A Case Study of Campus Crisis Management– Mountain Rescue for Student Mountaineering Team

• Main Authors: Mei-Chiun Yeh, 葉美君
• Other Authors: An-Pan Lin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/96204478872920721853

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 95 === It is one of important policies for the competent authority to counsel students’ health and allow them to growth contentedly, and an unavoidable responsibility for people who engaged in the education field. In other words, only in a harmonious and safe environment, the school's educational activities can be practically implemented. However, crises are ever-present, accidents inside and outside campus occur frequently. Regardless of the severity of any casualty, it will draw the attention from students, schools, parents and the community. The obstacle is basically a crisis, and the key to prevent and mange the crisis depends on whether there is an appropriate awareness of the situation, and an effective solution to the crisis. Therefore, the damage inflicted on the people must be reduced to a minimum through constant crisis management and effective crisis response procedures. The main basis of this research is theoretical foundation related to crisis management, analysis of the crisis management procedure, and detailed explanation of the applications of campus crisis management. In addition, taking the university mountaineering club as an example, and dividing the crisis management into the following three stages: prior to the crisis, during the crisis, and after the crisis. Before the crisis, the focus is placed on prevention and preparedness. During the crisis, handling and control is stressed. After the crisis, the focus is on the following up, learning and making proposals for specific measures. Following the qualitative research purposive sampling method to select and gather informative-rich cases, three university/college deans of Student Affairs, three student association guidance teachers and three student club presidents or important cadres, a total of nine people participated in this study. Apart from the establishment of trust between the researcher and participants, member check, triangulation, think description and other methods were also applied in order to establish the trustworthiness of this study. The information gathering method was mainly through semi-structured interviews. Since the study participants had experienced in handling university student mountaineering incidents, the interviews provided better understanding on when facing the crisis – both emotional and psychological reactions. With this knowledge, it helped the researchers to integrate the theory and the evidence, and effectively propose recommendations to school. The results of the study are as follows: 1. Study participants’ involvement and counseling the mountaineering course (1) Student There are different motives for joining student clubs. Adopt both of the rational and emotional style of leadership. Degree of family support and the high cost of mountain-climbing has become a barrier to participate in mountaineering activities. Have a very positive assessment towards mountaineering. The idea that mountaineering can open people’s mind, broaden people’s knowledge, cultivate people’s spirit of persistence and develop people’s capability of being a leader. (2) Social club’s guidance teachers Possesses the positive characteristics as to be an academic staff and assists students in their development. Counsels students on emphasizing safety when handling activities. Resistance comes from the school by not giving absolute support. Support from mountaineering club’s cohesiveness. Student’s enthusiasm for mountaineering brings out the man’s natural kindness in the teacher. (3) Dean of Student Affairs Possessed many administrative experiences. Student affairs are towards student services and student development. Affirm the value of mountaineering activities. Consider that students’ interaction with the nature can promote health and well-being. Perfecting preparations are prior to the mountaineering activity. 2. Crisis management awareness and recognition (1) Unclear definition of a crisis: Viewpoints of study participants on the crisis are  divergent. In general, the crisis is a threat to security. Taking mountaineering as  an example, experiencing a mountain incident is a crisis. (2) A divergent recognition on campus crisis: Student affairs staff paid considerable attention and understand the seriousness of a campus crisis, but students do not pay much attention. (3) The content of the crisis management: Prevention is better than cure. Simulate crisis situations and set out plans to deal with possible disruptions. Being prepared does not guard against mishaps. When faced with a crisis, the best way to handle the crisis is to face it and handle it swiftly. (4) Campus crisis management mechanisms: University security center functioning properly. Multilevel means of communication. Set up a unified spokesman. Being responsible and willing to learn about crisis prevention is the ideal mechanism for crisis management. 3. Responsibilities of the associated members in the university mountaineering club. (1) Administrative responsibilities. Climbers should have the ability of self-protection and self-management. The group manager and guide have a heavy responsibility on the safety of the activity. School counseling services should be implemented. (2) Civil liability and criminal liability. The study participants did not mention civil liabilities or criminal responsibilities, and this shows that they do not have the concept of legal responsibility. 4. Analysis of the mountaineering incident and the study participants. (1) The causes of the incident School A and school B lost contact due to poor weather conditions. School C was carrying a satellite phone so they did not lost contact, but they called twice for help. (2) Preparations prior to departure The proposal has to pass through 3 trials in the club. Strengthen physical training. Offer seminars to promote mountaineering knowledge. Pay attention to the weather and increase food supply. (3) Handling a crisis a. School’s handling of the crisis at the foot of the mountain: Investigate the situation and immediately form a response team. Have the commanding officer personally express concern of the situation. Maintain close contact with parents. Organize a meeting to update the situation to parents. School issuing a press release to set the record straight. Hold a news conference to the public. b. Climbers’ handling of the crisis on the mountain area: A conservative decision-making and place safety above all considerations. Find a safe camping site. Contact students that remained behind. Control of food supply. (4) Review of the outcome: The school is continuing to express its concern. Mountaineering club holds a mountain rescue review meeting and make the mountain rescue report in writing. Give gratitude to related personnel. The club holds training courses to pass on the experience. The club will get additional equipment. Organize seminars then invite teachers and students to participate. 5. The preparation of the mountain crisis management flowchart  This study based on the above findings, offer concrete mountaineering crisis management proposals to educational authorities, schools, clubs, counseling teachers and students, and also offer recommendations for future research.