Developing good practices and organisational resilience during the COVID-19 pandemic: A retrospective qualitative case study in a higher education institution

•The COVID-19 pandemic has challenged organisational resilience of higher education institutions.•The case study looked at the impact on non-academic staff in addition to academic staff.•Using the Chronicle Workshop method, we collected experiences throughout the pandemic.•Sociotechnical components of resilience were analysed based on 3 stages: anticipation, coping, and adaptation. The COVID-19 pandemic prompted authorities to enforce social restrictions and business closures, severely affecting the education sector and disrupting academic continuity. While existing studies have primarily focused on the evolution of learning environments, student and academic resilience, and educational policy responses, limited attention has been given to organisational resilience in higher education institutions. This paper addresses this gap by examining the impacts of the pandemic and organisational resilience components within a university of applied sciences. Using Chronicle Workshops and semi-structured interviews, this case study spans from the onset of the pandemic in March 2020 to June 2022, scrutinising the effects on various professions, including top and middle management, teachers, scientific, administrative, and technical staff. Key events included the initial lockdown and the subsequent shift to telework. Social tension during the implementation of COVID-19 certificates emerged as a noteworthy factor. The paper identifies best practices, including anticipative exchanges, investments in occupational health and safety, top-down crisis management, collegial decision-making, technology integration into work processes, creative pedagogical and assessment methods, leadership based on trust and autonomy, self-management, and a strong sense of solidarity. Recommendations for improvement encompass addressing siloed functioning, enhancing crisis communication, prioritising health and safety under normal circumstances, reflecting on technology’s limits in teaching, recognising commitment and skills, ensuring decision transparency, and providing post-crisis support. These findings underscore the significance of considering both social and technical aspects in organisational responses to crises like the pandemic. Strengthening managerial capacity to support staff is crucial for enhancing resilience against future threats.