Fitzgerald, Gerry, Rego, Joanna, Ingham, Valerie, Brooks, Ben, Cottrell, Alison, Mancock, Ian, Surjan, Akhilesh, Mayner, Lidia, Webb, Chris, Maguire, Brian, Crawley, Heather, Mooney, Jane, Toloo, Sam, and Archer, Frank (2017) Teaching emergency and disaster management in Australia: standards for higher education providers. Australian Journal of Emergency Management, 32 (3). pp. 22-23.

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Abstract

The need for emergency and disaster professionals with multidisciplinary knowledge and holistic understanding is widely recognised. Despite this, there is currently no international nor an Australian consensus on a set of common standards for higher education that could ensure graduates possess knowledge and skills with sufficient commonality to facilitate interoperability in all facets of disaster management cycle. Thus, this research project aimed to develop a standards and an associated conceptual framework for higher education programs in emergency and disaster management.

The Generic Emergency and Disaster Management Standards (GEDMS) were developed through a mixed qualitative research approach involving a systematic literature review, mapping of current course content offered in Australia and New Zealand, focus groups of experts and consultation with policy makers, industry representatives and other relevant stakeholders. The Standards consist of three main domains: knowledge, skills and application. Governance and policy frameworks, theoretical and conceptual basis for practice, and contemporary disaster management were identified as underlying themes for the knowledge domain. Leadership, communication, and collaboration were fitted under the skills domain. The professional practice, together with critical thinking, were considered the means by which knowledge and skills are applied.

This framework and standards are intended to provide a consistent and sound intellectual basis to assist higher education institutions in the development of disaster and emergency management courses. While the focus is necessarily on the Australian context, it is recognised that university programs in Australia provide education for international students, and therefore the standards are specifically designed to encourage transferability of knowledge and skills, and diversity in application. Additional mechanisms for the monitoring and ongoing development of these standards are required.

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