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To identify key factors that are contributing to vulnerability in business schools in Australian public universities and determine the degree of vulnerability exhibited by these schools.

Using a multi-criteria assessment (MCA) approach, a framework is developed to determine which business schools are most vulnerable to disruptions and uncertainty.

The findings show a lack of preparedness on the part of many business schools, particularly those relying heavily on international students.

The implication is that business schools in Australian public universities need to diversify revenue streams and continue to seek legitimacy through external stakeholders such as employers and international accrediting bodies.

This study presents an empirical perspective of business schools in Australian public universities and offers valuable insights for university leaders and policymakers.

In what way is administrators’ perceived role vulnerability (PRV) related to the organization’s structural characteristics? A comparison of administrators’ PRV is made of “domesticated” centralized public schools and “undomesticated” self‐governed community centers, both operating and serving children and parents in the same neighborhoods. The findings obtained indicate that school administrators perceive vulnerability to be greater than do community center administrators. These findings are rather surprising considering that public schools are not involved in competition for clients. It is therefore argued that much depends on the degree of autonomy and flexibility that administrators have and that introducing competition to schools has to be synchronized with the autonomy and freedom of action delegated to school administrators.

As the widely held perception is that retrofitting is a complicated process and is expensive, the purpose of this paper is to analyze cost effectiveness of retrofitting existing buildings in order to make them safer against earthquake and also to add child friendly features. This case study focuses on the simple method of retrofitting on rectangular single storey existing school buildings. The school buildings are of different types, based on material, shape and size, number of storeys and their vulnerability to earthquake is different case by case. The paper also outlines the process of vulnerability assessment and approach to retrofitting.

The paper is based on the data collected from a case study carried out in Aceh (Indonesia) as a part of an assessment of vulnerability of newly constructed school facilities and retrofitting them in order to increase their seismic performance.

One of the key findings of this study is that retrofitting can be achieved through the use of simple methods, tools and equipment and local human resource. This approach not only reduced the vulnerability of school children to earthquake disaster but also contributed to disseminate the message of culture of safety among the neighboring communities. Another major finding is that cost of retrofitting is less compared to the cost of demolition and rebuilding. The retrofitting option further saves the cost as it is time saving and the downtime is less. The retrofitting process and onsite training can also be an effective medium for dissemination of best construction practices in the community. The process also helps the local people to understand the context of risk and raise awareness on disaster risk reduction.

The findings of this paper are not limited to vulnerability assessment and retrofitting of school building in Aceh. They can be replicated in other parts of Indonesia and countries having similar type of buildings.

The findings of this paper will be useful for decision makers to replicate similar processes in other types of schools in other areas. The findings will also be useful advocate disaster safer and child friendly schools.

The paper is unique in its findings that retrofitting of school buildings does not only make the schools safer and reduces the risk to children but is also cost effective compared to new construction.

Terrorist attacks on schools and colleges have disrupted educational processes and caused fear, deaths and tragedies. Considering the recent increase in terrorist attacks on educational facilities in different parts of the world, vulnerability and risk assessments have assumed crucial importance in the design and evaluation of mitigation plans to reduce the traumatic impacts of such events. This paper aims to assess the vulnerability and risk of Lebanese high school assets to terrorism.

Through site visits to various high schools in Lebanon, the authors evaluated specific features common in the majority of Lebanese high schools and identified six categories of schools. Using Federal Emergency Management Agency (FEMA 428) guidelines, one high school from each category was surveyed and analysed.

The results reveal a relatively high vulnerability to and risk of the threat of terrorism and a lack of protective plans and mitigation measures to minimise this risk among the majority of the investigated high school facilities.

This paper should alert school administrators, public leaders and government officials regarding the terrorist threats and their subsequent effects on the structural safety of school buildings in Lebanon. The risk assessment of schools to terrorism has rarely been performed or even discussed in the Lebanese-related literature.

The purpose of this paper is to offer an assessment of seismic structural vulnerability of a sample of public schools using Lang survey questionnaire. The structural integrity of public schools in Lebanon is a source of deep concern due to their outdated design and deteriorated status, their apparent lack of compliance with seismic design regulations, the unknown status of their safety and stability, their substandard maintenance and their low construction quality. These schools have not undergone any strengthening improvements to enhance their load-carrying capacity or their resistance to earthquake activity.

This paper is based on survey questionnaire illustrating the seismic risk exposure of public schools in Lebanon. It offers an assessment of seismic structural vulnerability of a sample of public schools using Lang survey questionnaire. It stresses the needs of retrofitting of public school buildings to enhance their functional capacities against future destructive earthquakes.

The findings of the survey emphasize the seismic structural vulnerability of the majority of public schools in Lebanon and call for deeper assessment and investigation that involve government officials for strengthening and retrofitting of public school buildings as part of holistic disaster risk-reduction strategy to prevent the induced serious risk to children in the event of a devastating earthquake.

This article should alert school administrators, public leaders and government officials regarding the seismic threats and their subsequent effects on the structural safety of public school buildings in Lebanon. The assessment of seismic structural vulnerability has rarely been performed or even discussed in the Lebanese-related literature.

