Emergency Management: A Practitioner-Based Evaluation of the 2017 Core Competencies

Abstract 

Emergency Management (EM) Practitioners and Academicians have been investigating key  elements to professionalize and standardize the EM career field for over twenty years. This  paper presents findings from a Capstone Project as part of FEMA’s Emergency Management  Institute’s National Emergency Management Executive Academy, focusing on the relevance of  Next Generation Core Competencies (NGCC) for EM Professionals amid evolving challenges and  increasingly complex environments. Employing a mixed-method approach, the study evaluated  practitioners’ understanding of NGCC and their integration into the workforce through International  Association of Emergency Managers certifications, various trainings, relevant higher education,  and the National Emergency Management Academy curricula. Results highlight the critical role  of the 13 NGCC. Recommendations include continuous research to standardize EM curricula and  collaboration with higher education institutions, professional bodies, and government agencies  to maintain the accuracy and relevance of NGCC initiatives. Future investments in EM profession  necessitate the validation of core competencies, ensure ongoing relevance via systematic  evaluations, and align NGCC effectively with diverse responsibilities of EM’s challenges.

Introduction 

For more than two decades, emergency management (EM) practitioners and academics have  discussed what is needed to professionalize the EM career field. This paper is based on research  conducted as part of a FEMA Emergency Management Institute (EMI) National Emergency  Management Executive Academy (NEMEA) capstone project. The capstone project sought to  answer the question: Are the 2017 Next Generation Core Competencies (NGCC) for emergency  management professionals still relevant in today’s evolving environment, and what potential  future investments could further professionalize the field? According to authors Feldman,  Jensen, and colleagues,¹ the “overarching goal of the [2017 NGCC] work is to establish the  next generation emergency management core competencies, which are likely to underpin the  emergency management workforce of 2030 and beyond.”² The core competencies are grouped  into three nested categories: those that build the individual, the practitioner, and relationships  (Figure 1). These categories are interrelated, but each focuses on specific attributes identified  by the FEMA Higher Education (HiEd) Program as necessary for success in the field. However, as  the complexity of disasters and the scope of threats continue to grow in the EM field, it is crucial  to assess whether these competencies remain sufficient or whether additional investments in  refining and training are needed to help EM professionals navigate new challenges.

Growth of the EM Profession 

The EM profession has seen significant growth in recent years. According to the U.S. Bureau of  Labor Statistics, the number of EM director positions increased from 10,600 in 2023 to 12,400  in 2024, reflecting an increasing demand for specialized expertise.³ This growth emphasizes  the need for professionals who are equipped to navigate a rapidly evolving landscape that  demands a diverse and adaptable skill set. Today, emergency managers work in a unique  environment that requires focused and diverse abilities. As Jensen and Kirkpatrick outlined,  EM skills continually evolve as the complexity of disasters and threats escalate.⁴ Despite the  field’s personnel growth, achieving recognition as a formal profession involves more than  just numbers. Accreditation and certification play a vital role in professionalizing the EM  workforce. At the organizational level, emergency management agencies can get certified by the  Emergency Management Accreditation Program (EMAP) through American National Standard  Institute (ANSI).⁵ Individual practitioners can obtain certifications such as Certified Emergency  Manager (CEM) and Associate Emergency Manager (AEM) from the International Association of Emergency Managers (IAEM); furthermore, 37 states offer certification in EM. Additionally,  academic programs can seek accreditation through the Council for the Accreditation of  Emergency Management and Homeland Security Education.⁶ Still, as of the writing of this  article, less than four higher education colleges out of the 290 institutions (over 800 programs)  listed by FEMA have chosen to do so.⁷ 

As disasters become more frequent and complex, EM professionals must be equipped with  the necessary technical skills and the ability to think critically and adapt to new challenges.⁸ By  reviewing and potentially enhancing the NGCC, we can better prepare future EM professionals  for the demands of their roles.  

