We explored an undergraduate business program’s navigation of an unplanned change, response to the Covid-19 pandemic-occasioned move to online learning, and the resilience of its curriculum by following cohorts of students through two consecutive courses from the end of 2019 through 2020 up to summer 2021. The exploration was aimed at the assessment of the impact of the pandemic-induced disruptions, i.e., how the school’s curriculum fared through the pandemic. Premised on the school’s accreditor, AACSB’s agility-cultivating curriculum guideline, the curriculum should adapt and stabilize post-pandemic. To identify the appropriate cohort for observation, we scrutinized the four progressive levels of agility inculcation in the program, then we picked the cohort enrolled in the agility reinforcement course. We followed this cohort into their subsequent coursework to check how they adapted to online learning through the pandemic in 2020 to 2021. Overall, this program curriculum seems adequately agile as it appears to engender resilient students and faculty who adapted and adjusted to online learning post-pandemic as indicated by the relatively comparable learning outcomes for over a year.
Ojode, Lucy; Wolde, Mulugeta; and Claiborne, June
"Impacts of the Covid-19 Pandemic on Business Education: Case for the AACSB’s Agility Standard,"
Southwestern Business Administration Journal: Vol. 19
, Article 7.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol19/iss1/7
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