A comparative analysis of emergency management undergraduate programmes in China and the United States

Undergraduate education in emergency management is crucial for shaping future professionals in the field, but virtually no published comparative studies have explored the nuances of such programmes internationally. Comparative analysis offers valuable insights into cross-national disparities, the key elements of successful educational models, and how national emergency management practices shape educational approaches. This study partially fills this gap by introducing an analytical framework that scrutinises 39 Chinese and 42 American undergraduate emergency management programmes. It focuses on general characteristics, educational objectives, curricula, and faculty composition. Results reveal notable differences. United States programmes are generally within political or public affairs departments, but programmes in China are typically housed in specialised emergency management departments. Both countries' programmes emphasise interdisciplinary training, but those in the US align closely with the Federal Emergency Management Agency's goals, thus highlighting critical thinking and communication skills. Chinese programmes, however, prioritise decision-making and command capabilities. Curriculum structures in the two countries prioritise tools and skills courses tailored to meet the specific needs of their national emergency management departments and enhance professional competencies. Faculty composition also differs: US programmes employ more adjunct faculty and faculty with public administration or emergency management backgrounds, while Chinese programmes tend to rely on faculty with engineering expertise.