Author(s): Roberta Fenech, Priya Baguant, Onise Alpenidze
Dynamic capabilities are directed at generating, acquiring, integrating, and disseminating knowledge for reconfiguring processes. The purpose of this study is to investigate and develop a model of the way teaching strategies are shaped, in times of crisis, by dynamic capabilities. The contribution of this study to apply the theoretical framework of dynamic capabilities to the field of higher education and to develop a model which demonstrates the role of dynamic capabilities in developing teaching strategies in times of crisis. This model can then be applied to the world of education. The data is from 16 academics in this qualitative research study who participated in focus groups. The data is analysed using content analysis and inter-rater reliability. The main finding is an empirically proven model showing the adoption of new teaching strategies through dynamic capabilities, namely agility, sensing, shaping, seizing and reconfiguring opportunities and threats. Dynamic capabilities shape new teaching strategies in a context of organisational support, learning, reflection, experience and students feedback. This study provides a number of practical recommendations for academics and higher education management.