Background of Next Generation Core Competencies 

EM spans a broad spectrum of disciplines, and each discipline demands various skills and  expertise. Despite the critical nature of these competencies, over a 20-year span, a limited  number of publications have specifically addressed the essential core competencies required  for the field. The first study was conducted in 2003, when Wayne Blanchard, former FEMA HiEd  Program Director, created a focus group to begin research on core competencies needed in the  EM profession. By 2005, after two FEMA HiEd Program conferences and a workshop, Blanchard’s  research yielded a paper, “Top Ten Competencies for Professional Emergency Management,”  and influenced the design of individual college courses and curricula for emergency managers in  degree, certificate, or concentration programs.⁹ 

Building upon Blanchard’s 2005 work, subsequent studies recognized that emergency managers  must consider additional complexities to solve real-world problems effectively.¹⁰ For example,  Darlington advocated for integrating expanded attributes into post-secondary education  curricula within her examination of higher education in EM, noting Blanchard’s contributions  to this analysis.¹¹ Additionally, Woodberry identified psychological, sociological, prevention and  mitigation, as well as hazard and threat science as required areas of foundational understanding  for the EM professional.¹² 

In 2015, the FEMA HiEd Program launched an initiative to update the 2005 competencies.¹³ The study by Feldman et al. sought to lay the educational foundation for the EM industry  into 2030 and beyond and included input from practitioners, educators, researchers, and  students.¹⁴ The process expanded research through a focus group, a Delphi study to develop  consensus, listening sessions with the broader EM community, and expert consultations for  specific behavioral anchors and key actions. This process led to refining and creating a list of  13 NGCC to advance the EM profession. The 2017 guide to the professional development of  future emergency managers considers the evolving roles and increasing risk factors intensified  by social and physical environments, something Blanchard’s work had not yet considered 10  years earlier.¹⁵ Building upon Blanchard’s research, the NGCC also focused on the individual, the  practitioner, and relationships.

The resulting list of NGCC in 2017 “fall into three nested categories that are interrelated, but  have attributes that build the individual, the practitioner, or relationships.”¹⁶ Similar to a bulls eye target, competencies that build relationships is the largest encompassing category, or the  outer ring of the target. Nested within it as the middle ring are competencies that build the  practitioner, and nested within that are competencies that build the individual, or the target  center. The NGCC identified by Feldman-Jensen  that build the individual [include]: (1) Operate within the Emergency  Management Framework, Principles, and Body of Knowledge, (2) Possess  Critical Thinking, (3) Abide by Professional Ethics, and (4) Continual Learning.  Competencies that build the Practitioner to include: (1) Scientific Literacy, (2)  Geographic Literacy, (3) Sociocultural Literacy, (4) Technological Literacy, and  (5) Systems Literacy. The NGCC that build relationships to include: (1) Disaster  Risk Management, (2) Community Engagement, (3) Governance and Civics, and  (4) Leadership.¹⁷ 

Our research highlighted increased efforts to promote and coordinate the 2017 revised NGCC  throughout the EM community; for instance, they were published in the Journal of Emergency  Management in 2019 as part of a multi-phased study.¹⁸ The 2017 NGCC were also cited as  part of the HiEd annual survey of higher education institutions in 2018. Bennett reported that in 2018, 54 percent (n = 14) of participating higher education programs incorporated the  NGCC in their curriculum.¹⁹ Over half of those who did not use the NGCC were unaware of  the core competencies.²⁰ Bennett’s follow-up evaluation in 2023 found that the proportion of  undergraduate programs using the NGCC had decreased to 18.38 percent (n = 25).²¹ Bennett’s  sample size (n value) is based on a proportion of respondents; because the proportion size  is different in the initial research than in the repeated research in 2023, the n value appears  to increase, but the percentage decreases. This decline underscores a significant barrier in  effectively engaging industry practitioners, stakeholders, and educational partners, which  limits their capacity to fully implement and benefit from the NGCC framework. The observed  hesitance among some institutions to adopt NGCC indicates that factors beyond information  sharing might also be influencing their decisions. Understanding these underlying reasons is  essential for enhancing future efforts to integrate the NGCC framework into academic curricula. 

