Crisis management in higher education (original) (raw)
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Routledge eBooks, 2020
Campus Crisis Management Campus Crisis Management is a practical resource that helps campus administrators evaluate, revise, or establish a comprehensive crisis management plan appropriate for their college or university. Filled with examples, assessment tools, and checklists, this book describes the individuals who should be involved in developing a campus plan, what a plan should include, as well as a variety of crisis events and issues that should be addressed in a comprehensive crisis management plan. Including contributions from renowned practitioners at all levels, this fully revised, new edition contains the musthave information on crisis management, such as: ■■ How to develop a comprehensive crisis management system ■■ The different types of crises using the crisis matrix Second edition published 2021 by Routledge
Crisis Management of Brawijaya University
International Journal of Science and Society, 2020
The aim to be achieved is to know the efforts of crisis management. The research was conducted at the University of Brawijaya in 2010-2019, based on the view of the Rector of the University of Brawijaya during his tenure, as well as a plan to deal with the crisis at Brawijaya University in 2020-2025. This evaluative study was conducted using a qualitative approach and in-depth interview methods. The informant interviewed by the Chancellor who served in the period 2010-2019, the head of UB's Public Relations. The results of this study will describe or construct in-depth interviews with research subjects so that they can provide a clear picture of Crisis Management in UB since 2010-2019. The method used in this research is indepth interviews (intensive interviews) or intensive interviews (intensive interviews) and most are not structured. To maintain data quality using checking with triangulation. The results showed that the crisis at the university which was classified specifical...
Crises management has become very important in recent years due to both manmade and natural occurrences that could have disastrous effects on organizations. Crises cannot be effectively predicted or anticipated with a high level of certainty and this calls for some preparedness to handle crises whenever they occur. This study was designed to understand and describe the level of crisis management preparedness in a Ghanaian research institute. This was an exploratory study employing questionnaire for data collection. Majority of the respondents were not aware of the existence of any crisis management team in the organization. About 96.0% of respondents were not aware of the existence of crisis management plan in the organization. About 50.0% of respondents had identified some potential crises that could occur in the organization.
Crisis Prevention and Response: Is Your School Prepared?
The University of Oregon is an equalopportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act. This publication will be made available in accessible format upon request. Accommodations for people with disabilities will be provided if requested in advance. Annual subscriptions to the Oregon School Study Council include four issues of the OSSC Bulletin and four issues of the OSSC Report. Domestic subscriptions are 75peryear;foreignsubscriptionsare75 per year; foreign subscriptions are 75peryear;foreignsubscriptionsare100 per year. Back issues of OSSC Bulletins are also available. Contact the OSSC office for a listing of titles .
Journal of Management Education, 2013
Crisis Management teaching has not featured within business schools to the extent that we might expect given the crises witnessed in a range of business sectors over recent years. One of the criticisms voiced against the MBA degree is that it has too great a focus on the rational and positivistic approaches to dealing with managerial problems. Organizational crises provide a challenge to that paradigm and suggest that a more critical approach to dealing with the management curriculum is required. This article provides an account of a stand-alone course in crisis management that has been delivered over a 20-year period in a number of institutions worldwide. The authors set out how the course is designed and delivered to bridge the gap between academia and business practice, how it makes use of evidence-based management, and how a critical approach is embedded throughout. The authors also discuss some of the challenges associated with designing and delivering a course that is multidisciplinary and technically demanding.
Hurricane Katrina and the September 1 lth terrorist attacks alerted university leaders and governing boards to the full danger of both natural and manmade disasters. Yet the lesson should not have been needed. Like their corporate counterparts, in recent years colleges and universities have been beset by a wide variety of crises that, although not as devastating as Katrina and 9/11, have seriously damaged their infrastructures, reputations, and prestige-for instance, the University of Colorado football scandal, the harassment of female cadets at the Air Force Academy, and the 1999 Texas A&M bonfire disaster that killed 12 students and injured 27 others. And then there are the widespread and perennial crises such as grade tampering; the alteration of key files and student records; computer hacking; major fires and explosions; student unrest; civil disturbances; confrontations, sometimes violent, between students of different political, religious, and ideological viewpoints; ethical breaches by top administrators, faculty, and students; the fraudulent use of tutors by student athletes; the stealing of body parts from university medical schools; and so on.
Incorporating crisis planning and management into orientation programs
2009
On April 16, 2007, at 6:47 a.m., Seung-Hui Cho stood outside West Ambler Johnston residence hall. Approximately 30 minutes later Cho shot and killed Emily Hischler and a resident assistant, Ryan Christopher Clark. By 7:30 a.m., a "person of interest" had been identified, and the University's Policy Group called a meeting. Within an hour of the incident, the chief of police provided information to the Policy Group; requested the Virginia Tech Police Department Emergency Response Team arrive at the scene; and the Policy Group discussed how to notify the community of the homicides. Meanwhile, Cho chained three doors inside Norris Hall and began shooting at 9:40 a.m., entering classrooms and firing on students and instructors. The police attempted to enter the building but were stopped by the chains holding the doors shut. At 9:50 a.m., emails and messages over loud speakers warned students to remain inside their buildings because a gunman was loose on campus. At 9:51 a.m., Cho shot himself in the head. In all, 174 rounds were fired. Cho killed 30 people in Norris Hall and wounded 17 more (Virginia Tech Review Panel, 2007). In the aftermath of the tragedy at Virginia Tech, many asked how the killings could have been prevented. Others began to examine how university officials responded to the crisis and its aftermath. As a result, many campuses examined and revised or instituted crisis management plans. This chapter offers an overview of crisis management planning paying particular attention to orientation programs. The chapter opens by defining the kinds of crises educators might expect to encounter on campus and outlines strategies for developing, implementing, and assessing crisis management plans. The chapter concludes with case studies of crisis responses in the orientation setting. Disciplines