Integrating Strategic Change, Evolutionary Ecology, and Neoinstitutionalism: Transformations in Community Higher Education amidst the Covid-19 Pandemic

Abstract

This study examines how the Covid-19 pandemic reshaped technological, pedagogical, and institutional practices in community universities in Santa Catarina, drawing on organizational change, evolutionary ecology, and neoinstitutional theory. Using a qualitative, multi-case design, the research is based on interviews with six Pro-Rectors (senior executive officers responsible for teaching, administration, research and graduate studies, and outreach) from four institutions. The findings indicate that the pandemic acted as a catalyst for both incremental and transformational adjustments, reflected in the adoption of active learning methodologies, flexible assessment practices, and the consolidation of hybrid teaching models. From an evolutionary ecology perspective, the crisis activated a selective process through which effective pedagogical routines, digital infrastructures, and collaborative networks were retained and institutionalized. Neoinstitutional analysis shows that universities strengthened their legitimacy by aligning with societal expectations of innovation, inclusion, and social responsibility, reinforcing their community-oriented identity.