Cwiak et al. took the next generation concept and filtered it through a meta-leadership lens.²² A  meta-leader can use critical system assets, information, and abilities to advance the EM mission.  Tyler and Sadiq furthered the notion of core competencies and argued for a more resilient  emergency manager with a skill set that would make them agile and flexible.²³ Jensen and  Kirkpatrick’s research into EM degrees indicates that providing emergency managers with the  right tools and knowledge can influence their chances of obtaining a job.²⁴ Efforts spearheaded  by each of these researchers in the industry have been effective in developing and socializing  the NGCC; however, additional work is necessary to further integrate the NGCC into EM  education, training, and certification.  

Integration of Next Generation Core Competencies 

The academic community is vital in strengthening the workforce through degree programs,  certifications, and training. It ensures a steady flow of skilled and knowledgeable professionals  capable of advancing innovation, efficiency, and productivity in their fields. Through  collaboration with industry partners and responsiveness to market demands, academic  institutions can effectively adapt their educational offerings to address professional growth,  emerging trends, and challenges. This adaptability has been shown to enhance the relevance  and applicability of their programs, thereby solidifying their role in contributing tangible value  to the industry. Conversely, research by Simental et al. indicated that “the standards of a degree  program more often aligned with the institution itself as opposed to any fundamental standards  within the emergency management community,” potentially contributing to misalignment with  NGCC.²⁵ In 1994, FEMA set up the HiEd Program to provide a collaborative forum between  the EM community and higher education institutions²⁶ with the goal of aligning education and  practice in emergency management.²⁷ 

An evaluative process in Darlington’s research analyzed the existing collegiate EM programs  and reviewed the educational opportunities and gaps.²⁸ Furthermore, Darlington noted the  increased interest in EM programs and participation in the EM profession.²⁹ Moreover, a study of practitioners highlighted that an EM degree does not provide the experience employers seek,  as they are looking for “all three: training, experience, and education.”³⁰ While degrees are  increasingly available, some practitioners question their value, indicating a potential disconnect  between core competencies learned in school versus on-the-job experience, causing a lack of  respect for EM degrees.³¹ Jensen and Kirkpatrick stressed the importance of students gaining  practical experience during internships.³² This is also supported by Heaton’s findings that the  usefulness of EM degrees will vary depending on how jurisdictions view their EM programs.³³ According to a survey conducted by the National Association of Colleges and Employers in  2009, 76.3 percent of responding employers preferred to hire students with previous work  experience, including internships or similar experiences.³⁴ 

Pete Gaynor, former FEMA Administrator, explains that the EM profession is relatively young,  with its roots tracing back to the 1950s and 60s, and it underwent significant transformation after  September 11, 2001.³⁵ Gaynor states, “The emergency management profession, as we know it  today, has early roots with the rise of civil defense,” indicating the field’s evolving nature.³⁶ Moving  forward, it is essential to focus on developing the next generation of emergency managers by  identifying critical skills and making necessary investments in their training. 

EM training and education growth has included identifying and enhancing key competencies,  developing undergraduate and graduate degree tracks, and increasing emphasis on practical  experience, underscoring the need for institutions to integrate more experiential learning. The  authors believe that better integration of theoretical knowledge and practical skills is essential  to adequately prepare graduates for the workforce. Without this alignment, a disconnect may  form between educational outcomes and industry requirements, ultimately affecting graduates’  employability and practitioner needs. 

It is essential to gather a diverse group of stakeholders to evaluate and integrate the core  competencies into EM practices. This group should include individuals and organizations from  various sectors, such as EM academicians, representatives from all levels of government, higher  education institutions, both private and public industries, and the medical community. Their  collective insights will help ensure that the core competencies are effectively embedded into  curricula, policies, and operational frameworks, ultimately enhancing the overall effectiveness  of emergency management efforts. These key contributors offer valuable perspectives and  expertise that can enhance our understanding of core competencies in EM and their practical  application for practitioners. Recognizing the various disciplines within EM, responsibility  for these competencies may be shared among multiple partners or authorities, emphasizing  the need for collaboration. Engaging with higher education institutions is crucial, as it can  significantly elevate the professional value of the EM field. Furthermore, expanding this  collaboration to include related disciplines such as risk management and business continuity  can promote a more integrated approach to emergency management. This survey sets the stage  for the discussion, which aims to identify current perspectives and gaps in the understanding  of NGCC. Subsequently, it highlights the necessity for a diverse group of stakeholders to further  examine and refine the NGCC framework.

