The world has spent the majority of 2020 enduring an unpreceded crisis caused by the COVID-19 pandemic. The impact of this crisis has been enormous, and the situation has yet to be resolved. It is still difficult to anticipate when the pandemic will end and how our lives will have changed after the crisis.
Higher educational institutions (HEIs) have also had to undergo tremendous transformation, in particular, changing a conventional educational, teaching, and learning system to a digital and online mode and cancelling or postponing important events such as graduation and entrance ceremonies and entrance examinations. In addition, a number of HEIs have been facing financial constraints due to reduced enrolment, particularly from overseas. Students have missed opportunities to meet their family and friends, causing profound psychosocial impact and stress for all concerned.
Simultaneously, however, the situation has given HEIs a good opportunity to consider their disaster preparedness, response, and recovery capacity on campus. Some surveys have highlighted a lack of preparedness for pandemic and other hazardous risks beyond natural hazards. Safety issues are a top priority at HEIs because they bring together a number of students, faculty, and staff.
This book covers the experiences and lessons learned from HEIs in preparedness, response, and recovery during the COVID-19 pandemic to prepare for such calamities beyond natural disasters in the future. The book consists of 15 chapters divided into three major sections. They highlight the importance of HEIs’ governance issues in disaster risk management, examine the challenges that HEIs have faced during the pandemic and the implementation of new teaching and learning methodologies, and provide innovative responses and preparedness by HEIs based on science and technology, respectively.
Author(s): Takako Izumi, Indrajit Pal, Rajib Shaw
Series: Disaster Risk Reduction: Methods, Approaches and Practices
Publisher: Springer
Year: 2022
Language: English
Pages: 263
City: Singapore
Preface
Contents
Part I Governance
1 Overview and Introduction to the Role of Higher Educational Institutions in Disaster Risk Management
1.1 Introduction
1.2 Scientific Community Disaster Risk Reduction Expectations
1.3 Role of HEIs in Disaster Risk Management
1.4 Academic Initiatives and Collaboration
1.5 Book Structure
References
2 Post-Pandemic Management in Higher Educational Institutions
2.1 Introduction
2.2 Conceptual Framework for Adaptability
2.3 Establishment of a New Normal: How to Prepare for Institution Reopening and Education Governance in the Post-pandemic Times?
2.4 Case Study 1: Asian Institute of Technology, Thailand
2.4.1 First Actions Taken to Strengthen the Formal Structures
2.4.2 Setting Policy Priorities and Keep Stakeholders Engaged
2.4.3 Learning from the Past Experience
2.5 Case Study 2: Challenges in Academic Leadership
2.5.1 Unexpected Crisis Not Covered by the Existing Plans
2.5.2 Responsibility of Managing People’s Mental State
2.5.3 Shortage of Resources While Spending Needs Are Expanding
2.5.4 Inclusion Becomes Even More Challenging
2.6 Lessons Learned and the Way Forwards
References
3 New Perspectives on Campus Safety Initiatives at Universities
3.1 Introduction
3.2 University Disaster Preparedness
3.3 Survey on the Current Status of University Preparedness Capacities
3.3.1 Survey Methodology
3.3.2 Result/Analysis
3.3.3 Timeframe for Improvement
3.4 Case Studies
3.4.1 Responses
3.4.2 Lessons Learned
3.4.3 Major Changes
3.5 Discussion
3.6 Conclusion and Recommendations
References
Part II New Teaching and Learning Methodologies
4 Regional Overview of Lessons from the Asia–Pacific Regions
4.1 Introduction: Impact of COVID-19 and Its Containment Measures on Education Sectors in Asia–Pacific Regions
4.1.1 Closures of Academic Institutions
4.1.2 Student Mobility
4.1.3 Public Financing on Education
4.1.4 Impact on Student Exam
4.1.5 Impact on Research and Field Study
4.2 New Teaching and Learning Methodologies Adapted by Different Countries at the Recovery Stage of Education Disruption
4.3 A Comparative Study of Traditional and New Teaching and Learning Methodologies: Advantages and Disadvantages
4.4 Future Trends of Teaching and Learning Methodologies: A More Resilient Education Sector
4.4.1 Transformational Potential of Education Technology
4.4.2 Linking Short-Term Measures with Long-Term Reforms
4.4.3 Placing Education Technology Solutions in a Holistic Framework
4.4.4 Investing in Capacity Building to Optimize Education Technology Solutions
4.4.5 Mobilizing Support to Education Sustainable Development Goals
4.5 Discussion and Conclusion
References
5 The COVID-19 Pandemic and the Higher Education Sector in Africa: A Tragedy for an Awareness of the Sector’s Resilience
5.1 Introduction
5.2 Higher Education Sector in Africa
5.2.1 Brief Description of African Economy
5.2.2 Place of African Higher Education Sector in Development Policy
5.2.3 Context of HEIs Sector in African Continent
5.3 African HEIs and the COVID-19 Pandemic
5.3.1 Brief Description of the Pandemic in Africa
5.3.2 Impacts of COVID-19 on HEIs Sector
5.3.3 Lessons Learned for Resilience Building
5.4 Conclusion
References
6 Disaster Risk Governance in the Midst of the COVID-19 Pandemic in Central America: The Case of Guatemala
6.1 Threats According to International Frameworks
6.2 Approaches to Disasters
6.3 Systemic Threats
