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This study aims to explore the influencing factors on college students’ behaviours of spreading Internet public opinion on emergencies in colleges and universities. This study provides a reference for these institutions to cope with and reduce the influence of Internet public opinion on emergencies and maintain their normal teaching order.

In this study, a research model by using motivation theory and design a questionnaire on the basis of relevant literature are constructed. This paper surveys college students and collects a total of 317 valid questionnaires. On the basis of the reliability and validity of the questionnaire, this study verifies the proposed model by using Smart PLS.

The results show that social motivation and information source preference have significant positive influences on college students’ willingness to spread Internet public opinion on emergencies in colleges and universities. Moreover, information source preference has a significant moderating effect on the relationship between social motivation and dissemination willingness. If college students’ information source preference is high, then the moderating effect is significant. The extent of college students’ interaction and involvement has a significantly positive influence on their trust in the dissemination platform for Internet public opinion on emergencies in colleges and universities. Egoism has a significantly positive influence on the social motivation of college students to spread Internet public opinion on emergencies in colleges and universities. Involvement degree has a significant moderating effect on the relationship between social motivation and trust. If college students’ involvement degree is low, then the moderating effect is significant. Thus, when the involvement of college students in Internet public opinion on emergencies in colleges and universities is low, the influence of social motivation on trust is great.

This study increases the influencing factors in the literature on Internet public opinion, enriches the research theory of Internet public opinion on emergencies in colleges and universities and expands the application scope of the theory of social motivation. The conclusion provides guidance for colleges and students to govern Internet public opinion on emergencies and improve the ability of these institutions in dealing with Internet public opinion on emergencies.

The purpose of this paper is to understand the key challenges, approaches and lessons of the higher educational institutions (HEIs) in the context of COVID-19.

A survey was conducted to understand the key challenges being faced by the HEIs around the world during the ongoing COVID-19 pandemic. A total of 150 responses were collected from 65 universities, located in 29 countries.

The results show that 47% of respondents with defined universities believe their institutions lacked a permanent or dedicated emergency management office, and 41% said their HEIs lacked a general business continuity plan for an emergency. In universities with BCPs, 33% of the plans do not cover biological hazards and pandemic risk management, and 60% of the plans did not include conducting any advanced simulation exercises. More than 70% the responded said their instruction, information sharing and decision-making process were timely and open. The major challenges identified were a lack of adequate preparedness for pandemic and of pandemic-specific advanced simulation exercises. The next major challenges were the change in the mode of teaching to online lectures and working from home. Based on these challenges, a set of short- and long-term recommendations were proposed.

This was the first survey in academic institutions in post COVID-19 context. The findings will be useful for preparing for biological and other related hazards.

Like many other organizations, universities are using social media to engage with their stakeholders as they have varying interests and commitments. This chapter focuses on strategic communication and stakeholder engagement by UK universities on Twitter. It presents a descriptive study about their engagement on Twitter in terms of their followers, number of tweets, etc. In addition, it analyzes the tweets’ content to identify British universities’ communication strategies. Hence, the results revealed a thematic model in the form of an interrelated conceptual theory that comprises three strands of communication: (i) recruiting prospective students, (ii) retaining present students and staff, and (iii) reporting activities and media coverage. This contribution presents implications for university marketing communication managers who are involved in student recruitment and/or in managing relationships with stakeholders.

The study examined library personnel awareness of the availability of emergency response plans, their forms and roles in safety routine preparedness and control in federal and state university libraries in Southwest Nigeria.

The survey research design alongside a multi-stage sampling procedure comprising purposive, randomisation and total enumeration techniques guided the study. The population consisted of 327 library personnel drawn from 12 federal and state university libraries (i.e., six each). The questionnaire and structured interview methods were used for data gathering. Of the 327 copies of the questionnaire administered, 249 copies, representing 76.1%, were duly completed and found valid for analysis. Whereas the acceptance threshold of ≥90% response rate and a criterion mean of 2.50 were adopted for making judgements regarding the research questions, while the hypothesis was tested using chi-square statistics with cross-tabulation.

The state university libraries in the studied region are extremely lagging behind their federal counterpart in terms of emergency preparedness, judging by the availability of emergency response plan (ERPs). However, documenting the plans for routine emergency response is not widespread among the university libraries; thus, the extent of response preparedness is both simplistic and doubtful. Despite the seemingly proactive nature of the federal university libraries over their state counterpart, librarians in both settings do not perceive effectiveness and preference in either the written emergency response plan (WERP) or unwritten emergency response plan (UERP) as an emergency preparedness and control measure.

The research increases knowledge of emergency preparedness in university libraries beyond the mere availability of ERPs. Through a comparative empirical analysis, the desirability of the WERP as a measure of emergency response preparedness in university libraries has been strengthened.

Lean Six Sigma (LSS) implementation follows a structured approach called define-measure-analyze-improve-control (DMAIC). Earlier research about its application in emergency healthcare services shows that it requires organizational transformation, which many healthcare setups find difficult. The Kotter change management model facilitates organizational transformation but has not been attempted in LSS settings till now. This study aims to integrate the LSS framework with the Kotter change management model to come up with an integrated framework that will facilitate LSS deployment in emergency health services.

Two-stage Delphi method was conducted by using a literature review. First, the success factors and barriers of LSS are investigated, especially from an emergency healthcare point of view. The features and benefits of Kotter's change management models are then reviewed. Subsequently, they are integrated to form a framework specific to LSS deployment in an emergency healthcare set-up. The elements of this framework are analyzed using expert opinion ratings. A new framework for LSS deployment in emergency healthcare has been developed, which can prevent failures due to challenges faced by organizations in overcoming resistance to changes.

