When a Natural Disaster Occurs: Lessons Learned in Meeting Students' Needs

Watson, Pamela G.; Loffredo, Vincent John; McKee, John C.

doi:10.1016/j.profnurs.2011.09.001

Cited by 37 publications

(36 citation statements)

References 5 publications

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“…This result, however, contrasts with that of Watson et al (2011,) who investigate the effect of Hurricane Ilke on students of the University of Texas Medical Branch (UTMB). Using a representative sample of the UTMB student population, the authors find that about half of the respondents reported that this natural disaster had negatively affected their academic performance.…”

Section: Examiners Course Examination Scores and Scores For Us Medicacontrasting

confidence: 67%

The academic impact of natural disasters: evidence from L’Aquila earthquake

Pietro

2017

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 8867 February 2015 ABSTRACTThe Academic Impact of Natural Disasters: Evidence from L'Aquila EarthquakeThis paper examines the effect of the L'Aquila earthquake on the academic performance of the students of the local university. Following this traumatic event, not only are students likely to have developed an acute stress disorder, but they have also experienced a significant disruption in their learning environment because of the closure of several university buildings and the relocation to temporary premises. We compare changes in educational outcomes among students of the University of L'Aquila before and after the earthquake with changes in educational outcomes during the same time period among students enrolled at other Central Italian universities. The empirical results suggest that while this natural disaster has reduced students' probability of graduating on time by 6.6 percentage points, it has had no statistically significant effect on university drop-out in the very short-term. Additionally, the on-time graduation result masks differential gender effects.JEL Classification: Q54, I23

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Section: Examiners Course Examination Scores and Scores For Us Medicacontrasting

confidence: 67%

The academic impact of natural disasters: evidence from L’Aquila earthquake

Pietro

2017

Education Economics

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“…Specifically, for international students, factors such as strained psychosocial health and mental well-being (Inter-Agency Standing Committee [IASC], 2007), staying and studying in a host country for a defined period of time (Mori, 2000;Smith et al, 2007), and potentially being ineligible for short-and long-term emergency assistance provided by government bodies (Kapucu & Khosa, 2013;Watson, Loffredo, & McKee, 2011), may further contribute to their potential vulnerability. Even though international students experience challenges in adjusting to the social, academic, and cultural aspects of their host country (Mori, 2000;Smith et al, 2007), they also display capacities (Brown, 2009;Montgomery & McDowell, 2009;Russell et al, 2010), potentially enabling them to cope and adjust more easily in adverse circumstances.…”

Section: Problem Contextmentioning

confidence: 99%

“…However, in the current literature, limited research has been focused on short-term migrants, such as international students, and their specific vulnerability and capacities in the face of a disaster. Often international students are only mentioned briefly in disaster-related literature (Beaven et al, 2014;Kapucu & Khosa, 2013;Watson et al, 2011),…”

Section: Study Rationalementioning

confidence: 99%

“…During and following Hurricane Katrina in 2005 and the Boxing Day Tsunami in 2004, the plight of ethnic minorities, children, elderly and migrants became obvious (Eisenman, Cordasco, Asch, Golden, & Glik, 2007;Elliott & Pais, 2006;Ganesan, 2006;McEntire, 2012;Watson et al, 2011). In reviewing the response to and recovery process following Hurricane Katrina, Eisenman et al, (2007) and McEntire (2012) noted socio-economic barriers, ethnic insensitivity, and language barriers as some of the challenges experienced by ethnic minorities and migrants, while Watson et al, (2011) hinted at amplified adversity experienced by international students in their ability to cope and adjust because of weak social ties and their inability to receive federal or state assistance. Even though Watson et al, (2011) indicated that international students experienced increased challenges in coping and adjusting following Hurricane Katrina in 2005, Beaven et al, (2014) only found minor differences in domestic and international students' experienced psychosocial adversity during and following the Canterbury Earthquakes in 2010-2011.…”

Section: Disaster Risk Reductionmentioning

confidence: 99%

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Vulnerability and capacities of international students in the face of disasters in Auckland, New Zealand: A qualitative descriptive study

