Interview with Prof. Spyros Syropoulos, Department of Mediterranean Studies, University of the Aegean
Among the numerous challenges faced by your university in the current COVID-19 crisis, which was the most difficult?
Despite the fact that the COVID-19 crisis built a false perception of equality, in a sense of all of us being in the same position, it turned out to be quite the opposite: the most difficult challenge for the university was indeed the awareness of inequality.
Firstly, it became evident from the beginning of the crisis that not all HEIs were equally prepared to respond to the crisis, due to lack of funding to support the demands of electronic teaching (infrastructure, network, electronic libraries, etc.).
Secondly, since the continuation of classes relied exclusively on the ability of students to participate via internet, practical problems inevitably emerged. A number of students lacked an access to internet of adequate strength to maintain a steady connection throughout classes; some did not possess computers equipped with cameras or decent microphones; others could not travel back to their permanent residence, while at the same time university dormitories had to be evacuated and university restaurants could not open to students for meals. Our biggest concern was that a student’s individual family, social, and economic background would determine their ability to respond to their academic needs.
Which innovative solution(s) you have found in handling this crisis, that you would like to share with other universities?
Our prime concern was the educational aspect of the crisis. The University of the Aegean (UOA), due to its insular nature (it is spread over 6 different islands and offers 18 degree programmes and 48 PG degrees) was technically prepared to ensure the continuation of classes. The Senate decided that both undergraduate and postgraduate courses should take place exclusively via internet in real time teaching. Ninety four per cent of classes were taught as usual with the participation of nearly every student who had signed up for classes. Only a small number of laboratory classes could not be taught and special measures were announced regarding these classes. Even for the exams, various measures were taken for those who could prove they had no access to internet or computers. Indeed suggestions were made for opening up the premises of the University for those who wished to use the computer rooms under supervision. The results were spectacular, as all classes were completed successfully and exams took place exclusively via electronic means.
Provision was made for the students who were unable to travel back to their place of origin. The University canteens continued to operate by allowing students to pick up the daily food they were entitled to. Provision was made also for the support of those who wished to travel back home by ship.
The students were not only children of the COVID-19 crisis, but also of the economic crisis from recent years. This awareness made us continue to support electronically the Counselling Stations, already established a few years ago on every one of the six islands of the UOA.
Finally, the University proved once more that it does not function as an elitist institution detached from its surrounding social environment, but that it contributes scientifically and academically towards the handling of the crisis in society. This was important in order to reconfirm the faith of the community in the social, as well as the academic, role of the Institution. With regards to the COVID-19 crisis in particular, the UOA academic community was quick to take important initiatives in the study of this field and also in dealing with this phenomenon, by focusing on understanding and mitigating the effects of the pandemic, such as through printing 3D healthcare material (eg multi-purpose face shields), through dynamic recording and monitoring of multiple-factor statistical data, through application development and science.
Do you think that there will be changes in your university once this crisis is over? If yes, could you highlight the most important in your opinion?
After every major crisis, changes are inevitable. What matters is the way we approach them, in order to emerge more strongly in the aftermath.
From the point of view of education, change is expected to lead to improved electronic resources, such as updated teaching platforms, distance learning training, information on methods of fair evaluation in examinations, support for electronic administration, support for electronic libraries. These changes notwithstanding, nothing can really substitute the immediate in-class interaction between student and teacher.
With regard to democratic access to education, an objective re-assessment of students’ access as active participants to learning processes is expected. The combination of the recent economic crisis and the health crisis proved that we should be more aware of the difficulties faced by every member of the community, especially by students who invest time and effort in the hope of a better future. After all, they are our investment towards this future.
What could the Council of Europe offer in response to this crisis?
The Council of Europe, especially the Education Department, could contribute towards an effective and unanimous way to handle the crisis by:
- gathering data on good practices from various universities across Europe
- issuing specialised instructions and guidelines for the educational process in times of crisis
- continuing to support the information on democratic participation of all students in Higher Education, irrespective of circumstances and crises.
- providing suggestions for financial support of HEIs, to be used specifically for improvement of electronic administration, distance learning resources and resources for financially challenged students.