Perspectives of HyFlex: The Voice of Academic Managers at Technological University Dublin

Abstract

Using a qualitative methodology, this paper provides managerial insight into the use of HyFlex as a teaching paradigm in the era of post-Covid university education. Previous studies have focused on the perception, benefits, and challenges of using HyFlex from the perspective of students and academic staff. However, as decisions to implement delivery mechanisms in education often revolve around administrative and infrastructural resources such as timetabling and technology requirements, academic managers (Heads of School) need to be supportive of HyFlex for implementation to be effective and efficient. Twelve of twenty-five academic managers across all five Faculties in TU Dublin were interviewed.

It was found that a degree of definitional ambiguity existed among the academic managers regarding HyFlex. While there was broad support for this mode recognising provision of flexibility and new market opportunities, concern existed around technology and training, an increased workload for staff and the loss of the unique position held by TU Dublin in providing a face-to-face educational experience. It was deemed that HyFlex may be more appropriate for the latter years of undergraduate programmes and post-graduate degrees as well as broadening accessibility to international markets.  Critical to implementation is appropriate resource allocation, training, and support.