Research Methods 

The primary focus of this study sought to validate the relevancy, training performance level, and  comprehensiveness of the 2017 NGCC within the EM profession. The NGCC are dynamic and  are influenced by various factors such as technological advancements, changing threats, societal  needs, field practice evaluation, and integration into educational and training curricula. The  researchers employed both quantitative and qualitative methods, including survey responses  from professional stakeholders and interviews with practitioners and academics, to assess the  current relevance of the NGCC.  

Initially, qualitative research was conducted through interviews with key researchers, EM  practitioners, and former students in EM professional development programs, along with  a review of relevant literature on professionalization and core competencies. This phase  provided a foundational understanding of the subject and informed the development of survey  questions. Semi-structured interviews were conducted with EM faculty and leaders from IAEM,  which offered insights into the current state of NGCC research, identified key stakeholders  and champions, and outlined anticipated next steps in the field. On June 9, 2023, the authors  spoke with Carol Cwiak (Associate Professor, Emerita, Department of Emergency Management  and Disaster Science, North Dakota State University) who said that the core competencies  were originally developed based on the code of ethics and professional standards of conduct.  Cwiak added that in 2016, the competencies were updated using the Delphi method to  capture consensus among EM higher education members. A July 16, 2023, interview with  Justin Kates (President of the USA Council of IAEM) focused on the integration of NGCC within  the IAEM Advocacy Caucus, the CEM and AEM certifications, and ongoing efforts by the  Council for the Accreditation of Emergency Management and Homeland Security Education  to develop an accreditation process for higher education programs. According to Kates, IAEM  has begun incorporating the core competencies into these certification programs, with further  developments underway. 

Next, quantitative data was collected from an electronic survey that assessed the FEMA NGCC  and how they apply to the profession. The survey included 12 quantitative questions and  one qualitative question. The team distributed the survey via email to various EM networks.  Additionally, the survey was distributed through EM-related listservs and social media groups  on LinkedIn and Facebook. An exponential, non-discriminative snowball sampling method  encouraged survey respondents to further distribute the survey to their contacts, increasing  the pool of respondents. It should be noted that, while the EM community is small, this may  have introduced sampling bias favoring certain networks or demographics, including those  who have access to computer technology and online social networks, and potentially restricted  respondents who do not access online social networks. Respondents were not chosen through  random selection and were able to self-select participation. This may introduce biases for those  who showed less interest in the research topic.

Respondent Demographics 

The survey targeted emergency management professionals to gather insights on their  perceptions of the importance of the FEMA NGCC to the profession. Participants were asked  to rate the significance of various competencies and how effectively these competencies  were represented in curricula, conferences, and other professional development training for  emergency managers. To enhance clarity within the survey, we included the NGCC and their  direct correlation between the individual, the practitioner, and the relationship as specific  survey questions. The survey questions are listed in Appendix A. Survey Questions. Utilizing  several social media posts and network contacts, a total of 388 responses to the survey  instrument were received.  

The website calculator.net was used to calculate a sample size with a confidence level of 95  percent, margin of error of 5 percent, population proportion of 50 percent, and population  size of 10,600—the number of EM Directors published by the U.S. Bureau of Labor Statistics  at the time of the survey. The sample size needed for a nationwide representative sample was  372 respondents. Utilizing a snowball sampling technique, survey respondents were asked to  send the survey to individuals within their network and relied on the calculated sample size as  a sample goal. Complete returned surveys (n = 388) exceeded the minimum number of 372,  meeting this goal for a sample of emergency managers in the United States. It is important  to note that, because the returned surveys were from a snowball sample of U.S. emergency  managers, there is uncertainty if they are the same respondents included in the U.S. Bureau of  Labor Statistics reports.  

