Hazard Mitigation and Disaster Preparedness Planning at American Coastal University: Seeking the...

Hazard Mitigation and Hazard Mitigation and Disaster Preparedness Disaster Preparedness Planning at American Planning at American Coastal University: Coastal University: Seeking the Disaster-Seeking the Disaster-Resistant UniversityResistant University

Toby Osburn, Ed.D.Toby Osburn, Ed.D.University of North TexasUniversity of North TexasProgram in Higher EducationProgram in Higher EducationDr. Ron Newsom, Dissertation Committee Dr. Ron Newsom, Dissertation Committee ChairpersonChairperson

Copyright 2008 Toby Osburn, Ed.D.Copyright 2008 Toby Osburn, Ed.D.

BackgroundBackground Hurricane Katrina’s impact at McNeese State UniversityHurricane Katrina’s impact at McNeese State University

– 200+ displaced students from multiple public, private, two-200+ displaced students from multiple public, private, two-year and four-year campusesyear and four-year campuses

– @4,000 New Orleans evacuees housed throughout community, @4,000 New Orleans evacuees housed throughout community, including campus facilities (general shelter and medical needs including campus facilities (general shelter and medical needs shelter)shelter)

Hurricane Rita’s impactHurricane Rita’s impact– $30 million in damage to McNeese $30 million in damage to McNeese – Near six week closureNear six week closure– Loss of @10% of student populationLoss of @10% of student population– Lingering recovery issues yet unresolvedLingering recovery issues yet unresolved

2005 Hurricane Season (Katrina, Rita, Wilma) resulted in:2005 Hurricane Season (Katrina, Rita, Wilma) resulted in:– Direct impact on over 200,000 students, faculty and staff Direct impact on over 200,000 students, faculty and staff

across the Gulf Coastacross the Gulf Coast– $1.5 billion in damages on college and university campuses $1.5 billion in damages on college and university campuses

from Beaumont, Texas to Miami, Floridafrom Beaumont, Texas to Miami, Florida– Inestimable losses of tuition and auxiliary revenues and wagesInestimable losses of tuition and auxiliary revenues and wages


Rationale Rationale

Disaster incidents on college and Disaster incidents on college and university campuses not a matter of if, university campuses not a matter of if, but whenbut when

Countless campuses possess, within the Countless campuses possess, within the annals of their oral and written annals of their oral and written traditions, tales of natural and man-traditions, tales of natural and man-made disaster incidents whose legacies made disaster incidents whose legacies persist over time as critical moments persist over time as critical moments and significant turning points in and significant turning points in institutional historiesinstitutional histories


Statement of the Statement of the ProblemProblem Whether or not the institution under Whether or not the institution under

consideration has implemented hazard consideration has implemented hazard mitigation and disaster preparedness processesmitigation and disaster preparedness processes

Extent to which such processes are congruent Extent to which such processes are congruent with FEMA’s with FEMA’s Building a Disaster-Resistant Building a Disaster-Resistant UniversityUniversity and Quarantelli’s principles of and Quarantelli’s principles of disaster and preparedness planningdisaster and preparedness planning

Efficacy of the FEMA and Quarantelli models for Efficacy of the FEMA and Quarantelli models for developing new or revising existing hazard developing new or revising existing hazard mitigation and disaster preparedness processes mitigation and disaster preparedness processes and plansand plans


Research QuestionsResearch Questions

What internal and external resources and What internal and external resources and personnel have been identified and personnel have been identified and organized?organized?

What comprehensive risk assessment What comprehensive risk assessment activities have been conducted to identify activities have been conducted to identify potential hazards and assess potential hazards and assess vulnerabilities?vulnerabilities?

What hazard mitigation actions have What hazard mitigation actions have been formalized and what written plans been formalized and what written plans created?created?


Research Questions Research Questions (continued)(continued) What formal hazard mitigation plans What formal hazard mitigation plans

have been adopted and implemented?have been adopted and implemented? To what extent are hazard mitigation To what extent are hazard mitigation

and disaster preparedness planning and disaster preparedness planning frameworks and principles efficacious frameworks and principles efficacious for developing new or revising existing for developing new or revising existing hazard mitigation and disaster hazard mitigation and disaster preparedness processes? preparedness processes?


AssumptionsAssumptions

Institutions will experience disastersInstitutions will experience disasters Public and private accountability for hazard Public and private accountability for hazard

mitigation will growmitigation will grow Respondents have undertaken some form of Respondents have undertaken some form of

hazard mitigation and disaster preparedness hazard mitigation and disaster preparedness planning effortplanning effort

Building a Disaster-Resistant University Building a Disaster-Resistant University represents one of the most comprehensive, represents one of the most comprehensive, audience-specific resources available to audience-specific resources available to campus emergency managers and disaster campus emergency managers and disaster planners, but neither it or Quarantelli’s planners, but neither it or Quarantelli’s principles constitute a framework that is principles constitute a framework that is adequate for every potential catastropheadequate for every potential catastrophe


Assumptions Assumptions (continued)(continued) Institution may have utilized models other Institution may have utilized models other

than those used in the study or portions of than those used in the study or portions of the models used in the studythe models used in the study

Participants had at least an introductory Participants had at least an introductory knowledge of and general familiarity with knowledge of and general familiarity with concepts such as those advocated by concepts such as those advocated by Quarantelli and Quarantelli and Building a Disaster-Resistant Building a Disaster-Resistant UniversityUniversity..

