Journal of Global Research in Education and Social Science

This study explored the effect of crisis management of covid-19 on curriculum, instruction, and assessment decisions made by higher education leaders, using the cases of the U.S. and India. The following research questions guided the inquiry: (1) How did the decisions made by higher education leaders in the U.S. and India to address issues of curriculum, instruction, and assessment related to covid-19 reflect Mitroff’s [1] crisis management model? In addressing research question 1, the study answered a second research question, (2) What are the effects of Covid-19 on curriculum, instruction, and assessment decisions made by higher education leaders in the U.S. and India? This study used Mitroff’s [1] crisis management model as the conceptual framework to analyze the effect of crisis management of COVID-19 on curriculum, instruction, and assessment decisions made by higher education leaders in the U.S. and India. This study adopted a comparative case study design to collect secondary data available online to address the research questions. Traditional comparative analysis and glocal quadrangulational comparison were used to analyze the data and compare the cases of the U.S. and India. The findings comparatively report on decisions related to Mitroff’s [1] six phases of signal detection, probing/preparation, containment/damage limitation, business recovery, no-fault learning, and redesigning. Then, there was a quadragulational comparison of uniqueness, sameness, uniquesameness, and sameniqueness. The study concludes with recommendations for higher education leaders in the U.S. and India.