Mastering humanitarianism? A survey of postgraduate humanitarian courses Stibral, Adriana Alana, Zadeh-Cummings, Nazanin and Clarke, Matthew 2022, Mastering humanitarianism? A survey of postgraduate humanitarian courses, Higher Education, pp. 1-20, doi: 10.1007/s10734-021-00797-2. Attached Files Name Description MIMEType Size Downloads Title Mastering humanitarianism? A survey of postgraduate humanitarian courses Author(s) Stibral, Adriana Alana orcid.org/0000-0002-1958-948X Zadeh-Cummings, Nazanin orcid.org/0000-0002-8750-4521 Clarke, Matthew Journal name Higher Education Start page 1 End page 20 Total pages 20 Publisher Springer Place of publication Berlin, Germany Publication date 2022-02-04 ISSN 0018-1560 1573-174X Keyword(s) COMPETENCES Core curriculum Disasters EDUCATION Education & Educational Research Humanitarianism MANAGEMENT Masters Postgraduate Professionalisation Social Sciences Summary AbstractHumanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US$30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the humanitarian sector has increasingly professionalised. One under-studied aspect of this professionalisation is an increase in postgraduate studies in humanitarian action over the last 20 years. Despite this increase, there is no agreement on core curriculum or pedagogy across humanitarian studies courses. How do current Masters of Humanitarian Assistance (MHA) offerings converge and differ, and how can such courses further their contribution to the humanitarian endeavour? This paper surveys 26 anglophone courses offered in the United States, Europe, the United Kingdom, Australia, India, and Nigeria, exploring key characteristics of course entry requirements, flexibility, research, practical components, and academic foci. It does not recommend what a core curriculum for humanitarian courses should be, but does argue that core curriculum for humanitarian courses should be identified by relevant and diverse stakeholders such as affected communities, humanitarian agencies, disaster management bodies, and governments, to ensure that courses in this field provide appropriate learning outcomes. The paper suggests how such a ‘charter’ may be developed. Language eng DOI 10.1007/s10734-021-00797-2 Field of Research 1301 Education Systems 1302 Curriculum and Pedagogy 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30162447 Document type: Journal Article Collections: Office of the Deputy Vice-Chancellor (Research) Open Access Collection Other Related Links Link Description Link to full-text (open access)   Connect to published version Go to link with your DU access privileges   Author URL Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Mon, 14 Feb 2022, 07:17:01 EST Mon, 14 Feb 2022, 15:33:21 EST Mon, 14 Feb 2022, 15:41:47 EST Sat, 05 Mar 2022, 01:45:03 EST Tue, 08 Mar 2022, 17:10:35 EST Tue, 08 Mar 2022, 20:54:37 EST Tue, 08 Mar 2022, 20:56:34 EST Thu, 07 Apr 2022, 13:07:36 EST Thu, 07 Apr 2022, 15:42:31 EST Fri, 08 Apr 2022, 14:36:35 EST Wed, 20 Apr 2022, 13:37:39 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 7 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Tue, 08 Mar 2022, 17:10:35 EST