Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery.

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Bibliographic Details
Title:	Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery.
Authors:	Serban, Aurelia Cristiana¹ a.serban@sheffield.ac.uk
Source:	Issues in Educational Research. 2026, Vol. 36 Issue 2, p721-744. 24p.
Subject Terms:	Tutors & tutoring, Online education, Education policy, Higher education, Educational technology, Curriculum change, Capacity building, Social role
Abstract:	The aim of this study is to investigate the factors facilitating or hindering collaboration among higher education tutors during and after the mandatory shift to exclusive online delivery - a significant and still under-researched context in educational literature. The study was conducted at the English Language Teaching Centre (ELTC) affiliated with University of Sheffield, UK. A mixed-methods approach was employed, utilising questionnaires and interviews. Data was processed through thematic analysis. Findings reveal that structured, professional factors - targeted training, frequent professional interaction, and support with lesson planning, materials and curriculum redesign were paramount in fostering collaboration. Identified barriers included precarious contract lengths, time constraints and excessive informal interaction. Participants suggested that increasing opportunities for knowledge exchange and reflection on practice would enhance tutor cooperation. The study concludes that sustainable collaboration relies on institutional support for formal expertise-sharing and reflective practice. This research provides a transferable framework with significant implications for educational policy, leadership, and professional development in online and hybrid environments worldwide. It offers evidence-based strategies for building resilient and collaborative academic communities, contributing original insights to the international discourse on technology integration and institutional adaptation in higher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The aim of this study is to investigate the factors facilitating or hindering collaboration among higher education tutors during and after the mandatory shift to exclusive online delivery - a significant and still under-researched context in educational literature. The study was conducted at the English Language Teaching Centre (ELTC) affiliated with University of Sheffield, UK. A mixed-methods approach was employed, utilising questionnaires and interviews. Data was processed through thematic analysis. Findings reveal that structured, professional factors - targeted training, frequent professional interaction, and support with lesson planning, materials and curriculum redesign were paramount in fostering collaboration. Identified barriers included precarious contract lengths, time constraints and excessive informal interaction. Participants suggested that increasing opportunities for knowledge exchange and reflection on practice would enhance tutor cooperation. The study concludes that sustainable collaboration relies on institutional support for formal expertise-sharing and reflective practice. This research provides a transferable framework with significant implications for educational policy, leadership, and professional development in online and hybrid environments worldwide. It offers evidence-based strategies for building resilient and collaborative academic communities, contributing original insights to the international discourse on technology integration and institutional adaptation in higher education. [ABSTRACT FROM AUTHOR]
ISSN:	03137155