University teachers’ perspectives on student attendance: a challenge to the identity of university teachers before, during and after Covid-19

Abstract

This article addresses university teachers’ perspectives, gathered via interviews, on issues involved in their students’ decreasing attendance in formal taught-events, before and during the pandemic, and the implications of this for university teaching in the future. The research was part of a broad enquiry into learning and teaching during the Covid-19 pandemic, conducted in one research-led university in New Zealand by a research team of 19 university academics from multiple departments in this institution. We undertook 11 semi-structured interviews with eight professors, one lecturer and two teaching fellows, anonymous to all but the interviewer. A sub-group (authors of this article) used a general inductive approach to seek an underlying structure of experiences evident in participants’ interviews, in the form of emergent and reoccurring themes in the data. Self-determination theory was used as a theoretical framework for analysis. Themes suggest that university teachers may be stressed about attendance, increasingly uncertain about the links between how they teach and what and how students learn, and feel personally rather than collectively responsible as they address matters that they perceive to be only partially under their control. Researchers concluded that interviewed teachers may be collectively experiencing some form of crisis of confidence relating to their roles, responsibilities and identity as university teachers. Although perceptions of limited autonomy, relatedness and competence all suggest solutions at the institutional level, their combination and link to generic academic identity suggests that Covid-19 may have exposed broader limitations in university teaching as a collegiate, rather than professional, activity.