State of the emergency management academic programs: 5-year longitudinal trend analysis (2019-2023)

This extensive longitudinal cohort study offers a thorough examination of emergency management education programs, exposing the intricate interactions between variables influencing the experiences, results, and success of instructors and students over time. The study emphasizes the critical need for collaborative, evidence-based solutions to advance diversity, equity, and inclusion in the profession by placing the findings within the larger framework of higher education and societal needs. The insights produced inform targeted efforts to recruit and retain diverse faculty and students, create culturally sensitive curricula, and promote inclusive learning environments, which have important implications for policy, practice, and future research. In a field that is essential to creating resilient communities and addressing the intricate problems of the 21st century, this study makes a considerable addition to our understanding and advancement of diversity, equity, and inclusion. The results indicate a maturing of the emergency management education field, with many programs having established track records and reputations. However, certain types of degrees in this field are offered more than others, indicating a trend toward advanced and specialized training and not a valuable entry point into the field or advancing research. The declining optimism about future graduation rates, tempered by the impact of the coronavirus disease 2019 pandemic on student enrollment and persistence, highlights the need for adaptive and supportive strategies to ensure student success in times of crisis. Additionally, the persistent underrepresentation of minority groups in the emergency management student body, despite some fluctuations and improvements, is a troubling and complex issue that mirrors the lack of diversity in the emergency management profession and higher education more broadly. Furthermore, the decline in full-time tenure-track faculty, particularly at the assistant professor level, and reliance on part-time and adjunct faculty is a troubling trend that may raise concerns about the stability, quality, and research capacity of emergency management programs.