Safety and Resilience of Higher Educational Institutions: Considerations for a Post-COVID-19 Pandemic Analysis

Preface
Contents
Part I Governance
1 Overview and Introduction to the Role of Higher Educational Institutions in Disaster Risk Management
	1.1 Introduction
	1.2 Scientific Community Disaster Risk Reduction Expectations
	1.3 Role of HEIs in Disaster Risk Management
	1.4 Academic Initiatives and Collaboration
	1.5 Book Structure
	References
2 Post-Pandemic Management in Higher Educational Institutions
	2.1 Introduction
	2.2 Conceptual Framework for Adaptability
	2.3 Establishment of a New Normal: How to Prepare for Institution Reopening and Education Governance in the Post-pandemic Times?
	2.4 Case Study 1: Asian Institute of Technology, Thailand
		2.4.1 First Actions Taken to Strengthen the Formal Structures
		2.4.2 Setting Policy Priorities and Keep Stakeholders Engaged
		2.4.3 Learning from the Past Experience
	2.5 Case Study 2: Challenges in Academic Leadership
		2.5.1 Unexpected Crisis Not Covered by the Existing Plans
		2.5.2 Responsibility of Managing People’s Mental State
		2.5.3 Shortage of Resources While Spending Needs Are Expanding
		2.5.4 Inclusion Becomes Even More Challenging
	2.6 Lessons Learned and the Way Forwards
	References
3 New Perspectives on Campus Safety Initiatives at Universities
	3.1 Introduction
	3.2 University Disaster Preparedness
	3.3 Survey on the Current Status of University Preparedness Capacities
		3.3.1 Survey Methodology
		3.3.2 Result/Analysis
		3.3.3 Timeframe for Improvement
	3.4 Case Studies
		3.4.1 Responses
		3.4.2 Lessons Learned
		3.4.3 Major Changes
	3.5 Discussion
	3.6 Conclusion and Recommendations
	References
Part II New Teaching and Learning Methodologies
4 Regional Overview of Lessons from the Asia–Pacific Regions
	4.1 Introduction: Impact of COVID-19 and Its Containment Measures on Education Sectors in Asia–Pacific Regions
		4.1.1 Closures of Academic Institutions
		4.1.2 Student Mobility
		4.1.3 Public Financing on Education
		4.1.4 Impact on Student Exam
		4.1.5 Impact on Research and Field Study
	4.2 New Teaching and Learning Methodologies Adapted by Different Countries at the Recovery Stage of Education Disruption
	4.3 A Comparative Study of Traditional and New Teaching and Learning Methodologies: Advantages and Disadvantages
	4.4 Future Trends of Teaching and Learning Methodologies: A More Resilient Education Sector
		4.4.1 Transformational Potential of Education Technology
		4.4.2 Linking Short-Term Measures with Long-Term Reforms
		4.4.3 Placing Education Technology Solutions in a Holistic Framework
		4.4.4 Investing in Capacity Building to Optimize Education Technology Solutions
		4.4.5 Mobilizing Support to Education Sustainable Development Goals
	4.5 Discussion and Conclusion
	References
5 The COVID-19 Pandemic and the Higher Education Sector in Africa: A Tragedy for an Awareness of the Sector’s Resilience
	5.1 Introduction
	5.2 Higher Education Sector in Africa
		5.2.1 Brief Description of African Economy
		5.2.2 Place of African Higher Education Sector in Development Policy
		5.2.3 Context of HEIs Sector in African Continent
	5.3 African HEIs and the COVID-19 Pandemic
		5.3.1 Brief Description of the Pandemic in Africa
		5.3.2 Impacts of COVID-19 on HEIs Sector
		5.3.3 Lessons Learned for Resilience Building
	5.4 Conclusion
	References
6 Disaster Risk Governance in the Midst of the COVID-19 Pandemic in Central America: The Case of Guatemala
	6.1 Threats According to International Frameworks
	6.2 Approaches to Disasters
	6.3 Systemic Threats
	6.4 Disaster Risk Governance and the Sendai Framework
	6.5 Risk Governance and COVID-19 in Guatemala
	6.6 Conclusion
	Bibliography
7 Looking Ahead While Leaving No One Behind: Resourcefulness and Resiliency Among North American Universities
	7.1 Introduction
	7.2 Case Studies
		7.2.1 Student Resiliency Case Studies
	7.3 Conclusion
	References
8 University Networking in Improving Academic Resilience to COVID-19 Pandemic: Experiences from Bangladesh
	8.1 Introduction
	8.2 Impacts of COVID-19 at Universities of Bangladesh
		8.2.1 Impact on Academics
		8.2.2 Impact on Research
		8.2.3 Impact on Health and Safety
	8.3 Immediate Responses to Cope with Pandemic Situations
	8.4 Challenges in Implementing New Approaches
	8.5 Possible Action Plans to Enhance Resilience with COVID-19 and Such Other Crisis
	8.6 University Networking and Collaborations to Build Resilience
	8.7 Concluding Remarks
	References
9 New Role of Universities: Experiences from Taiwan
	9.1 Overview of Taiwan Government’s Epidemic Prevention in the Higher Education System