6.4 Disaster Risk Governance and the Sendai Framework
6.5 Risk Governance and COVID-19 in Guatemala
6.6 Conclusion
Bibliography
7 Looking Ahead While Leaving No One Behind: Resourcefulness and Resiliency Among North American Universities
7.1 Introduction
7.2 Case Studies
7.2.1 Student Resiliency Case Studies
7.3 Conclusion
References
8 University Networking in Improving Academic Resilience to COVID-19 Pandemic: Experiences from Bangladesh
8.1 Introduction
8.2 Impacts of COVID-19 at Universities of Bangladesh
8.2.1 Impact on Academics
8.2.2 Impact on Research
8.2.3 Impact on Health and Safety
8.3 Immediate Responses to Cope with Pandemic Situations
8.4 Challenges in Implementing New Approaches
8.5 Possible Action Plans to Enhance Resilience with COVID-19 and Such Other Crisis
8.6 University Networking and Collaborations to Build Resilience
8.7 Concluding Remarks
References
9 New Role of Universities: Experiences from Taiwan
9.1 Overview of Taiwan Government’s Epidemic Prevention in the Higher Education System
9.2 Impacts of the Epidemic on Taiwan’s Higher Education System
9.3 New Role of Universities for Teaching and Learning Methodologies: A Case of National Taiwan University
9.3.1 Non-contact Teaching: NTU COOL
9.3.2 Contact Teaching: An Automated Temperature-Measuring Device
9.3.3 Contact Tracing System
9.4 Benefits and Opportunities
9.5 Discussion and Conclusion
9.5.1 Discussion
9.5.2 Conclusion
References
Part III Innovative Response and Preparedness Based on Science and Technology
10 Vigorous, Vital, Vulnerable: Universities and COVID-19, Aotearoa New Zealand
10.1 Introduction
10.2 Overview of University Sector in Aotearoa New Zealand
10.3 Revisiting Aotearoa New Zealand’s COVID-19 Response
10.4 Aiming for a Coherent Sectoral Response
10.5 An Agile, Cross-Scalar Architecture for Risk Management
10.6 The University as Frontline Responder
10.7 New Challenges—Existing Vulnerabilities
10.8 Navigating Complex Needs—Students, Staff, Sustainability
10.9 Navigating Future Risk
References
11 Applying New Technologies and Innovation in Taiwan
11.1 Introduction
11.2 Policy and Regulation
11.2.1 Mitigation
11.2.2 Preparedness
11.2.3 Response
11.3 Epidemic Information Platform and Artificial Intelligence Technology
11.3.1 Big Data Analytics
11.3.2 E-learning Platform
11.3.3 Distance Education
11.3.4 “Auto”—A Multi-Functional Inspection Stand
11.3.5 Others
11.4 Practical Actions in HEIs
11.4.1 Workshops and Training Courses
11.4.2 Wearing Surgical Masks in Classrooms and Other Indoor Spaces
11.4.3 Roll Call and Name-Based Registrations
11.4.4 Health Inspection at the Building Entrance
11.5 Conclusions
References
12 Applying New Technologies and Innovation in Hong Kong: Teaching Health Emergency and Disaster Risk Management (Health–EDRM) Using Massive Open Online Course to Enhance Resilience in Higher Educational Institutions
12.1 Introduction
12.2 Response to COVID-19 as a Biological Hazard by Higher Educational Institutions: A Case in Hong Kong
12.3 Teaching Health–EDRM using MOOC for Disaster Resilience
12.3.1 Health Emergency and Disaster Risk Management (Health-EDRM)
12.3.2 Massive Open Online Course (MOCC) and Health-EDRM Education
12.3.3 A Health-EDRM MOOC by CCOUC
12.4 Conclusion
References
13 Scope of Civil Society and University Partnership in Enhancing Resilience
13.1 Introduction
13.2 CWS Japan’s Approach to Capturing Disaster Lessons
13.3 Civil Society and University Partnership: Capturing Evidence for Strengthening Risk Governance
13.4 Focus 1: Evacuation
13.5 Focus 2: Management of Evacuation Shelters
13.6 Focus 3: Volunteer Management
13.7 Focus 4: Early Recovery
13.8 Specific Cases of Academic Contribution to Disaster Management
13.9 Recommendations for the Future: NGO Perspective on Partnership with Universities
13.10 Conclusion
References
14 Private Sector and Higher Educational Institution Partnerships to Enhance Resilience in the Philippines: The Experience of the National Resilience Council
14.1 Introduction
14.2 Role of the Private Sector and Higher Education Institution in Disaster Risk Reduction and Management, and Resilience in the Philippines
14.3 Case Study: The National Resilience Council
14.3.1 Resilient Local Government Unit Program
14.3.2 Response to COVID-19
14.3.3 Strategic Engagement of HEIs in Anticipating and Mitigating Pandemic Risk
14.4 Enabling Conditions to Enhance the Resilience of Higher Education Institutions
14.4.1 Multi-stakeholder Participation
14.4.2 Partnership
14.4.3 Trust-Building
14.4.4 Information Sharing
14.4.5 Communication
14.4.6 Social Transformation
14.5 Conclusion
References
15 Impacts, Opportunities, and Potentials in Higher Educational Institutions: During and Post Pandemic Perspectives
15.1 Introduction
15.2 Impacts of Coronavirus on HEIs
15.2.1 Closure and Learning Disruptions
15.2.2 Admission and Enrollment
15.2.3 Institutional Financial Challenges
15.2.4 Student Support and Resources
15.2.5 Student Abroad and International Students
15.2.6 Collegiate Athletics
15.3 Opportunities and Potentials
15.3.1 Positioning Ourselves in the Complex Risk Landscape
15.3.2 Learning the Lesson of Urgency
15.3.3 Belief in Science
15.3.4 Multi, Inter, Trans-Disciplinary: From Words into Action
15.3.5 Innovation Potentials
15.3.6 Creative Risk Communication
15.4 Way Forward
15.4.1 Inclusive BCP/ECP
15.4.2 Flexible HEIs
15.4.3 Social Support Mechanisms
15.4.4 Positivity
15.5 Epilogue
References
