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Deans of students as crisis managers: Perceptions of roles and leadership competencies in 12 public higher education institutions in Florida.

机译：学生院长作为危机管理者：佛罗里达州12个公立高等教育机构对角色和领导能力的认识。

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摘要

This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students' definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students' leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study.;The study revealed that all participating deans of students defined a crisis using at least half (50%) of the seven definition elements of an emergency/incident, according to The National Incident Management System (NIMS) (n.d.-a), which are situation, safety impact, health impact, people impact, facility damage or loss, and threat. The definitions for crisis management emphasized an approach to crisis preparation, response, and recovery. The team approach with knowledge sharing was the most commonly used approach amongst deans of students.;The study also revealed teaching/lecturing small groups of students (alcohol and drug abuse classes) was the least developed crisis leader competency, while meeting with campus police (planning and debriefing) was the most developed crisis leadership competency in deans of students in the SUS. Collectively, deans reported the least amount of training for food tampering with 9 trainings total and the highest amount of training for major crimes (murder, manslaughter, rape, assault with intent to commit murder, arson, burglary, and larceny) with 75 reported.;From the 14 possible crisis scenarios most likely to occur on college and university campuses, drops in revenues/funding and terrorist attacks, in terms of amount of training in relation to perceived preparedness, were found to be significant. There was a positive relationship between the number of (1) significant drops in revenues/funding trainings and (2) terrorist attack trainings, and the perceived preparedness to handle these types of crises. The remaining 12 correlation coefficients were not significant.;The researcher also found that simulation-based training was 40% or greater of the total crisis training program per institution for fifty percent of the deans. The other fifty percent of deans reported that simulation-based training was the smallest portion of their crisis training program (25% or less of the program), while information-based training was the dominant mode of training for these institutions.
机译：这项混合方法研究从佛罗里达州立大学系统（SUS）的学生院长样本中收集了数据。该研究旨在通过对制度指挥链的分析来确定学生对危机和危机管理的定义，以更深入地了解危机管理的应对过程。该研究还试图确定作为危机管理者的学生领导能力的院长的发展水平，评估每位学生的院长的危机管理培训频率，因为它与高等教育校园中常见的14种危机情景相关，并确定针对学生的危机管理计划重点根据国家事件管理系统（NIMS），研究显示，所有参与研究的学生院长都使用紧急事件/事件的七个定义要素中的至少一半（50％）来定义危机（ nd-a），即情况，安全影响，健康影响，人员影响，设施损坏或损失以及威胁。危机管理的定义强调了危机准备，响应和恢复的方法。在学生院长中，采用知识共享的团队方法是最常用的方法。研究还显示，在与校园警察会面时，小学生的小组教学/讲课（酗酒和吸毒班级）是最不发达的危机领导者能力（计划和汇报）是SUS学生院长中最先进的危机领导能力。院长报告说，对食品篡改的培训最少，总共进行了9期培训，而针对重大犯罪（谋杀，过失杀人，强奸，意图谋杀，纵火，入室盗窃和盗窃的袭击）的培训最多，报告了75种。 ；在最有可能发生在大学和大学校园的14种可能的危机情况中，就与感知准备有关的培训数量而言，收入/资金和恐怖袭击的下降被认为是重大的。 （1）收入/资金培训大幅下降和（2）恐怖袭击培训的数量与应对这些类型危机的准备程度之间存在正相关关系。其余12个相关系数并不显着。研究人员还发现，对于50％的院长，基于模拟的培训占每个机构总危机培训计划的40％或更高。另外50％的院长报告说，基于模拟的培训是他们危机培训计划的最小部分（占该计划的25％或更少），而基于信息的培训是这些机构的主要培训模式。

著录项

  • 作者

    Benjamin, Deloris.;

  • 作者单位

    Florida Atlantic University.;

  • 授予单位 Florida Atlantic University.;
  • 学科 Educational leadership.;Organizational behavior.;Higher education administration.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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