The aim of this paper is to provide an overview of a research inquiry into the impact of COVID-19 on higher education with a focus on academics’ perceptions of their workload during the pandemic. The inquiry utilises methodological approach of a qualitative comparative study aligned with interpretivist paradigm. Data were collected via semi-structured interviews from 32 academics working in higher education across the UK (England) and Georgian Universities. The emerged findings highlighted patterns of organisational conflict, examples of good practice as well as areas for improvement associated with the changes to academic workload as a result of COVID-19. The key positive influences of the pandemic on academic workload were found to be: an improved digital literacy which allowed faster design of online courses and more efficient communication; increased flexibility in time management; better work-life balance (in some cases), and more flexibility related to research activities. Negative influences were mostly centered around the challenges related to a rapid move to online teaching and a lack of adequate support. The findings also highlighted cases of inequality and unfairness in work distribution due to poor leadership. Significantly, the most negative comments related to leadership were only present in the UK data, which signals much more substantial impact of neoliberal agendas on higher education in the UK compared to the situation in Georgia. The study also offers a few recommendations that, potentially, can support higher education institutions in exercising a more efficient management of academic workload during the times of organizational crises.

Keywords: Crisis, higher education, COVID-19, pandemic, academic workload, comparative study.