| Figures | ||
| 2.1 | Positioning the higher education in emergencies domains within an emergency management framework. | 19 |
| 4.1 | The whole-institution approach (from UNESCO, 2017, p. 53). | 49 |
| 5.1 | Distribution of the HE students in Turkey (2019–2020). | 73 |
| 6.1 | Comic created by students during the CAI course. | 91 |
| 6.2 | Pre-service teachers’ responses regarding the use of technology. | 92 |
| 6.3 | Preservice teachers’ competences formed during completing the initial teacher training programme. | 95 |
| 8.1 | Phases of the learning and teaching innovation process (from Luppi et al., 2021). | 114 |
| 8.2 | The CIPP model of evaluation (from Stufflebeam, 1983). | 117 |
| 9.1 | Andrew’s wellbeing plot line. | 137 |
| 9.2 | Jennifer’s wellbeing plot line. | 138 |
| 9.3 | Peter’s wellbeing plot line. | 140 |
| 9.4 | Sia’s wellbeing plot line. | 140 |
| 11.1 | Themes emerging from challenges associated with the forced WFH scenario. | 163 |
| 11.2 | Benefits in working from home. | 165 |
| 12.1 | Silhouette adult, male and female (from Krumm & Jenkins, 2001; open source http://heteroglossia.net/Home.2.0.html). | 176 |
| 12.2 | Two language portraits, one with migration background (left); one “monolingual” portrait (right) (adapted from Krumm & Jenkins, 2001). | 177 |
| Tables | ||
| 2.1 | Defining higher education in emergencies domains. | 17 |
| 5.1 | Distance education agenda in the COVID-19 period. | 63 |
| 6.1 | Competences formed after the teacher training programme (1 totally disagree – 5 totally agree). | 94 |
| 8.1 | Distribution of participants by class enrolment. | 119 |
| 8.2 | Input variables: Paired t-test comparing the face to face and emergency distance learning. | 120 |
| 8.3 | Process variables: Paired t-test comparing the face to face and emergency distance learning. | 121 |
| 8.4 | Product variables: Paired t-test comparing the face to face and emergency distance learning. | 122 |
| 9.1 | Timeline for university and research activities. | 133 |
| 9.2 | Workplace-related challenges, frequency and example. | 136 |
| 9.3 | Nominated successes, frequency and example. | 136 |
| 9.4 | Strategies, resources, frequency and example. | 137 |
| 11.1 | Challenges faced by academics. | 162 |
| 11.2 | Sustainability of work at home. | 166 |
| 11.3 | Communication tools used (with students & staff). | 167 |
Figures and Tables
In: Pandemic, Disruption and Adjustment in Higher Education
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Susana Gonçalves
Susana Gonçalves
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Suzanne Majhanovich
Suzanne Majhanovich
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