Search results

This paper aims to develop a theoretical understanding of how multiple crisis experience affects preparedness issues, and how the learning potential of municipal crisis experience can be developed. The focus is on municipal decision‐makers.

Two group interviews were conducted with a total of 13 municipal Chief Officers and Politicians. Data were analysed by a grounded theory approach.

A theoretical model is presented, which includes both managers' views on their experiences related to preparedness and how development/revision of crisis can be explained. Experiences are not entirely positive or negative. Managers have developed a good preparedness in some aspects but they are also conscious about shortcomings in their preparedness. The model includes: level one, primary assessments, including strengths and limitations; and level two, reflection, where difficult choices and dilemmas faced are recalled, and future concerns are expressed.

The sample is small and range of experience is limited, since both municipalities studied have been fairly successful in their crisis management.

The findings can be used to develop evaluation and application of crisis experience by individuals and in the crisis management system, and to develop exercises.

The empirical data resulting from this study show the complexity in crisis experience, the need for better evaluation and the value of group reflection in evaluation.

The purpose of this paper is to develop a theoretical understanding of experiences of crisis management among municipal leaders.

A total of 16 chief officers and three politicians from three different municipalities were interviewed concerning experiences of dealing with a severe storm. Data were analyzed by a grounded theory approach.

Data analysis generated a model. Central to the model is an evaluation sphere, which reflects tension between everyday circumstances and crisis needs, between assessments of legislation and practices as a support or hindrance, and assessments of human vulnerability versus coping resources. Manager characteristics, the societal context within which the event occurred, and crisis characteristics all influence this evaluation sphere. Particular stressors include the fact that the leaders themselves were personally affected by the storm, the difficult decisions and assessments that had to be made, the uncertainty of the situation and the timing, soon after the tsunami. Crisis management, decisions and actions can be seen as formed from the evaluation sphere and the influencing factors.

The paper has a small sample and limited representativeness. Generalizability of the model should be tested in other crisis events.

The model can be used as a tool to design exercises and as a guideline for authorities, in providing preparedness and crisis support.

The paper provides a theoretical model highlighting the complex evaluations underlying managers' decisions and actions in real‐ life situations.

In recent decades, higher education institutes (HEIs) have come under pressure to cooperate with society as a whole. This shift towards an increased focus on third mission and social innovation activities implies a substantial organizational change process for many HEIs, as they need to initiate both structural and cultural changes. This paper provides guidance for such change processes by examining the views and attitudes of academic and administrative staff, as well as students within the HEIs over a period in which the HEIs increase their focus on social innovation.

The study uses a longitudinal quantitative approach consisting of a survey of administrative and academic staff, as well as students at two German HEIs. The authors studied members’ attitudes towards third mission and social innovation activities (N = 3470).

Results suggest that the university members’ attitudes towards third mission and social innovation are positive but change to some extent over time. Different aspects shape the attitudes within the three groups (administrative staff, academic staff and students). Furthermore, attitudes vary among academic employees who are involved in the process and those who are not.

The findings provide useful information for university managers and anyone aiming to promote social innovation at HEIs.

The study examines how attitudes of university members change whenever social innovation takes place at HEIs. This study includes data on the participation and empowerment of all HEI members in view of the important role that HEIs can play as supporters of social innovation.