EDMG611ex1: | Law

Research Requirement:

Daniel.docx 1 8 THE EDMG 611 course has been beneficial for me as I complete my master’s degree in emergency/disaster management. Before the course, I was somewhat familiar with what a case study is, but not in-depth. Learning how and why case study research is structured was a key learning experience for me. I like how the case study is structured, methodical, and focused. Learning about the different research methods in case studies was very useful to learn on this course. One of the benefits of case study research is that many methods can be applied. Methods include ethnographic, historical, psychological, or sociological research (Hancock & Algozzine, 2016). In this course, learning about the three main qualitative research methods – interview, observations, and document analysis was extremely helpful (Blumberg et al., 2014). Various case studies also helped me to learn about proper methods of research in this course. The annotated bibliography assignment was a useful assignment because it helped me view good examples of case study research. For example. the case study article, Lessons for California from the November 2006 Tsunami in Crescent City California. Solutions to Coastal Disasters 2008: Tsunamis was influential in guiding my research (Barberopoulou et al., 2012). For my capstone research, I am possibly looking at analyzing the effects of the National Guard FireGuard program. The National Guard Fireguard program is a unique program in that its mission is to track and map wildfires across the United States. The program has been in existence since 2019 (National Guard Bureau, 2022). I think that the case study method approach is appropriate to examine the benefits of the Fireguard program because it is analyzing the personnel, the program, and their actions. Case study research methods including interviews, data analysis, and observation can be applied to research on Fireguard. The biggest possible hurdle to conducting this research would be to get permission from the federal government. References: Barberopouloum, A., Uslu, B. & Dengler, L. (2012). Lessons for California from the November 2006 Tsunami in Crescent City, California. Solutions to Coastal Disasters 2008: Tsunamis. Blumberg, B. F., Cooper, D. R., & Schindler, P. S. (2014). Business Research Methods (4th ed.). McGraw-Hill. Hancock, D. R., & Algozzine, R. (2017). Doing case study research: a practical guide for beginning researchers (Third edition.). Teachers College Press. National Guard Bureau. (2022, November 18). Fireguard program enhances national guard wildfire-fighting. National Guard. https://www.nationalguard.mil/News/Article/3223104/fireguard-program-enhances-national-guard-wildfire-fighting/ Mypost.docx 1 8 At the beginning of this course, a case study was defined as an in-depth exploration of a particular instance or scenario. Its role in emergency management became evident throughout the course due to the conclusions and recommendations that were in case studies. Conclusions showed the outcome of analyses and provided succinct statements that conveyed newfound knowledge, while recommendations answered the 'So what?' question and rendered a study meaningful by proposing actionable improvements to theory, policy, and operations. This resonated with the practical nature of emergency management, where the efficacy of knowledge directly impacts operational outcomes. The course also showed insights on the importance of learning from similar studies, stressing the need to move beyond theoretical constructs and grasp the practical implementation of methodologies, data collection, analysis, and comprehensive reporting in emergency management. This insight highlighted the significance of continuous engagement with emergency management research to build a robust foundation. Considering my potential thesis focusing on emergency management in organizations, the case study methodology fits. This is because emergency management's dynamic and practical nature demands an approach beyond theoretical frameworks, and case studies provide a robust means to achieve this. Case studies offer an in-depth exploration of real-world scenarios. They allow for an understanding of how organizations navigate and respond to emergencies (Alpi & Evans, 2019). For instance, the article "The Challenges and Countermeasures in Emergency Management after the Establishment of the Ministry of Emergency Management of China: A Case Study" utilizes a case study methodology. Through this methodology, the authors reveal details about the emergency management system in China post the ministry of emergency management establishment, analyzing a specific incident, i.e., “the bus crash accident in Wanzhou District, Chongqing” (Wu et al., 2021). This exploration includes the performance and responsibilities of emergency management, transportation, and public security departments, as well as an analysis of the problems in the rescue process. The study offers practical insights into the challenges faced and countermeasures implemented in a real-world emergency scenario. This was only possible through the use of a case study methodology. Therefore, the methodology is highly suitable considering my potential thesis focusing on emergency management in organizations. In order to enhance my thesis, it is necessary to conduct a follow-up involving the examination of multiple case studies across diverse organizations. This would ensure the generalizability of findings and allow for a comprehensive understanding of how organizations implement and adapt emergency