Participants were acquainted with hazard Participants were acquainted with hazard mitigation and disaster preparedness plans mitigation and disaster preparedness plans and process adopted and implemented on and process adopted and implemented on the campusthe campus


Assumptions Assumptions (continued)(continued) Results of this study will provide Results of this study will provide

insight into practical challenges insight into practical challenges confronting campus officialsconfronting campus officials

Participants completed and submitted Participants completed and submitted surveys to the best of their awareness surveys to the best of their awareness and ability with accuracy and ability with accuracy

Participants were honest in responses Participants were honest in responses to questions and genuinely to questions and genuinely communicated their understandingcommunicated their understanding


Research DesignResearch Design

Qualitative designQualitative design Case study methodologyCase study methodology Triangulation techniquesTriangulation techniques

– QuestionnaireQuestionnaire– Field interviewsField interviews– Review and analysis of physical Review and analysis of physical

documentsdocuments


MethodologyMethodology Developed and employed an original ninety-two item Developed and employed an original ninety-two item

questionnaire modeled after concepts presented in questionnaire modeled after concepts presented in FEMA’s FEMA’s Building a Disaster-Resistant UniversityBuilding a Disaster-Resistant University

Conducted field interviews among ten key personnel Conducted field interviews among ten key personnel using twelve questions linked to the four major using twelve questions linked to the four major hazard mitigation and disaster preparedness hazard mitigation and disaster preparedness planning concepts outlined in planning concepts outlined in Building a Disaster-Building a Disaster-Resistant UniversityResistant University

Studied policy and planning documents provided by Studied policy and planning documents provided by the institution in view of select principles of disaster the institution in view of select principles of disaster and preparedness advocated by E.L. Quarantelli that and preparedness advocated by E.L. Quarantelli that appear to relate to hazard mitigation strategies appear to relate to hazard mitigation strategies referenced in referenced in Building a Disaster Resistant UniversityBuilding a Disaster Resistant University

Utilized descriptive statistics and pattern-matching Utilized descriptive statistics and pattern-matching techniques to analyze and synthesize datatechniques to analyze and synthesize data

Offered a report of findings and conclusionsOffered a report of findings and conclusionsCopyright 2008 Toby Osburn, Ed.D.Copyright 2008 Toby Osburn, Ed.D.

American Coastal American Coastal UniversityUniversity Fictitious nameFictitious name Regional public university near coastal Regional public university near coastal

continental United Statescontinental United States 10,000+ enrollment in baccalaureate, 10,000+ enrollment in baccalaureate,

master’s and doctoral programsmaster’s and doctoral programs Located in a geographic area prone to Located in a geographic area prone to

natural disastersnatural disasters Experience with multiple natural disaster Experience with multiple natural disaster

events in ten year period prior to studyevents in ten year period prior to studyCopyright 2008 Toby Osburn, Ed.D.Copyright 2008 Toby Osburn, Ed.D.

FindingsFindings

Resources and personnel formally Resources and personnel formally identified and organized for the identified and organized for the purposes of disaster preparedness purposes of disaster preparedness planning, not for hazard mitigationplanning, not for hazard mitigation

Planning addressed resistances by Planning addressed resistances by emphasizing intra- and inter-emphasizing intra- and inter-organizational integrationorganizational integration

Preparedness planning is different Preparedness planning is different from actual disaster management by from actual disaster management by focusing on resource coordination focusing on resource coordination rather than command and controlrather than command and control


Findings (continued)Findings (continued)

Comprehensive risk assessments have Comprehensive risk assessments have been conducted but not in a manner been conducted but not in a manner congruent with congruent with Building a Disaster-Building a Disaster-Resistant UniversityResistant University

Planning attempts to reduce unknowns in Planning attempts to reduce unknowns in problematical situationsproblematical situations

Planning views disasters as quantitatively Planning views disasters as quantitatively and qualitatively different from accidents and qualitatively different from accidents and minor emergenciesand minor emergencies

Adopts a multi-hazard rather than single-Adopts a multi-hazard rather than single-hazard focus and is generic rather than hazard focus and is generic rather than agent-specificagent-specific



Hazard mitigation actions formalized but Hazard mitigation actions formalized but not in the form of plansnot in the form of plans

Planning is not demonstrated to be based Planning is not demonstrated to be based on knowledge via valid research findings on knowledge via valid research findings from systematic data rather than from systematic data rather than personal “war stories”personal “war stories”

Disaster preparedness planning is a Disaster preparedness planning is a continuous process rather than continuous process rather than production of an end-product such as a production of an end-product such as a written planwritten plan



Institution demonstrates planning Institution demonstrates planning aims at evoking appropriate actions aims at evoking appropriate actions by anticipating likely problems and by anticipating likely problems and possible solutions or optionspossible solutions or options

Numerous institutional personnel Numerous institutional personnel had difficulty distinguishing had difficulty distinguishing between hazard mitigation and between hazard mitigation and disaster planningdisaster planning


SummarySummary Planning frameworks advocated by FEMA and Planning frameworks advocated by FEMA and

Quarantelli are reflected in institution’s attempts Quarantelli are reflected in institution’s attempts to develop new or revise existing plans, to develop new or revise existing plans, particularly with respect to Quarantelli’s principles.particularly with respect to Quarantelli’s principles.

