[
Agasisti, T., Soncin, M. (2021). Higher education in troubled times: on the impact of Covid-19 in Italy. Studies in higher education, 46(1), 86–95. Available at https://doi.org/10.1080/03075079.2020.1859689.10.1080/03075079.2020.1859689
]Search in Google Scholar
[
Aguinis, H, Burgi-Tian, J. (2021). Measuring performance during crises and beyond: The Performance Promoter Score. Business Horizons, 64(1), 149–160. Available at https://doi.org/10.1016/j.bushor.2020.09.001.10.1016/j.bushor.2020.09.001
]Search in Google Scholar
[
Al-Balas, M., Al-Balas, H. I., Jaber, H. M. et al. (2020). Correction to: Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education, 20(1), 513. Available at https://doi.org/10.1186/s12909-020-02428-3.10.1186/s12909-020-02428-3
]Search in Google Scholar
[
Alhadreti, O. (2021). Assessing Academics’ Perceptions of Blackboard Usability Using SUS and CSUQ; A Case Study during the COVID-19 Pandemic. International Journal of Human Computer Interaction, (in press). ISSN 1044-7318.10.1080/10447318.2020.1861766
]Search in Google Scholar
[
Anderson, V., Fontinha, R., Robson, F. (2019). Research Methods in Human Resource Management. Chartered Institute of Personnel Development, London, UK.
]Search in Google Scholar
[
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. Available at https://doi.org/10.1080/15325024.2020.1769300.10.1080/15325024.2020.1769300
]Search in Google Scholar
[
Barbosa, B. R. (2020). Covid-19 and doctoral research in Brazil and Portugal: who pays the bill for confinement and remote work in research? Fennia-international journal of geography, 198(1–2), 239–242. Available at https://doi.org/10.11143/fennia.99208.10.11143/fennia.99208
]Search in Google Scholar
[
Crosling, G., Heagney, M., Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities’ Review, 51(2), 9.10.4324/9780203935453
]Search in Google Scholar
[
Day, T., Chang, I-Ch. C., Chung, C. K. L., Doolittle, W. E., Housel, J., McDaniel, P. N. (2021). The Immediate Impact of COVID-19on Postsecondary Teaching and Learning. The Professional Geographer, 73(1), 1–13. Available at doi: 10.1080/00330124.2020.1823864.10.1080/00330124.2020.1823864
]Search in Google Scholar
[
De Boer, H. (2021). COVID-19 in Dutch higher education. Studies in Higher education, (in press). ISNN 037-5079.10.1080/03075079.2020.1859684
]Search in Google Scholar
[
de Bruin, Y. B., Lequarre, A. S., McCourt, J., Clevestig, P. Pigazzani, F., Jeddi, M. Z., Goulart, M. (2020). Initial impacts of global risk mitigation measures taken during the combatting of the COVID-19 pandemic. Safety Science, 128, 1–8. Available at https://doi.org/10.1016/j.ssci.2020.104773.10.1016/j.ssci.2020.104773
]Search in Google Scholar
[
Disman, M. (2018). How to create a knowledge in sociology (in Czech). Karolinum, Prague.
]Search in Google Scholar
[
Fryer, L. K. et al. (2016). Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis. Psychologica Belgica, 56(3), 226–243. Available at http://doi.org/10.5334/pb.265.10.5334/pb.265
]Search in Google Scholar
[
Gamage, K. A. A., Roshan Pradeep, R. G. G., Najdanovic-Visak, V., Gunawardhana, N. (2020). Academic Standards and Quality Assurance: The Impact of COVID-19 on University Degree Programs. Sustainability, 12, 1–18, 10032. Available at doi: 10.3390/su-12231003.10.3390/su122310032
]Search in Google Scholar
[
Gore, J. S., Cross, S. E. (2006). Pursuing goals for us: Relationally-autonomous reasons in long-term goal pursuit. Journal of Personality and Social Psychology, 90, 848–861.10.1037/0022-3514.90.5.848
]Search in Google Scholar
[
Hendl, J. (2016). Qualitative research (in Czech). Portál, Prague.
]Search in Google Scholar
[
Hew, K. F., Jia, Ch., Gonda, D. E., Bai, S. (2020). Transitioning to the “new normal” learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 1–22. Available at https://doi.org/10.1186/s41239-020-00234-x.10.1186/s41239-020-00234-x
]Search in Google Scholar
[
Horstmanshof, L., Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of educational Psychology, 77, 703–718.10.1348/000709906X160778
]Search in Google Scholar
[
Huckins, J. F., da Silva, A. W., Wang, W., Hedlund, E., Rogers, C., Nepal, S. K., Wu, J., Obuchi, M., Murphy, E. I., Meyer, M. L., Wagner, D. D., Holtzheimer, P. E., Campbell, A. T. (2020). Mental health and behavior of college students during the early phases of the COVID-19 pandemic: Longitudinal smartphone and ecological momentary assessment study. Journal of Medical Internet Research, 6(6), 1–22. Available at https://doi.org/10.21-96/20185.10.2196/20185
]Search in Google Scholar
[
Karasmanaki, E., Tsantopoulos, G. (2021). Impacts of social distancing during COVID-19 pandemic on the daily life of forestry students. Children and Youth Services Review, 120, 1–7. Available at https://doi.org/10.1016/j.childyouth.2020.105781.10.1016/j.childyouth.2020.105781
]Search in Google Scholar
[
Kidess, M., Schmid, S. C. et al. (2021). Virtual Skills-training in Urology Teaching at the Technical University of Munich During the COVID-19 Pandemic. Urologe, (in press). ISSN 0340-2592.