Purpose – This chapter investigates vulnerability to poverty in the Republic of Haiti.

Methodology – We use a hierarchical modeling technique to allow the assessment and decomposition of vulnerability to poverty by exploiting the short-panel structure of nested data in a cross section.

Originality – Specifically, a three-level hierarchical model with a partially Bayesian restricted maximum likelihood is used in the estimation procedure. This is novel in this literature.

Findings – The decomposition method adopted in this chapter reveals that vulnerability in the Republic of Haiti is largely a rural phenomenon and is correlated negatively with schooling. The results also disclose the lack of equality in various aspects of circumstances or opportunities, including education, as the salient factor determining the status and level of vulnerability of households. Most importantly, among the different shocks affecting household's income, it is found that meso-level shocks are in general far more important than covariate shocks. This finding points to some interesting policy implications in terms of decentralizing policies and delegating more powers and providing better means to local governments to enhance household resilience to shocks and to alleviate their vulnerability to poverty.

As a result of awareness of the increasing school accidents in recent years and severe damage to school infrastructure by Typhoon Morakot, this paper seeks to discuss the current natural disaster prevention education strategy in Taiwan and investigates the seriously damaged schools from Typhoon Morakot.

Methods of analysis used in this paper include aerial photo interpretation of landslides and debris flows with the aid of field investigation and spatial rainfall distribution by GIS analysis. Additionally, the reasons attributed to the schools’ damages and disaster prevention education strategies in schools after Morakot are discussed.

After an overall review of the current disaster prevention education programs, the following items are to be stressed in disaster prevention education as a result of studying the effects of Typhoon Morakot: integration of disaster prevention education into formal school curricula; teacher training for campus disaster prevention education; development of a coalition of campus and community‐based disaster management; and study of the impact of climate change and school vulnerability. School infrastructure safety evaluation and risk assessment, education materials and design activities for psychological recovery after disasters, and the connection of school safety management and community‐based disaster prevention are deemed urgent after Typhoon Morakot in Taiwan.

The current achievements of disaster prevention education in Taiwan include the development of operation and support mechanisms, curricula development and experimental schools selection, development of teacher training program, the popularization of disaster prevention education, the development and use of learning materials, and the determination of an effective assessment mechanism. It is expected that disaster prevention education will become part of the formal school curricula. School safety and vulnerability assessments as a result of climate change and student psychological recovery following disasters are urgent lessons to be implemented after learning from the results of Typhoon Morakot in Taiwan.

The purpose of this paper is to identify the vulnerable factors in the neighborhood and vulnerability assessment of residential, medical center, school buildings, the road networks and the green spaces as vital and critical land uses to get general estimation of the situation for risk reduction planning.

Seismic vulnerability assessment of buildings was performed using the rapid visual screening data collection form of FEMA P 154 (2015). The assessment of the road was carried out using an empirical model, and the condition of the green spaces was assessed complying with standards using GIS.

The results of research indicated that about 37 percent of selected residential buildings, 81.08 percent of schools and two health care centers are likely to be vulnerable to earthquake.

Based on the results of this study, many of the structures should be further evaluated. Strengthening of poor-resistant elements of the roads is recommended and must be in order. Although the green spaces are well distributed in the neighborhood, they are ill-equipped of necessary facilities and their development is also recommended.

The purposes of this article are to outline the existing seismic risk in Lebanon and to identify the crucial role of Lebanese school education in advancing both a culture of safety and the resilience of Lebanese communities to destructive earthquakes.

This paper sets out to illustrate the exposure of Lebanon to seismic hazards and to investigate the current status of Lebanese public schools in terms of their preparedness for earthquake events. Interviews were conducted with principals from 17 different schools. From these interviews emerged the following four themes: curriculum deficiency, the structural vulnerability of school buildings, a lack of preparedness for natural hazards and the need for community engagement in this regard.

School principals in Lebanon confirmed the need for schools to engage in earthquake disaster preparedness and mitigation, as well as to show an enthusiastic attitude for earthquake hazard reduction in terms of hazard education, greater preparedness and community engagement.

As this article highlights the important role of school education in promoting earthquake disaster risk reduction, it has beneficial implications for educators, policymakers, administrators and government officials.

This paper aims to develop an appropriate earthquake disaster management system for Iranian schools with a main focus on non‐structural problems of schools during disasters.

A framework is proposed for disaster management planning regarding earthquakes in three phases: before, during, and after an earthquake. A detailed description of the proposed management system is also presented with special application to schools, focusing mainly on non‐structural problem.

There is a need to emphasise on a national‐level contingency planning that includes developing and designing detailed plans for a proper response and training of relevant personnel. Another important issue, which needs special attention is the material which should be taught to the commanders of emergency activities at various levels in order to help them to control an effective emergency situation.

By using the “emergency management system” proposed in this paper for Iranian schools the authorities can make sure that they have utilized all of their resources for an efficient disaster risk management. It is hoped that other developing countries can also benefit from the proposed programme.

The originality of this paper is in the comprehensiveness of the “emergency management system” proposed for the schools, and the approaches it suggests for constructing the “safety culture” in society.