management practices over time. The goal is to bridge theoretical knowledge with practical implications. This would make the thesis directly applicable to emergency management practices. References Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association, 107(1). https://doi.org/10.5195/jmla.2019.615 Wu, Q., Han, J., Lei, C., Ding, W., Li, B., & Zhang, L. (2021). The challenges and countermeasures in emergency management after the establishment of the Ministry of Emergency Management of China: A case study. International Journal of Disaster Risk Reduction, 55, 102075. https://doi.org/10.1016/j.ijdrr.2021.102075 Garett.docx 1 8 I can honestly say that the idea of research does not truly appeal to me, other than your standard research to complete an assignment. For this reason, I assumed that a class titled Case Study Analysis was going to be a rough adventure into nebulous concepts that circle around something that would be understandable if presented in a manner that most could decipher. That for the most part turned out not to be the case. Take Away As for take away points in relation to case studies, I believe the first is the triangulation of sources. Using multiple sources and/or methods for case studies can increase the case study’s validity; (Yin, 2013). Of course, just using a bunch of different sources has its drawbacks. Being able to properly present the multitude of source data into an understandable finish product without lessening the validity of the sources can be difficult (Baxter & Jack, 2008). Another takeaway would be the variety of sources themselves. It took a bit to truly find peer reviewed data from interview sources that was also related to the research question of my chosen topic. This may not have been a requirement but since interviews were the most widely used method of collective research evidence (Blumberg et al., 2014) it seemed it would help provide a better range of information. The takeaway really is the value that interviews can play within research. Furthermore, since interviews can be used to validate other sources of information and vice versa (Hancock & Algozzine, 2011, as cited in Smith, 2018), it seems that they hold more research capabilities than I initially thought. My initial reasoning however is because witness testimony is generally not considered reliable. But if used in verification of other sources then it is a useful supporting tool for research. The last takeaway would be format. This is something that I am still slightly confused about. But confusion aside, we were given access to the EDMG 540 Research proposal template, which is a useful tool and very helpful. I am sure this template will be of much help to me for other classes, especially for the capstone class down the road. Methodology Case study research methodology would absolutely be a good fit for my potential thesis topic. The topic that I have in mind is not necessarily under the part of my chosen program that is Emergency and Disaster Management but that of Homeland Security. It will be qualitative in nature dealing with archival records, documentation, and a variety of other sources to ascertain if our current reliance on technology, specifically cyber security focuses, is allowing for a degradation of physical security concerns or not regarding critical infrastructure. Given the variety of sources that I will need to draw on, it is unlikely other forms of research methodologies will be as effective as case studies. Follow Up There could be a lot of follow up needed depending on the results of the research. However, the research is limited in scope as it is solely focused on mitigation of dam failures within the known flood plains. There may be an issue not with a lack of mitigation towards dam failures in such areas but instead an issue with dams being built in areas that could in fact cause issues with preexisting communities. Mitigation may also exist in other forms such as with insurance programs. Follow up research may need to occur to determine if there are forms of mitigation taking place that assume the destruction or damage of infrastructure. And research can be conducted to see if communities form within dam flood plains or if dams are placed in their locations to support existing communities. Furthermore, we had to choose an event and as such instead of a complete look at dam failures and the damaged caused within dam flood plains overall, the research is limited at just the Edenville and Sanford events and using that information to imply a potential problem on a larger scale. Given the propensity of dam failures, it would be prudent for research to examine the issue nationally especially with a likelihood of increase in failures due to climate change. References Baxter, P. & Jack, S. (2008, November). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://www.nova.edu/ssss/QR/QR13-4/baxter.pdf Blumberg, B. F., Cooper, D. R. & Schindler, P. S. (2014). Chapter 10: Case studies and qualitative interviews. In Business Research Methods (4th ed.). http://ezproxy.apus.edu/login?url=http://ebooks.apus.edu/EDMG611/Case%20Studies%20and%20qualitative%20interviews.pdf Smith, P. R. (2018). Collecting sufficient evidence when conducting a case study. Qualitative Report. 