IMPACTS ON INFORMATION MANAGEMENT:

COVID-19 Pandemic and Critical Incidents in Two Lusophone Universities

Abstract

This article analyzes the impacts of the COVID-19 pandemic on information management in two public Lusophone universities, Universidade Estadual Paulista (UNESP), in Brazil, and Universidade Aberta (UAb), in Portugal, based on the critical incident technique. Aligned with the thematic axis Information and Knowledge Management, the research explores significant episodes experienced by managers responsible for institutional information systems during the peak period of social isolation (2020–2022).

Adopting a qualitative approach, the study applies the critical incident technique (Flanagan, 1973), collecting data through semi-structured interviews with six managers (three from each university) working in information technology and systems management. The interviews were conducted remotely in January 2024, transcribed, and analyzed according to a categorical structure based on the People, Processes, and Technologies framework,  a widely adopted model in information management literature (Choo, 2003; Davenport & Prusak, 1998; Laudon & Laudon, 2007; Turban et al., 2010).

The results show that both institutions faced significant challenges, though within distinct organizational contexts. At UNESP, traditionally structured for in-person education, the abrupt shift to digital required reconfiguration of administrative, academic, and communication processes. Difficulties included faculty training, infrastructure limitations, and gaps in institutional communication. At UAb, already operating within a consolidated digital framework, critical incidents were concentrated on demand intensification, staff overload, and the need to expand technical and emotional support for users.

The thematic analysis highlighted vulnerabilities and institutional strategies across the three investigated domains. In the People domain, staff adaptation efforts and emotional support needs were emphasized; in Processes, issues of interoperability and the lack of clear information management policies stood out; and in Technologies, challenges emerged even in digitally mature environments, such as scalability and dependency on specific platforms.

The experiences shared by the managers reinforce the importance of strategic information management as a core axis of institutional resilience. The actions implemented, although diverse, point to converging paths: strengthening internal communication, investing in continuous training, reorganizing information flows, and expanding technological capacity. These lessons support the development of more effective public and institutional policies aligned with sustainable, inclusive, and resilient practices in higher education, in accordance with the Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 9.

Despite limitations such as a small sample size and the non-generalizable nature of the findings, the empirical richness of the interviews offers a deep and contextualized understanding of the challenges faced by public institutions in Lusophone countries. The study concludes that strengthening information management, based on the articulation between people, processes, and technologies, is essential for preparing universities for future crisis scenarios, promoting adaptability, innovation, and institutional continuity.