	9.2 Impacts of the Epidemic on Taiwan’s Higher Education System
	9.3 New Role of Universities for Teaching and Learning Methodologies: A Case of National Taiwan University
		9.3.1 Non-contact Teaching: NTU COOL
		9.3.2 Contact Teaching: An Automated Temperature-Measuring Device
		9.3.3 Contact Tracing System
	9.4 Benefits and Opportunities
	9.5 Discussion and Conclusion
		9.5.1 Discussion
		9.5.2 Conclusion
	References
Part III Innovative Response and Preparedness Based on Science and Technology
10 Vigorous, Vital, Vulnerable: Universities and COVID-19, Aotearoa New Zealand
	10.1 Introduction
	10.2 Overview of University Sector in Aotearoa New Zealand
	10.3 Revisiting Aotearoa New Zealand’s COVID-19 Response
	10.4 Aiming for a Coherent Sectoral Response
	10.5 An Agile, Cross-Scalar Architecture for Risk Management
	10.6 The University as Frontline Responder
	10.7 New Challenges—Existing Vulnerabilities
	10.8 Navigating Complex Needs—Students, Staff, Sustainability
	10.9 Navigating Future Risk
	References
11 Applying New Technologies and Innovation in Taiwan
	11.1 Introduction
	11.2 Policy and Regulation
		11.2.1 Mitigation
		11.2.2 Preparedness
		11.2.3 Response
	11.3 Epidemic Information Platform and Artificial Intelligence Technology
		11.3.1 Big Data Analytics
		11.3.2 E-learning Platform
		11.3.3 Distance Education
		11.3.4 “Auto”—A Multi-Functional Inspection Stand
		11.3.5 Others
	11.4 Practical Actions in HEIs
		11.4.1 Workshops and Training Courses
		11.4.2 Wearing Surgical Masks in Classrooms and Other Indoor Spaces
		11.4.3 Roll Call and Name-Based Registrations
		11.4.4 Health Inspection at the Building Entrance
	11.5 Conclusions
	References
12 Applying New Technologies and Innovation in Hong Kong: Teaching Health Emergency and Disaster Risk Management (Health–EDRM) Using Massive Open Online Course to Enhance Resilience in Higher Educational Institutions
	12.1 Introduction
	12.2 Response to COVID-19 as a Biological Hazard by Higher Educational Institutions: A Case in Hong Kong
	12.3 Teaching Health–EDRM using MOOC for Disaster Resilience
		12.3.1 Health Emergency and Disaster Risk Management (Health-EDRM)
		12.3.2 Massive Open Online Course (MOCC) and Health-EDRM Education
		12.3.3 A Health-EDRM MOOC by CCOUC
	12.4 Conclusion
	References
13 Scope of Civil Society and University Partnership in Enhancing Resilience
	13.1 Introduction
	13.2 CWS Japan’s Approach to Capturing Disaster Lessons
	13.3 Civil Society and University Partnership: Capturing Evidence for Strengthening Risk Governance
	13.4 Focus 1: Evacuation
	13.5 Focus 2: Management of Evacuation Shelters
	13.6 Focus 3: Volunteer Management
	13.7 Focus 4: Early Recovery
	13.8 Specific Cases of Academic Contribution to Disaster Management
	13.9 Recommendations for the Future: NGO Perspective on Partnership with Universities
	13.10 Conclusion
	References
14 Private Sector and Higher Educational Institution Partnerships to Enhance Resilience in the Philippines: The Experience of the National Resilience Council
	14.1 Introduction
	14.2 Role of the Private Sector and Higher Education Institution in Disaster Risk Reduction and Management, and Resilience in the Philippines
	14.3 Case Study: The National Resilience Council
		14.3.1 Resilient Local Government Unit Program
		14.3.2 Response to COVID-19
		14.3.3 Strategic Engagement of HEIs in Anticipating and Mitigating Pandemic Risk
	14.4 Enabling Conditions to Enhance the Resilience of Higher Education Institutions
		14.4.1 Multi-stakeholder Participation
		14.4.2 Partnership
		14.4.3 Trust-Building
		14.4.4 Information Sharing
		14.4.5 Communication
		14.4.6 Social Transformation
	14.5 Conclusion
	References
15 Impacts, Opportunities, and Potentials in Higher Educational Institutions: During and Post Pandemic Perspectives
	15.1 Introduction
	15.2 Impacts of Coronavirus on HEIs
		15.2.1 Closure and Learning Disruptions
		15.2.2 Admission and Enrollment
		15.2.3 Institutional Financial Challenges
		15.2.4 Student Support and Resources
		15.2.5 Student Abroad and International Students
		15.2.6 Collegiate Athletics
	15.3 Opportunities and Potentials
		15.3.1 Positioning Ourselves in the Complex Risk Landscape
		15.3.2 Learning the Lesson of Urgency
		15.3.3 Belief in Science
		15.3.4 Multi, Inter, Trans-Disciplinary: From Words into Action
		15.3.5 Innovation Potentials
		15.3.6 Creative Risk Communication
	15.4 Way Forward
		15.4.1 Inclusive BCP/ECP
		15.4.2 Flexible HEIs
		15.4.3 Social Support Mechanisms
		15.4.4 Positivity
	15.5 Epilogue
	References