Global Universities’ Reforms After the 9/11 Attack

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Table of Contents

Introduction
Building Institutional Capacity
Conclusion
Reference List

Introduction

Cefalu (2014) believes “that 11^th September 2001 became a turning point in America’s war against terrorism” (p. 6). The United States was attacked by terrorists, thus forcing the government to identify new measures to protect every American citizen. The country’s effort to deal with terrorism has led to new policies and strategies. The important goal has been to improve the country’s security. New approaches have also been recommended in order to manage every unforeseeable emergency situation. Government agencies monitor the strategies undertaken by different schools and communities in order to deal with terrorism. This paper, therefore, focuses on the major safety reforms adopted by global universities as a result of the 9/11 terrorist attacks.

Building Institutional Capacity

Campus Emergency Management Teams

Several reforms have been implemented in an attempt to develop better safety and emergency policies. The first approach has been to have a powerful Disaster Management Plan (DMP) in every university and college. Institutional capacity has been achieved by establishing an expert Campus Emergency Management Team (CEMT). The Federal Emergency Management Agency (FEMA) designs powerful programs that can be used in different learning institutions. The programs are usually aimed at equipping members of the Campus Emergency Management Team with appropriate skills (Kangabam & Kangabam, 2012). Participants acquire “new competencies in fire suppression, disaster medicine, disaster preparedness, team leadership, light search and rescue, and disaster psychology” (Cefalu, 2014, p. 19).

The CEMT team is therefore encouraged to equip different learners and members of staff with appropriate disaster management skills. The team should also be ready to respond to various security threats. The members of the team use the above competencies to support different students whenever there is an attack. Similar teams have been established in different campuses and learning institutions across the globe. Such teams respond to a wide range of disasters. The main purpose of such CEMTs is to implement various lifesaving strategies and actions whenever there is a disaster. This role “is critical because it supports the needs of many victims until professional rescuers arrive on the targeted scene” (Guerdan, 2010, p. 35).

Such expert CEMTs have been able to address various disasters in different parts of the world. The use of these teams has made it easier for many leaders to make their campuses secure. The teams have promoted the required institutional capacities, thus making more colleges secure. For example, St. Mary’s College has “established a powerful All Hazards Emergency Response Plan in order to address the impact of an emergency on visitors, students, faculty, facilities, and members of staff” (Emergency Response Plan, 2015, para. 1). Similar plans have therefore been established on different campuses across the world. Such plans “empower stakeholders, train students, and avail powerful resources that can be using to deal with a major disaster” (Guerdan, 2010, p. 36).

Communicating Campus Emergency Plans to Stakeholders

Institutional capacity has also been established by communicating different Campus Emergency Plans to every stakeholder. Learning institutions have a wide range of stakeholders. To begin with, students and members of staff should be informed about the existence of such plans. Many university presidents have encouraged different CEMTs to equip learners and members of staff with powerful skills (Illinois Terrorism Task Force, 2015). As well, more stakeholders have been informed about such plans in order to present the best incentives. Institutional effectiveness has also been “achieved through collaboration with different community members, politicians, and police departments” (Kapucu, 2013, p. 8). These two stakeholders can make it easier for campuses to monitor the effectiveness of their plans. A positive relationship with different police departments has been observed to produce positive results.

An informed community finds it easier to respond to various disasters. Members of the society can also be supportive whenever there is a disaster. As well, such stakeholders have the potential to present new ideas and resources. Such ideas can make it possible for the targeted institutions to deal with various emergencies. Most of the “successful Campus Emergency Plans involve various players such as the Human Resource (HR), security, health, IT support, and administration departments” (The Role of IT in Campus Security and Emergency Management, 2008, para. 9). Such departments present the best incentives and ideas whenever there is a disaster. Informed stakeholders will, therefore, be aware of the most appropriate strategies. Such responses will make it possible for many learning institutions to deal with every threat.

Budgeting for Personnel and Equipment Requirements

Many universities across the globe have embraced the power of Disaster Management Programs (DMPs). Such programs have different names depending on the targeted goals. Institutional effectiveness has been achieved through continued analysis of the major issues affecting many campuses. Emergency planners use appropriate strategies in order to inform and involve different stakeholders. Campuses and learning institutions are usually encouraged to have proper budgets. This is the case because “emergency planning is characterized by numerous budgetary allocations” (Broad, 2010, p. 6). Such resources are “usually budgetary and personnel in nature” (Kapucu, 2013, p. 4). That being the case, many schools identify the unique roles and obligations of different stakeholders. An agreement is also “established in order to outline the commitment and participation of different response organizations” (Alpert, 2012, p. 5). This strategy makes it easier for colleges and campuses to respond to various threats.

Campuses have also been allocating enough finances for disaster management. Such funds are used to train different stakeholders and CMETs. The institutions also purchase different materials such as fire extinguishers, medical supplies, and food materials in order to be prepared against any kind of threat. Individuals, departments, teams, and communities should also be equipped with the best skills (Schools & Terrorism, 2015). This move has the potential to support the best outcomes. Evidence-based information is collected from past events in order to improve every DMP. These efforts have made it easier for many schools to establish the best Campus Emergency Plans. The provision of powerful equipment improves the confidence of different stakeholders.

Conclusion

This discussion shows clearly that many university leaders have managed to implement powerful emergency and safety policies in their institutions. Such policies and programs are essential towards dealing with every kind of attack. Institutional capacity in such colleges has been achieved through the use of Campus Emergency Management Teams (Alpert, 2012). As well, many institutions communicate their emergency plans to different stakeholders. Budgeting is also done properly in order to acquire the needed materials and resources. Every campus should, therefore, embrace these practices in order to deal with every threat. The strategy will protect more students from unpredicted attacks.

Reference List

Alpert, B. (2012). College and university disaster management: the impact of leader behavior on response and recovery from disaster. Web.

Broad, W. (2010). U.S. Rethinks Strategy for the Unthinkable. The New York Times, p. 6.

Cefalu, C. (2014). Disaster Preparedness for Seniors. New York, NY: Springer.

Emergency Response Plan: Saint Mary’s College All Hazard Emergency Response Plan. (2015). Web.

Guerdan, B. (2010). Disaster Preparedness and Disaster Management: The Development and Piloting of a Self-Assessment Survey to Judge the Adequacy of Community-Based Physician Knowledge. American Journal of Clinical Medicine, 6(3), 32-40.

Illinois Terrorism Task Force: 2014 Annual Report. (2015). Web.

Kangabam, R., & Kangabam, M. (2012). Disaster Preparedness among the Resident Community- A Case Study of Rajiv Gandhi University, Itanagar, India. International Journal of Environmental Sciences, 2(3), 1632-1642,

Kapucu, N. (2013). Disaster Resiliency and Culture of Preparedness for University and College Campuses. Administration and Society, 3(1), 1-12.

Schools & Terrorism: School Terrorism Preparedness. (2015). Web.

The Role of IT in Campus Security and Emergency Management: An EDUCAUSE White Paper. (2008). Web.

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