Abstract
Learning Loss among students due to the disruption caused by COVID 19 has remained the most talked about issue for educational institutions across the globe. With the outbreak of the pandemic and all kinds of lockdowns, it is a sensible argument as to whether the students in higher educational institutions have suffered form loss of learning due to closure of colleges and universities. In this article, we studied the available literature on the subject matter, pre and post pandemic, and extracted the variables causing loss of learning during both time periods. The massive explosion in the proportion of post pandemic variables causing loss of learning led us to devise a questionnaire to measure the perception of 788 students of higher ducation
institutions pertaining to the variables identified. We found that there was tremendous increase in the learning loss due to online education post pandemic. The total loss of learning post pandemic came out to be 59.36%. The research has global implications for the education industry and policy makers as it provides both cognitive and affective inputs for devising innovative solutions to minimize the loss of learning in future.
Keywords: Learning Loss; Pre-Pandemic; Post-Pandemic; Variables; Higher Education
Abstract
In pursuit of developing skills and knowledge, academic institutions often overlook their obligation to instill happiness. To address this, Chitkara University has introduced a 30 day Happiness program to university students from different academic backgrounds. The program aims to focus on invoking happiness, grit, resilience and hope. The program has been designed as being embedded in PERMA model. This study examines the feedback from students who have attended the Happiness program. Grit, academic tenacity, resilience, hope and academic satisfaction have been reported to be maintained as outcome of 30 day positive psychology intervention of Happiness program.
Keywords: Happiness, Grit, Positive Psychology, University students.
Abstract
The white paper draws lessons from activities carried out during June- Oct 2020 in response to the pandemic COVID-19. The activities were carried out with focus on the stakeholders of the Chitkara Business School that comprise an important element of the strategic response efforts. This paper finds that COVID-19 posed both challenges and opportunities to the business school for ensuring its sustainability in the long run. Also, it has been suggested that with an appropriate strategic action plan the goals of the business school can be achieved and this can help it secure a valuable place on the higher education landscape after the disruptions caused by pandemic. This paper proposes a strategy that focuses on creating a self-sustaining ecosystem which ensures collaboration, communication and cooperation among the stakeholders in ecosystem of business school.
Keywords: higher education, pandemic, strategic response, uncertainty, school ecosystem