Vestiges of the disaster-resistant university Vestiges of the disaster-resistant university framework for hazard mitigation are present, framework for hazard mitigation are present, particularly with respect to resource identification particularly with respect to resource identification and organization, albeit apart from a formal, and organization, albeit apart from a formal, institution-wide effort that embraces an all-hazards institution-wide effort that embraces an all-hazards approach to development, adoption, and approach to development, adoption, and implementation.implementation.

Study was not efficacious for assessing the extent Study was not efficacious for assessing the extent to which the models, particularly the disaster-to which the models, particularly the disaster-resistant university framework, can be applied in resistant university framework, can be applied in the context of American Coastal University.the context of American Coastal University.


DiscussionDiscussion

Extensive planning processes in placeExtensive planning processes in place Research-driven knowledge largely Research-driven knowledge largely

missing from plans, except that missing from plans, except that derived from post-incident reviewsderived from post-incident reviews

Mitigation effort appears focused on Mitigation effort appears focused on resource identification and resource identification and organization for deployment during an organization for deployment during an event rather than for mitigating event rather than for mitigating hazards in advance of an eventhazards in advance of an event


Discussion (continued)Discussion (continued)

Participants had difficulty distinguishing Participants had difficulty distinguishing between mitigation (identifying and resolving between mitigation (identifying and resolving or reducing specific risks or threats in or reducing specific risks or threats in advance) and disaster planning (identifying advance) and disaster planning (identifying actions to be taken before, during, and after actions to be taken before, during, and after an event or incident)an event or incident)

Most mitigation efforts appear to originate Most mitigation efforts appear to originate from regulatory mandates, fulfillment of from regulatory mandates, fulfillment of HMGP awards, or in response to weaknesses HMGP awards, or in response to weaknesses revealed by disaster impacts and not from an revealed by disaster impacts and not from an on-going identification and prioritization on-going identification and prioritization processprocess


Discussion (continued)Discussion (continued)

No formal, on-going process for No formal, on-going process for adopting and implementing hazard adopting and implementing hazard mitigation plans existsmitigation plans exists

The institution does not possess “a The institution does not possess “a well-defined, formal process” where well-defined, formal process” where plans are “routed up to the plans are “routed up to the appropriate authorities,” checked “for appropriate authorities,” checked “for quality” and then [wrapped] into a quality” and then [wrapped] into a master list” (interviewee #08203C3)master list” (interviewee #08203C3)


ConclusionsConclusions

Institutional culture conductive to mitigation, Institutional culture conductive to mitigation, planning and preparedness.planning and preparedness.

Incorporation of Incorporation of Building a Disaster-Resistant Building a Disaster-Resistant UniversityUniversity and Quarantelli’s concepts into plans and Quarantelli’s concepts into plans evident, whether deliberate or not.evident, whether deliberate or not.

Most personnel involved in disaster Most personnel involved in disaster preparedness planning are not participants in a preparedness planning are not participants in a clearly defined, deliberate, and on-going clearly defined, deliberate, and on-going campus-wide hazard mitigation effort; little campus-wide hazard mitigation effort; little distinction is made between the two concepts.distinction is made between the two concepts.

Building a Disaster-Resistant University Building a Disaster-Resistant University and and Quarantelli’s concepts provide conceptual and Quarantelli’s concepts provide conceptual and practical mechanisms for mitigation and practical mechanisms for mitigation and planning.planning.


Future ResearchFuture Research

Development of research methodologies and Development of research methodologies and instrumentation to qualify and quantify planning instrumentation to qualify and quantify planning efforts in diverse institutional settingsefforts in diverse institutional settings

Assessment of the efficacy of diverse models for Assessment of the efficacy of diverse models for hazard mitigation and disaster preparedness hazard mitigation and disaster preparedness planning on campusesplanning on campuses

Development of strategies for addressing interests Development of strategies for addressing interests and needs of persons with unique challenges and and needs of persons with unique challenges and disabilities in campus communitiesdisabilities in campus communities

Mitigation and planning relative to alternative Mitigation and planning relative to alternative methods by which institutions may accomplish methods by which institutions may accomplish instructional delivery, research, and service tasks instructional delivery, research, and service tasks

Replication of this study in other institutional Replication of this study in other institutional contextscontexts


QuestionsQuestions


Contact Information:Contact Information:Toby OsburnToby [email protected]

337-912-9026337-912-9026


Hazard Mitigation and Disaster Preparedness Planning at American Coastal University: Seeking the...

Documents

Transcript of Hazard Mitigation and Disaster Preparedness Planning at American Coastal University: Seeking the...