Rapid Adaptation In Virtuality : A case of Linköping University and University of Zimbabwe

Abstract: Background: An ever-changing environment requires organizations such as universities to rapidly adaptto any new circumstances imposed by internal or external shocks. The role of rapid adaptation in virtualitybecomes crucial in times of crisis when organizations have to either adapt or risk collapse. Universities arethreatened by abrupt changes in their teaching routines due to the COVID-19 pandemic, and more that maycome. The process of transitioning to new teaching routines, short of social interaction, requires a multi-pronged response. Understanding routines, their rapid adaptation, the role of virtual tools and agencypresents a window of opportunity for responding to uncertainty. Aim: The aim of this study is to gain insights on how rapid adaptation occurs through the processes of routine re-adjustment, regeneration facilitated by the intellective processes of sense-making, collaboration,and knowledge transfer and sharing within organizations. Methodology: By conducting a qualitative case study, we investigated two universities in Sweden and Zimbabwe. The qualitative study is based on 15 interviews with teaching staff at Linköping University andthe University of Zimbabwe, conducted through semi-structured interviews. This study followed a processstudy approach to investigate how routines are adapted and the effect of artifacts in the adaptation processof teaching staff at universities. Findings: We posit that teaching staff from the two case universities contributed significantly to the rapid adaptation process. This was achieved through sense-making involving heuristic processes whenresponding to adjustment in online virtual teaching routines. This prevented the routine from collapsingand, instead, led to its adjustment. Some old teaching routines remained unchanged, thereby enabling theadjustment process. Artifacts (virtual tools) have also contributed to both constraining and enabling thetransition to new routines. The virtual tools used during the transition were few in number, with simplefunctionalities. Moreover, teaching staff committed themselves to quickly adapt and use the new virtualtools, even without prior knowledge, effectively making adaptation more rapid.