Abstract
The COVID-19 pandemic has been a disruptive event in many industries while providing innovation opportunities as well. The transition to remote working in the educational context, on one side, has found universities unprepared, and on the other side has tested their creativity. The aim of this study is to explore emerging innovations and new dynamic capabilities aroused at universities during the pandemic and the quasi- Covid-19 period. In this study, the term “vicariant innovation” is used to express the way innovations themselves have been subject to frequent changes while stimulating more dynamic capabilities for institutions’ management, professors, and students. The methodology used in this study is a qualitative one by conducting semi-structured in-depth interviews. The sample consists of 12 students per university, respectively: EPOKA University in Albania and the University of Salerno in Italy. Findings show that the Covid-19 vicariant innovation changed students’ habits of studying and although the universities are from 2 different countries the students’ thoughts towards this phenomenon are almost the same. Furthermore, vicariant innovations are seen as the future of the education system. The originality of this work consists of the methodology used to explain the vicariance of innovation under the umbrella of educational context during the quasi- Covid-19 period.
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Hysa, X., Çekani, V. (2023). Covid-19 and Quasi-Covid-19 Pandemic Vicariant Innovations in the Educational Context: Comparative Cases. In: Visvizi, A., Troisi, O., Grimaldi, M. (eds) Research and Innovation Forum 2022. RIIFORUM 2022. Springer Proceedings in Complexity. Springer, Cham. https://doi.org/10.1007/978-3-031-19560-0_34
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