Thorup-Binger

Charania

2019

International Journal of Disaster Risk Reduction

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Background:Voluntary cross-national migration is a phenomenon worldwide, with an increased presence of international students (i.e., short-term migrants) residing and studying in host countries for limited periods of time. Despite New Zealand's geographical isolation, it has also experienced an increase in international students, with Auckland being the region where international students are primarily located. Along with the increased movements of migrants, an awareness of migrants' specific vulnerability and capacities in face of disasters has arisen. Migrants residing in host countries are at risk in the event of a disaster because their vulnerability including language barriers, weak social ties, and socio-economic inequities can become amplified, leading to migrants' being disproportionately affected by disasters.Nevertheless, migrants also possess capacities that should be leveraged in the event of a disaster. Even though migrants' vulnerability and capacities have been documented, knowledge of short-term migrants' vulnerability and capacities in the face of disasters is still limited. The purpose of this research is to add to the existing limited research in this field with a specific focus on describing and exploring the vulnerability and capacities of international students in the event of a disaster. Methods:To address the purpose of the research, a qualitative descriptive study informed by an interpretive paradigm was conducted. Semi-structured interviews with ten international students and four key informants were conducted in Auckland to collect data.Interviews were audio recorded and transcribed verbatim. The collected data were thematically analysed, with preliminary findings being checked by participants.Results: Four major themes were generated: "daily challenges", "well-being", "seeking information and support" and "disaster (un)awareness", with 15 supporting sub-themes.Findings showed that international students experienced challenges related to language barriers, adjusting to living in a host country and socialising, though it was clear that students proactively sought to overcome these adversities. International students were aware of balancing academic and social life, and how this supported a sense of well-being, though challenges of belonging were also experienced, and seen by key informants to increase international students experienced adversity in adjusting to living in the host country.International students showed a diverse use of media and awareness of supporting services, while key informants emphasised the need for international students themselves to contribute to solving challenges. International students expressed a diverse perception of disasters, though Auckland and New Zealand were predominantly viewed as organised and safe places to live, iii which influenced international students' assumptions about the government's and tertiary institutions' abilities to provide adequate support in the event of a disaster. Conclusions:This study contributes to the understanding of short-te...

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“…Communication from authority sources, such as work or study places, is an important component in that provision of social support (e.g., Norris & Kaniasty 1996). For example, when their university's communication systems failed completely in the days after Hurricane Ike, tertiary students reported feeling isolated and experienced comparatively high levels of post event stress and mental dysfunction seven months after that event (Watson, Loffredo, & McKee, 2011). Conversely, tertiary students who perceived high levels of support provided by their university after Hurricane Floyd reported lower levels of stress and better recovery outcomes than did local residents of similar age and income bracket who did not have similar institutional support (Van Willigan et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Assisting Ph.D. Completion Following a Natural Disaster

Johnston¹,

Wilson

Mackenzie

2016

IJDS

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This article describes the experiences and outcomes for 761 doctoral students enrolled at the University of Canterbury who had their research disrupted by a magnitude 6.2 earthquake on 22 nd February 2011. We describe the measures that were put in place to assist the students to continue their studies through continued disruption from aftershocks, dislocation, building demolition and remediation, equipment failure, and limited access to resources. We used data from a number of University databases and student surveys to assess the impact of the disruption on student outcomes, considering measures such as completion rates and times, attrition rates, and student satisfaction. Overall the findings showed little impact of the disruption on completion rates or student satisfaction and only a slight increase in completion times. We consider the impact of additional factors, such as temporary relocation, and draw attention to key lessons learned that may assist those confronted with similar situations in the future.

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When a Natural Disaster Occurs: Lessons Learned in Meeting Students' Needs

Cited by 37 publications

References 5 publications

The academic impact of natural disasters: evidence from L’Aquila earthquake

The academic impact of natural disasters: evidence from L’Aquila earthquake

Vulnerability and capacities of international students in the face of disasters in Auckland, New Zealand: A qualitative descriptive study

Assisting Ph.D. Completion Following a Natural Disaster

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