| dc.description.abstract | The cooperation between schools and organizations can encourage schools to learn about safety procedures and preparation for emergencies to improve the school emergency preparedness. In the international schools in Stavanger, learning from emergency preparedness cooperation can be optimized when knowledge creation contributes to improve the school capability and update or change the school emergency preparedness activities. However, degree of learning, quality of knowledge and improvement seem to be influenced by patterns of emergency preparedness cooperation and other influencing factors in process of learning from cooperation in the schools.
Therefore, the thesis concerns the following research problem:
“What factors influence the process of learning from emergency preparedness cooperation in the international schools in Stavanger?”
On the basic of the research problem, theoretical framework is utilized as a starting point to develop research questions and make assumptions for findings and analysis of data. I have collected a broad range of empirical data on the school emergency preparedness, cooperation, learning, policies and activities within and between the schools. The data collection was carried out using qualitative research methods, including review of relevant documents, participant observation and semi-structured interviews with 14 informants from the international schools in Stavanger and Stavanger municipality.
By discussing relations between theoretical perspectives and findings, the thesis presents a conclusion of patterns of emergency preparedness cooperation. This includes internal cooperation between faculty members, safety representatives, students and parents as well as external cooperation with international education organizations to which the schools belong and local bodies/organizations. The study also reveals that the process of learning from emergency preparedness cooperation involve knowledge gained and managed within and between the schools, along with changes of knowledge and behavior as well as improvements in the school performance. As a result, informed (safety) culture, collective meaning, willingness, disposition, responsibility, Norwegian law and regulations, international accreditation standards, the school policies, procedures, and other activities are manifested as the factors influencing the process of learning from emergency preparedness cooperation in the international schools in Stavanger.
Finally, some recommendations are put in place for individual involvement and cooperation in emergency preparedness at the schools in Stavanger and for future research to focus on the process of learning from emergency preparedness in the international schools in Norway and in the international schools belonging to the same education organizations with the international schools in Stavanger. | nb_NO |
