Date Approved

5-18-2026

Embargo Period

5-18-2026

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Higher Education

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Tyrone McCombs, Ph.D.

Committee Member 2

Andrew Tinnin, Ed.D.

Keywords

College;Crisis;Preparedness;University

Disciplines

Education | Higher Education

Abstract

This study examined faculty and staff confidence and preparedness in responding to crisis situations at Rowan University. As higher education institutions face an increasing range of emergencies, understanding how employees perceive their readiness is essential for strengthening institutional crisis management efforts. Using a quantitative research design, data were collected through an anonymous online survey distributed to all faculty and staff. The survey measured participants’ confidence across multiple crisis scenarios, perceptions of preparedness and response competency, and participation in crisis-related training. A total of 135 participants completed the survey, and descriptive statistics, including mean confidence and agreement scores, were used to analyze trends and differences by employee role and training participation. Overall, participants reported moderate confidence in responding to crisis situations, with higher confidence in more commonly encountered scenarios and lower confidence in less frequent, high-risk events. Differences in perceived preparedness were observed across employee roles, with higher confidence among leadership positions. Participation in crisis-related training was associated with higher perceived preparedness, particularly in understanding procedures and response expectations. These findings highlight the importance of structured, role-specific training, increased opportunities for applied practice, and clearer communication of expectations to support both individual and organizational preparedness.

Download

Share

COinS