Abstract :
Keywords COVID-19; Operations Management; Teaching practices; Information and communication technologies; Technology education; Emerging economies Highlights * Main teaching practices and information and communication technologies (ICTs) used to teach operations management (OM) in emerging economies during COVID-19. * Effect of contextual characteristics on the adoption level of those teaching practices and ICTs. * Relationship between the adoption of ICTs and OM teaching practices during COVID-19. * OM lecturers and professors located in emerging economies that have been teaching during COVID-19 outbreak were surveyed. * ICTs positively relate with OM teaching practices in emerging economies, although in a much less extent than expected. Abstract The objective of this article is three-fold. First, it aims at identifying the main teaching practices and information and communication technologies (ICTs) used to teach Operations Management (OM) in emerging economies during COVID-19 outbreak. Second, it investigates the effect of contextual characteristics on the adoption level of those teaching practices and ICTs. Third, this study examines the relationship between the adoption of ICTs and OM teaching practices during COVID-19 outbreak. Expectedly, schools around the world have pivoted to online learning and digital classrooms. Thus, OM lecturers and professors located in emerging economies that have been teaching during COVID-19 outbreak were surveyed. The collected data was analyzed through multivariate techniques. Findings indicate that lecturers and professors have been remarkably adopting specific teaching practices and ICTs to teach OM. Nevertheless, when considering the contextual characteristics of the universities, departments, and lecturers/professors, the adoption level of those practices and ICTs may significantly vary, especially depending on subject type and teaching experience. Moreover, we empirically verified that ICTs positively relate with OM teaching practices in emerging economies, although in a much less extent than expected. This research provides OM instructors guidelines to better plan their courses and subjects in face of extreme disruptive moments, such as the one caused by the COVID-19. Understanding how the concurrent utilization of ICTs and teaching practices helps OM programs to continue developing their activities is particularly important for universities located in emerging economies, since they are more likely to struggle with resources scarcity and more financially humble students. Author Affiliation: (a) Universidade Federal de Santa Catarina, Florianopolis, Brazil (b) The University of Melbourne, Melbourne, Australia (c) Universidad Austral, Buenos Aires, Argentina (d) University of Liverpool, Liverpool, United Kingdom (e) Indian School of Business, Hyderabad, India (f) Universidade Federal de Santa Catarina, Florianopolis, Brazil * Corresponding author. Article History: Received 27 June 2020; Revised 22 April 2021; Accepted 23 June 2021 Byline: Guilherme Luz Tortorella [gtortorella@bol.com.br] (*,a,b,c), Gopalakrishnan Narayanamurthy [g.narayanamurthy@liverpool.ac.uk] (d), Vijaya Sunder M [Vijaya_SunderM@isb.edu] (e), Paulo A Cauchick-Miguel [paulo.cauchick@ufsc.br] (f)