Dissertation/Thesis Abstract

Lessons from Katrina: The response of higher education to assist students impacted by the storm
by Tarantelli, Thomas L., Ph.D., State University of New York at Albany, 2008, 1; 3339056
Abstract (Summary)

On August 29, 2005 Hurricane Katrina struck the Gulf Coast closing several colleges and universities. As a result students were displaced for the 2005 fall semester. This study focuses on what institutions of higher education did to respond to the needs of students impacted by Hurricane Katrina, and how the institutions implemented the response. Using sensemaking as the framework to understand the actions of participants in the response, readers will have a greater understanding of how leadership, institutional values, professional associations, and networking influenced and help shape the response to assist Katrina students. Assisting Katrina students is the story perhaps of how colleges and universities have more in common with one another and is borne out in the focus on teaching and service, which are two of the common missions of higher education that are discussed in the literature. This study may also point out the utility of the sensemaking process in understanding how institutions manage unanticipated events.

Indexing (document details)
Advisor: Kinser, Kevin
Commitee: Levy, Daniel, Wagner, Alan
School: State University of New York at Albany
Department: Educational Administration and Policy Studies
School Location: United States -- New York
Source: DAI-A 69/12, Dissertation Abstracts International
Subjects: Educational sociology, School administration, Higher education
Keywords: Administration, Hurricane Katrina, Katrina, Leadership, Louisiana, Policy, Sensemaking
Publication Number: 3339056
ISBN: 978-0-549-94502-4
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