ArticleInternational journal of environmental research and public health2021
The Effects of the COVID-19 Pandemic on Teleworking and Education in a Romanian Higher Education Institution: An Internal Stakeholders Perspective.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 18 citations in OpenAlex.
- Perspective of Teachers and Students towards the Education Process during COVID-19 in Romanian Universities.International journal of environmental research and public health · 2022Article
- Modelling the COVID-19 Pandemic Effects on Employees' Health and Performance: A PLS-SEM Mediation Approach.International journal of environmental research and public health · 2022Article
- Teleworking Impact on Wellbeing and Productivity: A Cluster Analysis of the Romanian Graduate Employees.Frontiers in psychology · 2022Article
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic has created the conditions for the expansion of teleworking (TW) in numerous sectors and organizations, and higher education institutions (HEIs) have had to adapt to this context. This paper aims to identify and analyze five factors (technology, individual involvement and skills, physical inactivity, psychological well-being, and household activities) that influence the effort and results in TW and education (E) in HEIs from the perspective of their key internal stakeholders. The data were gathered by a mix of qualitative and quantitative research methods, such as interviews and surveys. They were analyzed and interpreted through factorial analysis that uses the presentation of the main components as an extraction method, with the Varimax rotation method adopting Kaiser normalization, and processed with SPSS statistical software. This study shows that the effort and results of the key internal stakeholders of HEIs are influenced by the five factors. In this respect, students' results are negatively influenced by technology and physical inactivity factors. Moreover, the efforts of auxiliary and non-teaching staff are highly positively influenced by the psychological well-being factor and their results are positively influenced by the individual involvement and skills factor and negatively influenced by the household activities factor.
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Registered trials
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