The ‘New’ New Normal—Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic

Abstract

AbstractBefore the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The ‘New’ New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.