Respondents’ Employment and Education 

Respondents (n = 388) were predominantly mid-career, local government with master’s  degrees. Half of the respondents indicated no EMI academy training, and just under half (41.49  percent) had not heard of the competencies before the survey, although they were presented  with the NGCC competencies and definitions within the survey questions.  

73.06% government employees 

39.90% local government 

57.51% mid-level employees 

52.59% master’s degree 

23.6% had 6-10 years of experience 

51.3% no EMI academy training 

26 different states represented 

34.97% were somewhat familiar with core competencies 

41.49% had not heard of the competencies before the survey

Importance Performance Analysis  

An Importance-Performance Analysis (IPA) was chosen as the research tool because “the IPA  method is a reliable analytical tool for practitioners and academics, and it finds attributes  that require corrective action.”³⁷ The questions referencing each of the domains and nested  categories used the IPA on a seven-point Likert scale with the following anchors: Very  Important, Important, Slightly Important, Neutral, Slightly Unimportant, Unimportant, and Very  Unimportant. Anchors for Performance on a seven-point Likert scale were: Excellent, Very Good,  Good, Neither Good nor Poor, Poor, Very Poor, and Extremely Poor. The data were graphed on  an Importance-Performance quadrant chart (Figure 3) reading from left to right, “Quadrant I:  High Importance/Low Performance (Concentrate Here); Quadrant II: High Importance/High  Performance (Keep Up the Good Work); Quadrant III: Low Importance/Low Performance (Low  Priority); and Quadrant IV: Low Importance/High Performance (Possible Overkill).”³⁸ 

The IPA tool helps organizations identify where to focus efforts to enhance services  or products. It provides a straightforward, visual method for comparing two factors:  the importance of specific features to emergency management practitioners and the  organization’s performance in those areas. In this study, the “enterprise” refers to the EM  profession as perceived by these practitioners. 

Here’s how it works: 

1. Importance: This measures how crucial a certain element is to an enterprise. For  example, in EM, things like the Emergency Management Framework would be very  important. 
2. Performance: This shows how well the enterprise is actually doing in those same  areas. Are emergency managers satisfied with how well that competency is displayed  in curriculum, conferences, or areas where emergency management practitioners may  receive professional development training such as possessing critical thinking? 

The IPA tool is typically shown in a grid with four quadrants: 

• Top Left (Concentrate Here): High importance, but low performance. These are  the areas that need the most improvement because emergency management  practitioners care about them, but the enterprise is not doing well. 
• Top Right (Keep Up the Good Work): High importance, high performance. The  enterprise is doing well in areas that matter most to emergency management  practitioners, and it should keep focusing on these strengths. 
• Bottom Left (Low Priority): Low importance, low performance. These areas are  not very important to emergency management practitioners, so they do not need  immediate attention. 

• Bottom Right (Possible Overkill): Low importance, high performance. The enterprise  is doing well, but emergency management practitioners do not really care as much  about these areas, so resources could be shifted elsewhere.

The competency means of all respondents were plotted in Quadrant II, “Keep Up the Good  Work” (Figure 4). EM Framework had the highest performance rating (M = 6.77), and Critical  Thinking (M = 6.77) had the highest importance rating. Among all respondents, this shows  agreement with all 13 of the NGCC in terms of both importance and performance.

The survey asked respondents if they had completed the EMI academies (Basic, Advanced,  Executive, or Non-Academy participants) and grouped these responses in an IPA analysis  to determine if differences existed between levels of training. This was a way of organizing  the survey results based on the level of FEMA-led training EM respondents have had within  their careers. Of the four groups, the only group that had points plotted in a quadrant other  than Quadrant II was the Executive Academy Respondents (n = 28) (see Figure 5). Three  competencies appear in Quadrant I, “Concentrate here” within the Executive Academy  responses, include Governance (M = 6.74, 3.77), Sociocultural (M = 6.29, 3.91), and Scientific  (M = 6.07, 3.74). The remaining responses appear in Quadrant II, “Keep up the Good Work.”  This suggests additional effort be spent on NGCC of Governance, Scientific, and Sociocultural for  incorporation into training, curricula, and professional development. 

