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dc.contributor.authorThayaparan, Menaha
dc.contributor.authorSiriwardena, Mohan
dc.contributor.authorMalalgoda, Chamindi Ishara
dc.contributor.authorAmaratunga, Dilanthi
dc.contributor.authorLill, Irene
dc.contributor.authorKaklauskas, Arturas
dc.date.accessioned2015-09-22T10:37:18Z
dc.date.available2015-09-22T10:37:18Z
dc.date.issued2015
dc.identifier.citationTHAYAPARAN, M., SIRIWARDENA, M., MALALGODA, C. I., AMARATUNGA, D., LILL, I. and KAKLAUSKAS, A., 2015. Enhancing post-disaster reconstruction capacity through lifelong learning in higher education. Disaster Prevention and Management, 24 (3), pp. 338-354.en
dc.identifier.issn0965-3562en
dc.identifier.issn1758-6100en
dc.identifier.urihttp://hdl.handle.net/10059/1300
dc.description.abstractPurpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning. Design/methodology/approach – This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation. Findings – The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies. Research limitations/implications – The empirical focus of the research is limited to three EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction (DRR) capacity in the built environment, especially at the stage of post-disaster reconstruction. Practical implications – The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis. Social implications – Capacity building in enhancing DRR during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience. Originality/value – The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed. This paper is based on a project entitled Built Environment Lifelong Learning Challenging University Responses to Vocational Education (BELLCURVE), aimed at modernising HEIs in order to be more responsive to the labour market skills’ needs.en
dc.description.sponsorshipThis project has been funded with support from the European Commission.en
dc.language.isoenen
dc.publisherEmerald Group Publishing.en
dc.relation.ispartofDisaster Prevention and Management, Volume 24, Number 3en
dc.rightsCopyright : Emerald Group Publishing Limited.en
dc.subjectLifelong learningen
dc.subjectDisaster risk reductionen
dc.subjectHigher educationen
dc.subjectBuilt environment skills needsen
dc.subjectDisaster management educationen
dc.titleEnhancing post-disaster reconstruction capacity through lifelong learning in higher education.en
dc.typeJournal articlesen


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