remote working has opened up new possibilities for graduates to work for companies without geographical constraints. Conversely, this change necessitates a different set of skills, including proficiency in digital communication tools and self-management. Staff within educational institutions are thus encouraged to integrate these competencies into their curriculum. While some argue that the post-COVID-19 job market could be more competitive and challenging, others see it as an opportunity to innovate career paths and diversify employment prospects. It is important to acknowledge the mixed feelings among students, as some remain apprehensive about their future job security. This area should be a focus for ongoing research and discussion within academic circles, aiming to equip students with the skills and resilience needed for a transformed economic landscape.

Networking and Professional Development

In the context of COVID-19, the traditional avenues for networking and professional development faced significant disruptions, presenting both challenges and innovative solutions within management education. Networking events, crucial for fostering connections in the business world, were largely cancelled or moved online. This transformation meant that management studies students had to adapt to new ways of building professional relationships. Virtual networking sessions and online workshops became the norm, but the lack of personal interaction made it harder for students to make impactful connections. Staff and institutions have played a key role in facilitating these virtual events, ensuring that students still have opportunities to engage with industry professionals and peers, albeit in a different format. The importance of digital literacy has been highlighted during this process, urging both students and educators to enhance their competency in utilising online tools effectively. Importantly, the student voice has guided institutions in refining these online experiences, making them more valuable and tailored to student needs. The transition has not only maintained the continuity of professional development but also broadened the scope, allowing students to connect with a global network, a silver lining in these trying times.

Looking to the Future: Lessons Learned and Adaptation Strategies

As management studies students look to a post-pandemic era, several important lessons emerge, shaping adaptation strategies vital for future resilience. The shift to digital learning platforms was a swift transformation that tested the adaptability of students and staff alike. This experience uncovered a key insight: flexibility in teaching and learning methodologies is critical. Institutions that quickly embraced online tools and hybrid models managed to sustain educational continuity, which has been invaluable.

Reflecting on these adaptations, students recognise the importance of digital proficiency not only as a temporary alternative but as a permanent aspect of their academic and future professional lives. The integration of digital tools into the curriculum has promoted a broader skill set, preparing students for a technologically driven workplace. Importantly, this period has also taught students the significance of self-discipline and time management in an unstructured learning environment.

On the other hand, the digital divide became more apparent, underscoring the need for institutions to ensure all students have access to necessary technologies. Lessons from these times suggest that future strategies should include robust support systems for remote learning and an increased focus on mental health and well-being. By maintaining this dual focus on technological adaptation and student support, management studies can continue to thrive in any circumstances, underlined by the resilience demonstrated throughout the pandemic.

Management students’ perspectives on covid-19

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