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This study aims to examine the use of data visualization as a tool to support practitioner-led organizational learning within the emergency services. The authors investigate how data visualization can support visual communication and the analysis of emergency response data to promote system improvement.

The authors investigate if communication data, presented as node-link diagrams, can be understood and evaluated by firefighters. Objective understanding of the communication network is measured quantitatively, while subject judgement of the emergency response system is measured qualitatively and compared to prior system evaluation outcomes. The authors compare different data visualization layouts and assess their value in supporting practitioner evaluation of emergency response systems.

The authors find that while firefighters are largely unfamiliar with their use, data visualizations function as a tool for visual communication and analysis. The authors identify the importance of visualization design and the difficulty in representing characteristics of a dynamic network within static diagrams. The authors also find some correlation between layout design and how respondents interpret visual data.

Results demonstrate the value of data visualization to support practitioner-led organizational learning and suggest future work to support the development of emergency response management.

Effective Emergency Response Management (ERM) system evaluation is vital to the process of continual improvement within emergency response organizations. The purpose of this paper is to investigate if an entire ERM system can be captured and encoded within a standardized framework.

Employing an exploratory approach the authors apply a mixed methods case study design and inductive reasoning to analyse documentary evidence provided during the inquest into the London Bombings 2005. The authors use content analysis to investigate the nature of ERM system data availability and apply principals of Network Theory to iteratively develop a framework within which data can be encoded.

The authors find that complex ERM system data can be captured and stored within a standardized framework. The authors present a conceptual framework and multi-stage mixed methods process, the Standardized Emergency Response Incident Evaluation System (SERIES) model, to support data collection, storage and interpretation. The findings demonstrate that ERM system evaluation can benefit from the adoption of a standardized mixed-methods approach employing data transformation and triangulation. The authors also demonstrate the potential of the proposed standardized model, by integrating qualitative and quantitative data, to support interpretation and reporting through the use of appropriate data visualization.

The SERIES model provides a practical tool and procedural guidelines to capture and share vital ERM system data and information across all emergency services. It also presents an opportunity to develop a large comprehensive multi-incident dataset to support academic inquiry and partnership between academics and practitioners.

Using a document analysis methodology, the study analyzes official policy documents produced by the centralized Israeli Ministry of Education and by the State Comptroller responsible for reviewing the Israeli government's policies and operations. Coordination is assessed using three lenses: coordination among policy plans initiated by different governmental ministries; coordination among policy plans initiated by the Ministry of Education; and coordination within policy plans, referring to the congruence among various components comprising a particular policy.

Following previous studies testifying to the significance of coordination for organizational effectiveness and to the contribution of centralized structures for coordination, the current study attempts to assess whether centralized complex educational systems exhibit coordination among their articulated policy plans.

In spite of the highly centralized nature of Israeli governance, coordination among policy plans articulated by different governmental ministries is limited. This also applies to the coordination found among various educational policy plans or among various components comprising particular policy plans articulated by the Ministry of Education.

While centralized structures produce administrative bottlenecks creating ideal grounds for coordination, it appears that the assumed connection between centralization and coordination may not be applicable to educational systems and that coordination among and within policy plans in complex systems is not a zero-sum game. Implications are further discussed.