Applying the Higher Education in Emergencies Domains (HEED) Framework to Identify Responses to the COVID-19 Pandemic
Article by Dr Brigid Freeman, Senior Researcher (Education) and Academic Fellow, Australia India Institute.
Published by Academia Letters
From early 2020, the COVID-19 pandemic devastated our world, fundamentally altering our higher education systems, institutions, ways of working, learning, and researching. We entered a state of uncertainty, which continues to this day (Tilak & Kumar, 2022). Amidst these disruptions “it seemed possible that a post-COVID world could emerge that embraced positive change” (Freeman et al., 2021a, p. 2). Observing the varied ways in which higher education responded to this crisis, our higher education in emergencies group developed a diagnostic lens (Leihy et al., 2022) reflecting our readings of higher education and emergencies in education (EiE) research. The framework evidences our collective interest in international comparative analysis, and consideration of global, national and local dimensions (see Marginson & Rhoades, 2002).