Increasing access and support for emergency management higher education programs

2014 ◽  
Vol 12 (5) ◽  
pp. 367 ◽  
Author(s):  
Carol L. Cwiak, JD, PhD
Keyword(s):  
Higher Education ◽  
Emergency Management ◽  
Dimensional Analysis ◽  
Education Program ◽  
Annual Data ◽  
Growth Data ◽  
Education Programs ◽  
Support Relationships

The number of emergency management higher education programs has grown dramatically since 1994 when the FEMA Higher Education Program was created to propagate and support such growth. Data collected annually since 2007 from emergency management higher education programs shows that these programs face some consistent challenges. These challenges were coupled with annual data on program access and support indicators via dimensional analysis to answer the questions: To what extent are the challenges linked to a lack of access or support? If there is linkage, what can be gleaned from these linkages that can help address the challenges through improving access and support? The analysis showed that lack of access to funding and resources, and lack of support from partner organizations, has an impact on emergency management higher education. Discussion of that impact is followed with detailed recommendations that are focused on strengthening both internal and external access and support relationships for emergency management higher education programs.

scholarly journals Study of Nursing Mothers

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Kolawole Kazeem
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Education Programs ◽  
Time Out ◽  
Academic Activities ◽  
Women's Participation ◽  
Participation Of Women ◽  
Nursing Mothers ◽  
Part Time ◽  
Learning Stress

The participation of women in a higher education program depends on the extent to which the program takes into consideration the special needs of women—issues that have long plagued women’s participation in education programs. In this study, we found that issues like childcare have not received any special consideration in the delivery of part-time higher education programs. This paper argues that university administration should review its present arrangements with regard to the participation of nursing mothers, for example, in part-time academic work. Efforts should be made to make daily academic activities nursing-mother friendly—reviewing the timetable to provide baby time-out and allowing for fewer daily academic activities; providing adequate daycare for children; and providing special counseling to alleviate the childcare and learning stress faced by nursing mothers.

Entering and moving forward: Finding our way in emergency management

2019 ◽  
Vol 17 (2) ◽  
pp. 155
Author(s):  
Amber Walbeck, MS ◽  
Bryan Land, MS ◽  
Bradley Iverson, MS ◽  
Cole Wieland, MS
Keyword(s):  
Higher Education ◽  
Emergency Management ◽  
Education Program ◽  
Career Path ◽  
Practical Experience ◽  
Public And Private ◽  
The Ideal

Choosing a career path in emergency management can be simultaneously rewarding and taxing. The spectrum of knowledge that must be gained to be effective comes from a mix of practical experience and academic studies. Selecting a higher education program that furnishes the fundamentals of emergency management and offers a transition for many entering the field from established careers provides value worth investing in. Contained is a short dialogue of four individuals, from both public and private backgrounds, who committed to the ideal that their investment into academics will lend itself to success throughout their communities as emergency management practitioners.

Developing Degree Programs in Emergency Management: Ghana’s Experience

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Mariama Yakubu ◽  
Jessica Jensen
Keyword(s):  
Higher Education ◽  
Emergency Management ◽  
Program Development ◽  
Education Program ◽  
Degree Program ◽  
Degree Programs ◽  
Snowball Sampling ◽  
Face To Face ◽  
Telephone Interviews ◽  
Funding Program

AbstractTraining or Educating Emergency Management practitioners and academics are crucial to disaster risk reduction. However, not much is known about higher education program development, specifically, degree program development in Emergency Management. This paper seeks to find factors that help and or hinder Emergency Management higher education program development. An interpretive constructionist perspective method was used to analyze data collected through purposive and snowball sampling. Nineteen emergency management scholars and practitioners who have been involved with Ghana’s efforts, and additional six faculty members who have been involved with developing other new degree programs in four Ghanaian universities were also selected through snowball sampling for the purposes of comparison. Data was collected through in-depth semi-structured face-to-face and telephone interviews. The results suggest six main factors explain why Ghana has not yet established an Emergency Management degree program. The factors include institutional support, partnership, advocacy, funding, program marketing, and cultural factors. In addition to laying theoretical foundation for studies in this area, the relative novelty of Disaster/Emergency Management degree programs, make findings of this study, a checklist for institutions looking into establishing Disaster or Emergency Management degree programs in future.

