The Role of Internal Crisis Communication on Faculty Members Implementation of Blended Learning Practices in the Gulf

Ridwan Adetunji Raji; Bahtiar Mohamad

doi:10.4324/9781003457299-14

The Role of Internal Crisis Communication on Faculty Members Implementation of Blended Learning Practices in the Gulf

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Ridwan Adetunji Raji, Bahtiar Mohamad

2023 Challenges and Reforms in Gulf Higher Education: Confronting the COVID-19 Pandemic and Assessing Future Implications Book chapter Cited by 0

Abstract

Amidst the ongoing global battle against COVID-19, industries face the challenge of balancing safety measures with organisational performance. Higher educational institutions (HEIs) have particularly embraced the blended learning (BL) approach as a necessary shift. However, faculty members are often required to adopt BL practices without prior experience. This chapter examines the impact of internal crisis communication (ICC) initiatives by university administrators on faculty members’ crisis perception, perceived technological support, university administrative support, affective commitment, and BL implementation during the COVID-19 crisis. Survey questionnaires were distributed to faculty members who implemented BL as a coping mechanism for teaching during the pandemic. The findings highlight the significant role of ICC in shaping faculty members’ crisis perception, perceived technological support, university administrative support, affective commitment, and BL implementation. The study provides valuable insights for educational administrators, policymakers, and university managements in the Gulf Cooperation Council (GCC) on effectively communicating with faculty members to foster positive attitudes and commitments towards BL practices. © 2024 selection and editorial matter, The Gulf Research Centre Cambridge, Reynaldo Gacho Segumpan and John McAlaney; individual chapters, the contributors.

Affiliations

Integrated Strategic Communication, College of Communication and Media Sciences, Zayed University, Abu Dhabi, United Arab Emirates; Othman Yeop Abdullah Graduate School of Business (OYAGSB), Universiti Utara Malaysia (UUM), Malaysia; Faculty of Business, Curtin University, Universitas Pendidikan, Indonesia; Asian Institute of Cambodia, Cambodia; Universiti Sultan Zainal Abidin, Malaysia; SEGi University, Malaysia; Kolej Universiti Poly-Tech MARA, Malaysia

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