i feel your pain how and why the academic and professional communities must work together
TRANSCRIPT
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I Feel Your Pain
How and why the Academic and Professional Communities
Must Work Together
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Preview
Illustrate the differences between scholars and practitioners
Discuss the common problems we are facing
Identify recommendations on working together
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The Gulf
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Common Problems Awareness Fractured identity Organizational
location Nonassertiveness Fluctuating
policies Apathy
Cash-cow mentality
Limited budgets Insufficient
personnel Overwhelming
workloads
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Awareness Academic Setting
University leaders do not understand the nature of emergency management degrees
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Awareness (cont.) Academic Setting
University leaders do not understand the nature of emergency management degrees
Practitioner Setting Politicians are not
familiar with the emergency management function
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Consequence #1
Lack of awareness leads to a lack of support
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Fractured Identity Academic Setting
Disaster scholars and EM programs are multi-disciplinary
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Fractured Identity (cont.) Academic Setting
Disaster scholars and EM programs are multi-disciplinary
Practitioner Setting EM is spread
across many agencies and organizations
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Consequence #2
Fractured identity results in a failure to appreciate shared responsibility
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Organizational Location Academic Setting
EM programs could be located in various departments or colleges, or as independent units
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Organizational Location (cont.) Academic Setting
EM programs could be located in various departments or colleges, or as independent units
Practitioner Setting EM programs
could be located in various departments, under the executive office, or as an independent unit
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Consequence #3
Location may constrain organizational aspirations
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Nonassertiveness Academic Setting
Others - like university officials - often dictate the boundaries of EM education
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Nonassertiveness (cont.) Academic Setting
University officials often dictate the boundaries of EM education
Practitioner Setting Policies and
standards are determined by our elected leaders
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Consequence #4
Allowing others to define who we are or what we do produces questionable policies and practices
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Fluctuating Policies Academic Setting
Scholars are often confronted with divergent marching orders due to new administrators
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Fluctuating Policies (cont.) Academic Setting
Scholars are often confronted with divergent marching orders due to new administrators
Practitioner Setting Practitioners are
faced with continually evolving federal mandates
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Consequence #5
Fluctuating policies interrupts or halts progress
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Apathy Academic Setting
Department and college leaders may not view EM as a legitimate discipline
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Apathy (cont.) Academic Setting
Department and college leaders may not view EM as a legitimate discipline
Practitioner Setting City leaders do
not appreciate EM until a disaster occurs; attention disappears as time goes by
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Consequence #6
Apathy makes the achievement of objectives difficult or impossible
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Cash-Cow Mentality Academic Setting
University officials see EM as a way to bring in resources without investments
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Cash-Cow Mentality (cont.) Academic Setting
University officials see EM as a way to bring in resources without investments
Practitioner Setting Politicians support
EM to the extent that grants are acquired
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Consequence #7
The pursuit of monetary resources overshadows programmatic goals
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Limited Budgets Academic Setting
EM programs are run on shoe-string budget
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Limited Budgets (cont.) Academic Setting
EM programs are run on shoe-string budget
Practitioner Setting EM programs do
not have resources until a disaster occurs
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Consequence #8
Insufficient funds make is challenging to carry out mission or reach potential
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Insufficient Personnel Academic Setting
EM programs have limited full-time faculty and often rely on adjuncts
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Insufficient Personnel (cont.) Academic Setting
EM programs have limited full-time faculty and often rely on adjuncts
Practitioner Setting Those working in
EM programs have insufficient personnel in comparison to guidelines or demands
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Consequence #9
Insufficient personnel limits the ability to get the job done correctly or completely
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Demanding Workloads Academic Setting
Professors have a plethora of responsibilities
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Demanding Workloads (cont.) Academic Setting
Professors have a plethora of responsibilities
Practitioner Setting EM professionals
have many duties
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Consequence #10
Overwhelming workloads produce a situation where duties and responsibilities are neglected
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Implications for the Future
1. Accept and support each other through awareness, marketing and advocacy
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Implications (cont.)
1. Accept and support each other through awareness, marketing and advocacy
2. Increase the reach and extent of impact in education and training
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Implications (cont.)
1. Accept and support each other through awareness, marketing and advocacy
2. Increase the reach and extent of impact in education and training
3. Develop further professional KSAs
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Implications (cont.)
1. Accept and support each other through awareness, marketing and advocacy
2. Increase the reach and extent of impact in education and training
3. Develop further professional KSAs4. Improve the management of our
respective programs
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A Call to Action
“We’re not gonna take it!”
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Concluding Thoughts
Yes, there are differences We face similar problems Scholars and practitioners must
work together and support one another
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Bridging the Gap