scholarly journals Quality and Compliance in Short-Cycle Higher Education Programs in the Field of Real Estate Management

2018 ◽  
Vol 6 (1) ◽  
pp. 24-36
Author(s):  
Intra Lūce
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Education Program ◽  
Education Programs ◽  
Study Program ◽  
Short Cycle ◽  
Construction Methods ◽  
Estate Management ◽  
Real Estate Management

Abstract The article deals with the concept of quality and compliance in the context of the short-cycle professional higher education (SCHE) program in the field of real estate management. The article highlights the role of graduates and employers in assessing the quality and compliance and surveys of students as well. The surveys of students, graduates and employers and the analysis of legislation allow assessing the quality and compliance of SCHE study program in real estate management. Currently, in Latvia, the qualification of a house manager can be obtained at three accredited higher education institutions, studying in a short-cycle professional higher education program, which, in accordance with European Qualifications Framework (EQF), is the first-level professional higher education program. The article will mainly focus on the quality and compliance of the house managers’ professional qualification acquisition in short-cycle higher education programs in Latvia. Data analysis, synthesis and logical construction methods have been used in this article.

Exploring the job placement of recent emergency management graduates

2020 ◽  
Vol 18 (4) ◽  
pp. 325-339
Author(s):  
Jessica Jensen, PhD ◽  
Sarah J. Bundy Kirkpatrick, PhD
Keyword(s):  
Higher Education ◽  
Emergency Management ◽  
Empirical Research ◽  
Exploratory Study ◽  
Career Paths ◽  
Bachelor's Degree ◽  
Job Placement ◽  
Education Programs ◽  
Recent Graduates ◽  
Considerable Discussion

Graduate job placement is an important issue for emergency management higher education programs, practitioners, and students. Yet, despite considerable discussion about the topic, no line of empirical research has emerged. This article begins to address this gap by reporting the findings of an exploratory study that examined the actual job placement of students who recently graduated with a bachelor’s degree in emergency management and the extent to which their placement was consistent with their intent. This study found that the vast majority of recent graduates are indeed securing jobs they want, but, for about half, the jobs they want are not emergency management. There is significant diversity in the career-paths and sectors being pursued by graduates. This article discusses the potential implications of these findings as well as the critical need for further research in this area.

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Culturally Relevant ◽  
Organizational Structures ◽  
Women Faculty ◽  
Full Time ◽  
Education Programs ◽  
Self Reflection ◽  
Culturally Relevant Practices ◽  
Black Women Faculty

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

An Ecological Perspective on Youth Career Education in Transitioning Societies: China as an Example

2019 ◽  
Vol 46 (6) ◽  
pp. 651-664 ◽  
Author(s):  
Dong Xie ◽  
Ning Kong ◽  
Sydney Skaggs ◽  
Anbo Yang
Keyword(s):  
Education Program ◽  
Career Education ◽  
Career Guidance ◽  
Contextual Factors ◽  
Ecological Systems ◽  
Ecological Perspective ◽  
Education Programs ◽  
Guidance Services ◽  
Education In China ◽  
Further Development

Contextual factors have received increased attention in understanding the challenges and difficulties in translating career education and career guidance services from Western societies to non-Western societies, many of which are undertaking a shift from a socialist and collectivistic system to a more individualistic one. In this article, using China as an example, we discussed the contextual factors in different ecological systems, such as economical, educational, and sociocultural, and how they may facilitate or impede youth career education in a transitioning society. We reviewed a career education program in a Chinese senior middle school to illustrate such impacts. Additionally, we proposed strategies for further development of youth career education in China as well as in other countries with similar transitions. We introduced a framework of a diversified concept of career and several context-resonant career development theories to be considered in guiding youth career education programs in these transitioning societies.

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