@misc{10481/90142,
year = {2022},
month = {10},
url = {https://hdl.handle.net/10481/90142},
abstract = {The COVID-19 pandemic has prompted profound changes in Higher Education. Thus, policymakers in different national contexts worldwide needed to design alternative responses to deal with new educational scenarios. In Spain, rethinking educational management in Higher Edu- cation remains an issue of current debate. Methodological readjustments towards virtual teaching, the digital divide due to socio-economic and cultural issues of the students, unequal access to education, or a decrease in internationalization have been some of the most significant adversities faced during this time. Amid this crisis, the measures taken by political leaders and university managers played an essential role. This study aims to provide an overview of the policy measures developed during this period, describing some of the most important decisions taken by different universities in Spain. To this end, an exploration based on secondary data from extensive literature reviews is carried out to construct a descriptive analysis of the measures implemented in Spanish universities. The findings highlight the coordinated action of the Spanish university system and the staunch defense of face-to-face teaching. This health crisis has also highlighted the deficits of this level of education and shed light on its future. Spain faces major challenges in the field of higher education. Consequently, the Spanish university system must begin building the foundations for educational innovation and training education professionals without fear of online scenarios. Finally, this article also proposes suggestions to guide policymakers in dealing with future adverse situations.},
organization = {The author(s) disclosed receipt of the following financial support for the research, authorship, and/or pub- lication of this article: This work was supported by the State Research Agency, Spanish Ministry of Science and Innovation, through the project “The influence of neoliberalism on academic identities and on the level of professional satisfaction”—NEOACADEMIC—(PID2019-105631GA-I00/SRA (State Research Agency)/ 10.13039/501100011033); and by the R+D+i Project in the framework of the FEDER Operational Programme ‘Early career academics in Andalusian Universities: Academic identities, quantified and digitised.’ (B_SEJ- 534-UGR20). It also receives funding from the Ministry of Universities (Spain) through the University Teacher Training Grants Programme (FPU19/00942).},
keywords = {COVID-19},
keywords = {Higher Education},
keywords = {Educación Superior},
title = {Review of higher education policy during the pandemic: A Spanish perspective},
doi = {10.1177/14782103221134188},
author = {Mula Falcón, Javier and Cruz Gonzalez, Cristina and Domingo Segovia, Jesús and Lucena Rodríguez, Carmen},
}