23(5), 1048-1054. https://nsuworks.nova.edu/tqr/vol23/iss5/2 Yin, R. K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321-332. https://doi.org/10.1177/1356389013497081 Smith.docx 1 8 1. Good evening, classmates and professor, it has been an interesting seven weeks to say the least. When registering for this course, I had an idea of what to expect based on the course title. Considering the field of emergency management, I expected to receive a major assignment of take an incident or disaster and fully disassemble it. Analyze it inside and out from a particular perspective and write a 10-20 page paper. However, that was not to be. Upon reading the syllabus for the class and the nature of the assignments, I determined my previous notions were incorrect and this class required a completely different frame of reference, something I have no prior experience with: research project proposals. This felt like a conflict due to the name of the class and the actual assignment expected using supporting reference material coming from another class. I attempted to gain a greater understanding through reading the core text and inquiring the professor for more information, but neither of these attempts bore fruit. Instead, I read some previous EM case analyses and observed trends. These trends identified the approaches and organizational systems I could apply to my own topic and have since understood the framework of the assignment we are due to submit. After familiarizing myself with the concept of a Research Proposal, which is far more in depth than a case analysis alone, I now have a greater understanding and comfort with our final assignment. I have listed a few of the takeaways I feel would improve the course for some students who have less exposure to this method of research. I. I feel the course description does not paint an accurate picture of what to expect, and the student does not learn this until after the have already registered and scheduled their lives around the class. If this class does not work out for them, by that time it may be too late to switch or drop. A greater explanation of what EXACTLY is expected should be in the course description and syllabus, rather than speculation by students who, like myself, have never done a case analysis [read: Research Proposal] before. This leads to unnecessary confusion and frustration. II. I feel a better explanation of the type of event(s) that would work best for this incident would help, rather than letting people pick their own with no guidance. The reason I say this is because you pick an event, then realize what the assignment is, your event may not be the best fit. In my current selection, I think if I had known what was expected prior to the class, I would have chosen a much more recent incident that did not have decades of research already conducted so to not have any previous background knowledge and could create ideas without any bias from history. Perhaps adding a recommendation to the assignment stating choose an event < 5 years old to allow more genuine idea synthesis without prior research already hitting those points. 2. I. Initially, I was confused by “research methodology” in terms of research, because in all my previous studies, research is just what you do … There is no “method” to it because any time you look something up you are researching. I had to have it explained to me by a resource outside of the class there is a difference between research and research . After examining the reference text, I feel it begged for some sort of breakout or organizational chart explaining how all the different examples fit together, or the hierarchy that exists between the different methods listed. For instance: Merriam suggests that case study research may be founded in ethnographic, historical, psychological, or sociological orientations. Case study research designs may be classified as intrinsic, instrumental, or collective. Types of case study research designs include exploratory, explanatory, and descriptive. (Hancock & Algozzine, 2016, p. 37.) In this one sentence, they use ten different descriptors, without any categorical hierarchy. How does a student understand the correlation existing between them? A diagram would work perfectly here. II. Because my research topic occurred almost forty years ago, there is extensive research covering this topic. This hurts my analysis due to the difficulty in being completely unbiased or not presenting ideas already conducted. I do not feel this methodology works for my subject, having a lot of time between the event and today. III. If I could choose again, I would choose a more recent event, to allow the freedom to speculate on a hypothesis without there already being research into this topic. Originally, I had chosen a recent dam break, but another student had already posted their intent to use that topic and I did not want to duplicate the same work in the class out of fairness to that student, and chose a secondary topic in haste not fully understanding the assignment at the start of the class. Knowing what I know now, I would have chosen another more recent topic. I am looking forward to presenting my final assignment now, knowing what is expected and understanding the organizational structure of the assignment. I think the perspective I have chosen is one that will help across the EM field, and I would not have arrived at this reference subject without all of the hardship I described above. For this, I am thankful for the class in expanding my research capabilities. Thank you to the rest of the class for your comments during the weekly discussions, and Dr. Hanifen for your comments on my assignments. I am using them to continue pursuing my education in Emergency Management, and hopefully soon, putting it into practice in the field. References Hancock, D. R., & Algozzine, B. (2016). Doing case study research: A practical guide for beginning researchers. Teachers College Press.