LEADING THROUGH TRANSITION: A QUALITATIVE STUDY OF HIGHER EDUCATION LEADERSHIP BEFORE, DURING, AND AFTER THE COVID-19 PANDEMIC

Abstract

This qualitative study explores how higher education leaders at one land-grand university navigated the unprecedented disruptions of the COVID-19 pandemic. Guided by Bridges’ Transition Model (2017) and supported the Kübler-Ross Model (1969), Maslow’s Hierarchy of Needs (1943), and Trait and Behavior Theories (Judge et al., 2002; DeRue et al., 2011), the research examines leaders’ psychological adaptation and leadership practices during crisis. Drawing on ten interviewee participants across three time points (Spring 2020, Spring 2021, and Fall 2025), the study investigates how leaders responded to team members on individual and collective levels, how their traits, behaviors, and approaches shifted or remained consistent, and what tools or strategies emerged as most supportive during organizational transitions. Findings highlight the critical role of adaptability, empathy, and communication in sustaining team effectiveness and resilience. This research contributes to the limited comparative literature on higher education leadership before, during, and after crises, offering theoretical and practical insights into leadership strategies that foster organizational stability and growth in times of disruption.