This research is a conceptual study that identifies virtual leadership attributes effective in overcoming challenges and seizing opportunities in higher education beyond pandemic.
The outbreak of COVID-19 pandemic affected higher education system globally. Pandemic measures to curb the outbreak such as lockdowns, social distancing, hand washing, wearing masks avoiding mass gathering and assemblies, restrictive movement and staying at home disturbed the traditional educational practice of face-to-face learning worldwide. Current review highlights that COVID-19 brought with it opportunity of introducing virtual learning in order to accommodate students globally. Within a short span of the COVID-19 pandemic, many researchers shared their works on teaching and learning in different ways (Pokhrel & Chhetri, 2021). Researchers identified challenges associated with virtual learning such as, weaknesses of online teaching infrastructure, the limited exposure of teachers to online teaching, the information gap, non-conducive environment for learning at home, equity and academic excellence in terms of higher education (Pokhrel et.al, 2021). Widely identified challenges with e-learning being accessibility, affordability, flexibility, learning pedagogy, life-long learning and educational policy (Murgatrot, 2020).Literature review indicates that Transformational leadership models are perceived to be effective tools of virtual leadership capable of minimizing obstacles in virtual learning environments, increase performance, innovation, creativity, group cohesiveness and learner satisfaction. Obstacles in virtual environment can be overcome through a virtual leader who is capable to communicate effectively with the team using available technology.
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In-Text Citation: (Razemba & Devi, 2022)
To Cite this Article: Razemba, N., & Devi, R. (2022). A Conceptual Study on Virtual Leadership in Higher Education beyond COVID-19 Pandemic: Overcoming Challenges and Seizing Opportunities. International Journal of Academic Research in Business and Social Sciences, 12(1), 301–308.
Copyright: © 2022 The Author(s)
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