Abstract
While the COVID-19 pandemic has highlighted the importance of crisis management as a skill set (Ghaderi et al., 2024; Ghaharian et al., 2021; Liu-Lastres & Cahyanto, 2023), there are a broader range of potential challenges that the events industry face (Devine et al., 2017; Pappas, 2019). These include protests, natural disasters, event failure such as Fyre Festival and cybersecurity threats to both hybrid and in person events (Hall & Amore, 2020; Hoerl & Kelly, 2023; Konstanje et al., 2014; Nagathota et al., 2023) As such event organisers and venues are considering how to enhance their preparedness. This creates a demand for graduates who have both practical skills and personal resilience.
While it is possible to teach to a structured approach to crisis management in a classroom, the ability to handle an unexpected occurrence lends itself to more experiential approach (Fulton, 2021; Rossetti, 2023). Experiential learning is common in events management education, with many programmes including student lead events as part of the curriculum (Lamb, 2015). In this case, it was decided that a scenario-based simulation run at an active venue would be the best vehicle for allowing students to experience a crisis within a somewhat controlled environment. A professional scenario writer developed the scenario which was then run by the teaching staff along with members of the staff at the venue with the final year Event Management and Sports Management students functioning as the managers.
The students were surveyed prior to the simulation and again afterwards identifying how their perceptions of the main skills required for managing a crisis changed through the experience. Their initial responses emphasised planning and managing attendee behaviour. After the simulation, the answers were more on interpersonal skills and clarity of team structure.
This presentation will outline the thinking behind the simulation, a detailed review of the pre and post simulation student responses and how the actual delivery will be enhanced in future years. This is important research to both meet industry needs alongside the benefits for student engagement, enjoyment and networking.
Devine, A., Boluk, K., & Devine, F. (2017). Managing social meedia during a crisis: A conundrum for event managers. Event Management, 21, 375-389. https://doi.org//10.3727/152599517X14998876105729
Fulton, B. (2021). Embracing the chaos: Challenges and opportunities of an extracurricular experiential events management learning activity. Industry and Higher Education, 35(4), 460-464. https://doi.org/0.1177/09504222211023316
Ghaderi, Z., Holden, G. A., Abhari, S., Beal, L., & Behboodi, Z. (2024). Crisis management, resilience, and organizational learning in the event management sector: an insight from Malaysia. Event Management, 28, 311-327. https://doi.org/10.3727/152599523X16957834460330
Ghaharian, K., Abarbanel, B., Soligo, M., & Bernhard, B. (2021). Crisis management practices in the hospitality and gambling industry during COVID-19. International Hospitality Review, 35(2), 171-194. https://doi.org/10.1108/IHR-08-2020-0037
Hall, C. M., & Amore, A. (2020). The 2015 Cricket World Cup in Christchurch: Using an event for post-disaster reimagine and regeneration. Jornal of Place Management and Development, 13(1), 4-17. https://doi.org/10.1108/JPMD-04-2019-0029
Hoerl, K. E., & Kelly, C. R. (2023). Monetizing failure: Fyre fraud, social media, and the normalization of crisis. Jouranl of Communication Inquiry(pre-print), 1-17. https://doi.org/10.1177/01968599231180645
Konstanje, M., Tzanelli, R., & Clyton, A. (2014). Brazilian World Cup 2014: Terrorism, tourism and social conflict. Event Management, 18, 487-491. https://doi.org/10.3727/152599514X14143427352391
Lamb, D. (2015). Learning about events through involvement and participation: The use of experiential and authentic learning experiences. International Journal of Event and Festival Management, 6(1), 73-91. https://doi.org/10.1108/IJEFM-12-2013-0043
Liu-Lastres, B., & Cahyanto, I. P. (2023). Are we always ready? Examining event professionals approaches to risk and crisis management and resilience. Tourism Management Prspectives, 46. https://doi.org/10.1016/j.tmp.2023.101073
Nagathota, J., Kethar, J., & Gochhayat, S. O. (2023). Effects of technology on cybercrimes on business and social media. Journal of Student Research, 12(4), 1-9.