]Search in Google Scholar
[
Jere, J. N. (2020). Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19. South African Journal of Information Management, 22(1), 2–9. Available at doi.org/10.4102/sajim.v22i1.1280 7.10.4102/sajim.v22i1.1280
]Search in Google Scholar
[
Knight, P., Yorke, M. (2004). Learning, curriculum and employability in higher education. Psychology Press, Howe, UK.10.4324/9780203465271
]Search in Google Scholar
[
Kuh, G. (2003). How are we doing at engaging students? About Campus, 8(1), 9–16.10.1177/108648220300800104
]Search in Google Scholar
[
Lowe, H., Cook, A. (2003). Mind the Gap: Are students prepared for higher education? Journal of Further and Higher Education, 27(1), 53-76.10.1080/03098770305629
]Search in Google Scholar
[
Marton, F., Saljo, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46, 4–11.10.1111/j.2044-8279.1976.tb02980.x
]Search in Google Scholar
[
Mackert, M., Table, B., Yang, J., Bouchacour, L. Woods, J. M., Bernhardt, J. M., Hughes Wagner, J. (2020). Applying Best Practices from Health Communication to Support a University’s Response to COVID-19. Health Communication, 35(14), 1750–1753. Available at doi:10.1080/10410236.2020.1839204.10.1080/10410236.2020.1839204
]Search in Google Scholar
[
Merriam, S. B., Brockett, R. G. (2007). The profession and practice of adult education: An introduction. John Wiley & Sons, San Francisco, CA.
]Search in Google Scholar
[
Mocanu, C., Zamfir, A. M., Pirciog, S. (2014). Matching Curricula with Labour Market Needs for Higher Education: State of Art, Obstacles and Facilitating Factors. Procedia-Social and Behavioral Sciences, 149, 602–606.10.1016/j.sbspro.2014.08.234
]Search in Google Scholar
[
Pasion, R., Dias, O. et al. (2021). Impact of COVID-19 on undergraduate business students: a longitudinal study on academic motivation, engagement and attachment to university. Accounting Research Journal, (in press). ISSN 1030-9616.10.1108/ARJ-09-2020-0286
]Search in Google Scholar
[
Peters, M. A., Rizvi, F., McCulloch, G., Gibbs, P., Gorur, R., Hong, M., Hwang, Y., Zipin, L., Brennan, M., Robertson, S., Quay, J., Malbon, J., Tagliettie, D., Barnett, R., Chengbing, W., McLaren, P., Apple, R., Papastephanou, M., Burbules, N., Misiaszek, L. (2020). Reimagining the new pedagogical possibilities for universities post-Covid-19, Educational Philosophy and Theory, 1–45. Available at https://doi.org/10.1080/00131857.2020.1777655.10.1080/00131857.2020.1777655
]Search in Google Scholar
[
Puljak, L.,Čivljak, M., Haramina, A., Mališa, S.,Čavić, D., Klinec, D., Aranza, D., Mesarić, J., Skitarelić, N., Zoranić, S., Majstorović, D., Neuberg, M., Mikšić, Š., Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Medical Education, 20(416), 1–11. Available at https://doi.org/10.1186/s12909-020-02343-7.10.1186/s12909-020-02343-7
]Search in Google Scholar
[
Roig-Vila, R., Urrea-Solano, M. et al. (2021). Communication at university classrooms in the context of COVID-19 by means of videoconferencing with Google Meet. Ried-Revista Iberoamericana De Education a Distancia, 24(1), 197–220. ISSN 1138-2783.10.5944/ried.24.1.27519
]Search in Google Scholar
[
Saurin, T. A. (2021). A complexity thinking account of the COVID-19 pandemic: Implications for systems-oriented safety management. Safety Science, 134, 1–8. Available at https://doi.org/10.1016/j.ssci.2020.105087.10.1016/j.ssci.2020.105087
]Search in Google Scholar
[
Silva, O., Hernand, S. et al. (2021). Surgery Clerkship Curriculum Changes at an Academic Institution during the COVID-19 Pandemic. Journal of Surgical Education, 78(1), 327–331. ISNN 1931-7204.10.1016/j.jsurg.2020.07.009
]Search in Google Scholar
[
Stone, C., Worsley, A. (2021). ‘It’s my time now’: the experiences of social work degree apprentices. Soc. Work Educ, (in press). ISSN 0261-5479.10.1080/02615479.2021.1873936
]Search in Google Scholar
[
Wang, Y., Hao, H., Platt, L. S. (2021). Examining risk and crisis communications of government agencies and stakeholders during early-stages of COVID-19 on Twitter. Computers in Human Behavior, 114, 1–15. Available at https://doi.org/10.16/j.chb.2020.105568.10.1016/j.chb.2020.106568
]Search in Google Scholar
[
Wharton, C. Y., Goodwin, L. J., Cameron, A. J. (2014). Living up to our students’ expectations using student voice to influence the way academics think about their undergraduates learning and their own teaching. International Journal of Higher Education, 3(4), 72.10.5430/ijhe.v3n4p72
]Search in Google Scholar
[
Yuriy, M. (2017). Study of trends of students’ demand for the formation of competences by higher educational institutions. Education, 5, 128–134. Available at https://doi.org/10.241-95/2414-4665-2017-5-22.
]Search in Google Scholar
[
Zalite, G. G., Zvirbule, A. (2020). Digital readiness and competitiveness of the EU higher education institutions: The COVID-19 pandemic impact. Emerging Science Journal, 4(4), 297–304. Available at https://doi.org/10.28991/esj-2020-01232.10.28991/esj-2020-01232
]Search in Google Scholar
[
Zis, P. et al. (2021). Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students’ Burnout and Mental Health. International Journal of Environmental Research and Public Health, 18(1), 349. Available at doi: 10.3390/ijerph-18010349.10.3390/ijerph18010349
]Search in Google Scholar