STEM vs Non-STEM Differences in University Teaching and Research during the COVID-19 Pandemic: The Case of Sri Lanka
Fuente:
ERIC Institute of Education Sciences
Enregistré dans:
| Auteurs principaux: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2022
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1867181886804066304 |
|---|---|
| author | de Silva, Tiloka Wickramasinghe, Vathsala |
| author_facet | de Silva, Tiloka Wickramasinghe, Vathsala de Silva, Tiloka Wickramasinghe, Vathsala |
| collection | Education Resources Information Center |
| contents | STEM vs Non-STEM Differences in University Teaching and Research during the COVID-19 Pandemic: The Case of Sri Lanka de Silva, Tiloka Wickramasinghe, Vathsala Foreign Countries STEM Education Higher Education COVID-19 Pandemics College Instruction College Faculty Teacher Characteristics Teaching Methods Online Courses Educational Technology Teacher Researchers Research Methodology Productivity Intellectual Disciplines Purpose: This study aims to explore the differences between science, technology, engineering and mathematics (STEM) and non-STEM disciplines in terms of the changes to teaching and research practices caused by the COVID-19 pandemic. Design/methodology/approach: The paper analyses survey responses collected between July and November 2020 from 241 academics (excluding library staff) from the five oldest state universities in Sri Lanka. The analysis focuses on the differences between STEM and non-STEM faculty using multiple linear regression to control for demographic characteristics such as age, gender and designation as well as university-specific factors. Findings: The paper finds significant differences in the teaching practices of STEM and non-STEM academics, both in terms of preparation time for teaching and tools used for online delivery. Significant differences are also observed in research practices, with STEM faculty being significantly more likely to engage in research collaborations, obtain research funding and be involved in more research projects. The authors do not find any evidence of the pandemic having differential impacts on research productivity between the broad disciplines. Originality/value: This research provides insights into the differences between STEM and non-STEM disciplines in online teaching and research practices adopted since the onset of the pandemic, which are important for formulating appropriate policy responses to mitigate the impact of the pandemic on both students and staff. The contribution is particularly significant for developing countries where the creation of a skilled workforce is a key driver of the development process. |
| format | Recurso educativo Open Access |
| id | eric_EJ1339531 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2022 |
| record_format | eric |
| spellingShingle | STEM vs Non-STEM Differences in University Teaching and Research during the COVID-19 Pandemic: The Case of Sri Lanka de Silva, Tiloka Wickramasinghe, Vathsala Foreign Countries STEM Education Higher Education COVID-19 Pandemics College Instruction College Faculty Teacher Characteristics Teaching Methods Online Courses Educational Technology Teacher Researchers Research Methodology Productivity Intellectual Disciplines STEM vs Non-STEM Differences in University Teaching and Research during the COVID-19 Pandemic: The Case of Sri Lanka de Silva, Tiloka Wickramasinghe, Vathsala Foreign Countries STEM Education Higher Education COVID-19 Pandemics College Instruction College Faculty Teacher Characteristics Teaching Methods Online Courses Educational Technology Teacher Researchers Research Methodology Productivity Intellectual Disciplines Purpose: This study aims to explore the differences between science, technology, engineering and mathematics (STEM) and non-STEM disciplines in terms of the changes to teaching and research practices caused by the COVID-19 pandemic. Design/methodology/approach: The paper analyses survey responses collected between July and November 2020 from 241 academics (excluding library staff) from the five oldest state universities in Sri Lanka. The analysis focuses on the differences between STEM and non-STEM faculty using multiple linear regression to control for demographic characteristics such as age, gender and designation as well as university-specific factors. Findings: The paper finds significant differences in the teaching practices of STEM and non-STEM academics, both in terms of preparation time for teaching and tools used for online delivery. Significant differences are also observed in research practices, with STEM faculty being significantly more likely to engage in research collaborations, obtain research funding and be involved in more research projects. The authors do not find any evidence of the pandemic having differential impacts on research productivity between the broad disciplines. Originality/value: This research provides insights into the differences between STEM and non-STEM disciplines in online teaching and research practices adopted since the onset of the pandemic, which are important for formulating appropriate policy responses to mitigate the impact of the pandemic on both students and staff. The contribution is particularly significant for developing countries where the creation of a skilled workforce is a key driver of the development process. |
| title | STEM vs Non-STEM Differences in University Teaching and Research during the COVID-19 Pandemic: The Case of Sri Lanka |
| topic | Foreign Countries STEM Education Higher Education COVID-19 Pandemics College Instruction College Faculty Teacher Characteristics Teaching Methods Online Courses Educational Technology Teacher Researchers Research Methodology Productivity Intellectual Disciplines |
| url | https://eric.ed.gov/?id=EJ1339531 |