The eight steps of the Kotter model such as establishing a sense of urgency, forming a powerful guiding coalition, creating a vision, communicating the vision, empowering others to act on the vision, planning for and creating short-term wins, consolidating improvements and producing still more change, institutionalizing new approaches are derived from the eight common errors that managers make while implementing change in the institution. The study integrated LSS principles and Kotter’s change management model to apply in emergency care units in order to reduce waste and raise the level of service quality provided by healthcare companies.

The present study could contribute knowledge to the literature by providing a framework to integrate lean management and Kotter's change management model for the emergency care unit of the healthcare organization. This framework guides decision-makers and organizations as proper strategies are required for applying lean management practices in any system.

The proposed framework is unique and no other study has prescribed any integrated framework for LSS implementation in emergency healthcare that overcomes resistance to change.

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

The purpose of this paper is to identify salient topic categories and outline their evolution patterns and temporal trends in microblogs on a public health emergency across different stages. Comparisons were also examined to reveal the similarities and differences between those patterns and trends on microblog platforms of different languages and from different nations.

A total of 459,266 microblog entries about the Ebola outbreak in West Africa in 2014 on Twitter and Weibo were collected for nine months after the inception of the outbreak. Topics were detected by the latent Dirichlet allocation model and classified into several categories. The daily tweets were analyzed with the self-organizing map technique and labeled with the most salient topics. The investigated time span was divided into three stages, and the most salient topic categories were identified for each stage.

In total, 14 salient topic categories were identified in microblogs about the Ebola outbreak and were summarized as increasing, decreasing, fluctuating or ephemeral types. The topical evolution patterns of microblogs and temporal trends for topic categories vary on different microblog platforms. Twitter users were keen on the dynamics of the Ebola outbreak, such as status description, secondary events and so forth, while Weibo users focused on background knowledge of Ebola and precautions.

This study revealed evolution patterns and temporal trends of microblog topics on a public health emergency. The findings can help administrators of public health emergencies and microblog communities work together to better satisfy information needs and physical demands by the public when public health emergencies are in progress.

Under uncertain circumstances, digital technologies are taken as digital transformation enablers and driving forces to integrate with medical, healthcare and emergency management research for effective epidemic prevention and control. This study aims to adapt complex systems in emergency management. Thus, a digital transformation-driven and systematic circulation framework is proposed in this study that can utilize the advantages of digital technologies to generate innovative and systematic governance.

Aiming at adapting complex systems in emergency management, a systematic circulation framework based on the interpretive research is proposed in this study that can utilize the advantages of digital technologies to generate innovative and systematic governance. The framework consists of four phases: (1) analysis of emergency management stages, (2) risk identification in the emergency management stages, (3) digital-enabled response model design for emergency management, and (4) strategy generation for digital emergency governance. A case study in China was illustrated in this study.

This paper examines the role those digital technologies can play in responding to pandemics and outlines a framework based on four phases of digital technologies for pandemic responses. After the phase-by-phase analysis, a digital technology-enabled emergency management framework, titled “Expected digital-enabled emergency management framework (EDEM framework)” was adapted and proposed. Moreover, the social risks of emergency management phases are identified. Then, three strategies for emergency governance and digital governance from the three perspectives, namely “Strengthening weaknesses for emergency response,” “Enhancing integration for collaborative governance,” and “Engaging foundations for emergency management” that the government can adopt them in the future, fight for public health emergency events.

The novel digital transformation-driven systematic circulation framework for public health risk response and governance was proposed. Meanwhile, an “Expected digital-enabled emergency management framework (EDEM model)” was also proposed to achieve a more effective empirical response for public health risk response and governance and contribute to studies about the government facing the COVID-19 pandemic effectively.

Education in Emergencies (EiE) as a subfield of Comparative and International Education (CIE) has played a vital role in advocating for the world’s most vulnerable people with a focus on short-term responses to specific events like conflict and natural disasters that often occur in the Global South. However, recent events, like the protests exposing structural racial and gender inequality, the COVID-19 pandemic, and multiple global “slow” conflicts, have revealed a different nature of modern emergencies where issues, which are often considered important but not urgent, can quickly become emergencies under the right circumstances or have in fact always been so. Accordingly, in this chapter, we reimagine a broader framework for EiE which includes long-term, systemic, and universal challenges that affect both the Global North and South. The chapter includes a historical review of EiE as a subfield within CIE along with evidence of new forms of modern emergencies in the United States, Bolivia, Afghanistan, Iraq, Myanmar, and Syria that build toward a broader framework of EiE intended for both CIE scholars and practitioners.

This paper aims at exploring how and to what extent universities enlisted Facebook, a social media platform, in the discharging and shaping of their accountability during the COVID-19 emergency.

Drawing on the literature on accountability in the virtual world and crises, a netnographic analysis of the Facebook postings by a sample of Italian universities is performed to identify and interpret the accountability discharged via social media platforms by universities during the COVID-19 pandemic.

Universities used social media in a range of modes, from conveying simple instructions to rendering traditional accountability for their conduct during the crisis. However, in various Facebook postings, they give voice to various stakeholders’ thoughts and experiences, thereby completely reversing the traditional accountability relationship and making the various stakeholders feel included in the university community.

Social media can constitute a useful tool for organizations willing to deploy different modes of accountabilities, according to what is required by the specific situation. In the authors’ case, social media provided a forum for account-sharing during a critical situation that was common to both the account giver and the recipient.

To the best of the authors’ knowledge, this is the first study to investigate the use of social media by universities for accountability purposes and to reveal their possibilities in supporting more ethical forms of accountability.