Abstract
ABSTRACTPurpose. The purpose of this case study was to explore the strategies regional campus leaders used to engage staff and foster performance while required to work remotely during the COVID-19 global pandemic.
Methodology. A qualitative case study design, using semistructured interviews, was used to answer the following research question that guided the study: “How does regional campus leadership support performance through staff engagement while working remotely because of the global pandemic?” The researcher used a purposeful sampling approach to interview 12 regional campus leaders. Participants responded to open-ended questions as data were collected and themes were developed to determine their lived experiences.
Theoretical Framework. Expectancy theory was used as a lens to explore regional campus leaders’ engagement initiatives as they fostered campus performance through the lens of expectancy, instrumentality, and valence during the COVID-19 pandemic. These constructs of performance and motivation were evident as regional campus leaders worked through the challenges of a rapid transition to a remote work environment during the pandemic.
Findings and Conclusions. The following three themes emerged as a result of regional campus leader interviews: (a) communication of performance expectations in a virtual workplace, (b) tools to share insight and knowledge, and (c) motivation during challenging times. Participants described regional campus staff engagement strategies as they worked remotely because of the COVID-19 pandemic. These findings suggest regional campus leaders who demonstrate engagement strategies that support communication of expectations and effective tools to individual support performance while in a motivating virtual team environment supported team performance during a challenging period.
Recommendations. University leaders may benefit from additional training opportunities designed to develop coaching for performance. These training opportunities may include subject matter in the areas of coaching through crisis and coaching in a remote work environment as this would strongly support leadership and staff engagement. Regional campus leaders serve as coach, mentor, and counselor as they engage staff and support university performance, and providing opportunities to develop stronger skill sets in these areas would better serve the university as university leaders develop their human capital. University leaders may also benefit from training with consideration to upward communication between staff and leadership as this may help to understand the dynamic of trust, transparency, and misperception.