Pappas, N. (2019). Crisis management communications for popular culture events. Event Management, 23, 655-667. https://doi.org/10.3727/152599519X15506259855652
Rossetti, G. (2023). Applying Kolb’s experiential learning theory to an event management course: practical guidelines for educators. Event Management, 27, 1025-1040. https://doi.org/10.3727/152599523X16896548396752
While it is possible to teach to a structured approach to crisis management in a classroom, the ability to handle an unexpected occurrence lends itself to more experiential approach (Fulton, 2021; Rossetti, 2023). Experiential learning is common in events management education, with many programmes including student lead events as part of the curriculum (Lamb, 2015). In this case, it was decided that a scenario-based simulation run at an active venue would be the best vehicle for allowing students to experience a crisis within a somewhat controlled environment. A professional scenario writer developed the scenario which was then run by the teaching staff along with members of the staff at the venue with the final year Event Management and Sports Management students functioning as the managers.
The students were surveyed prior to the simulation and again afterwards identifying how their perceptions of the main skills required for managing a crisis changed through the experience. Their initial responses emphasised planning and managing attendee behaviour. After the simulation, the answers were more on interpersonal skills and clarity of team structure.
This presentation will outline the thinking behind the simulation, a detailed review of the pre and post simulation student responses and how the actual delivery will be enhanced in future years. This is important research to both meet industry needs alongside the benefits for student engagement, enjoyment and networking.
Devine, A., Boluk, K., & Devine, F. (2017). Managing social meedia during a crisis: A conundrum for event managers. Event Management, 21, 375-389. https://doi.org//10.3727/152599517X14998876105729
Fulton, B. (2021). Embracing the chaos: Challenges and opportunities of an extracurricular experiential events management learning activity. Industry and Higher Education, 35(4), 460-464. https://doi.org/0.1177/09504222211023316
Ghaderi, Z., Holden, G. A., Abhari, S., Beal, L., & Behboodi, Z. (2024). Crisis management, resilience, and organizational learning in the event management sector: an insight from Malaysia. Event Management, 28, 311-327. https://doi.org/10.3727/152599523X16957834460330
Ghaharian, K., Abarbanel, B., Soligo, M., & Bernhard, B. (2021). Crisis management practices in the hospitality and gambling industry during COVID-19. International Hospitality Review, 35(2), 171-194. https://doi.org/10.1108/IHR-08-2020-0037
Hall, C. M., & Amore, A. (2020). The 2015 Cricket World Cup in Christchurch: Using an event for post-disaster reimagine and regeneration. Jornal of Place Management and Development, 13(1), 4-17. https://doi.org/10.1108/JPMD-04-2019-0029
Hoerl, K. E., & Kelly, C. R. (2023). Monetizing failure: Fyre fraud, social media, and the normalization of crisis. Jouranl of Communication Inquiry(pre-print), 1-17. https://doi.org/10.1177/01968599231180645
Konstanje, M., Tzanelli, R., & Clyton, A. (2014). Brazilian World Cup 2014: Terrorism, tourism and social conflict. Event Management, 18, 487-491. https://doi.org/10.3727/152599514X14143427352391
Lamb, D. (2015). Learning about events through involvement and participation: The use of experiential and authentic learning experiences. International Journal of Event and Festival Management, 6(1), 73-91. https://doi.org/10.1108/IJEFM-12-2013-0043
Liu-Lastres, B., & Cahyanto, I. P. (2023). Are we always ready? Examining event professionals approaches to risk and crisis management and resilience. Tourism Management Prspectives, 46. https://doi.org/10.1016/j.tmp.2023.101073
Nagathota, J., Kethar, J., & Gochhayat, S. O. (2023). Effects of technology on cybercrimes on business and social media. Journal of Student Research, 12(4), 1-9.
Pappas, N. (2019). Crisis management communications for popular culture events. Event Management, 23, 655-667. https://doi.org/10.3727/152599519X15506259855652
Rossetti, G. (2023). Applying Kolb’s experiential learning theory to an event management course: practical guidelines for educators. Event Management, 27, 1025-1040. https://doi.org/10.3727/152599523X16896548396752
Original language | English |
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Publication status | Published (VoR) - 3 Jul 2024 |
Event | Association of Event Management Educators Forum 2024: The Value of Events and Events Education - Sheffeild Hallam University, Sheffield, United Kingdom Duration: 3 Jul 2024 → 4 Jul 2024 https://partner.shu.ac.uk/aeme-forum-2024/ |
Conference
Conference | Association of Event Management Educators Forum 2024 |
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Country/Territory | United Kingdom |
City | Sheffield |
Period | 3/07/24 → 4/07/24 |
Internet address |