Finally, survey respondents were asked what additional competencies should be included in  an update. Respondents were allowed to supply a written response, which was subsequently  coded to identify key reoccurring themes among the written responses. The provided text  covered many topics in some cases, so a general frequency count of the issues was tabulated.  The authors reviewed the statements and assigned one or more categories to each written  statement (n = 126). A frequency of the categories was reported, with Miscellaneous (n = 23)  having the largest number of appearances in the open response, followed by Organizational  Management (n = 22), comments on Existing Competencies (n = 21), Diversity (DEI) (n = 19), and  Communication (n = 19) rounding out the top five recommended competencies (see Figure 6).

Conclusion 

This study aimed to validate the relevance, training performance level, and comprehensiveness  of the 2017 NGCC within the emergency management (EM) profession. The findings indicate  that the NGCC are indeed pertinent and effectively address the evolving challenges in the field,  which are influenced by factors such as technological advancements and changing societal  needs. By employing both qualitative interviews and quantitative surveys, the study found that  a significant number of EM professionals acknowledge the importance of these competencies,  with respondents generally rating the performance of training positively. 

The Importance-Performance Analysis (IPA) revealed that most competencies fall within  the “Keep Up the Good Work” quadrant, suggesting that the competencies are valued and  that there is a high level of training performance. Notably, Executive Academy respondents  highlighted specific competencies—Governance, Sociocultural, and Scientific—requiring  greater attention, indicating a need for targeted improvements in training and professional  development. While this study did not investigate the disparities between Executive Academy  and other respondents, further research is recommended to gain greater insight into NGCC  training needs at various professional levels. Additionally, the survey revealed gaps in awareness  of the NGCC among practitioners, with a significant number indicating they were unfamiliar  with these competencies before participating in the survey. This highlights the importance of not only enhancing outreach and educational efforts regarding NGCC but also investigating the  underlying reasons why practitioners have not been exposed to this framework. Understanding  these reasons can inform more effective strategies for promoting the relevance of the NGCC  to hiring managers and job seekers. Respondents also offered valuable insights into further  competencies that should be considered for future updates, with themes such as Organizational  Management, Diversity, and Communication emerging as key priorities. This feedback is key  for refining the NGCC and ensuring they remain relevant and comprehensive in addressing  the complexities of modern EM practice. Furthermore, the research explores the potential  for establishing professional standards in EM by integrating the NGCC and aligning them with  a standardized core curriculum, similar to the frameworks used in professions like nursing,  engineering, and law. Overall, the study reinforces the importance of continuous evaluation  and adaptation of the NGCC to meet the dynamic needs of the EM profession, fostering a more  effective and resilient approach to crisis and disaster management. 

Recommendations for Future Investments 

• Establish a task force involving academia, professional associations, practitioners, and  stakeholders to research, review, and standardize frameworks related to NGCC in EM. 
• Invest in an academic accreditation body that incorporates NGCC into EM post secondary education and incentivizes academic programs to join. 
• Evaluate the incorporation of NGCC into the criteria for the IAEM-USA Certified  Emergency Manager (CEM) and Associate Emergency Manager (AEM) programs. 
• Explore the potential for establishing professional standards for EM, integrating  NGCC, and aligning with a standardized core curriculum akin to the structure seen in  other professions.  

Recommendations for Future Research 

• Identify the barriers preventing EM practitioners from acquiring core competencies  through training or higher education, as many are unaware of these competencies and  lack access to the necessary training. 
• The NGCC should undergo additional research to incorporate potential new  competencies as may be identified in future studies or as reflected in the responses to  the Importance-Performance survey (Figure 6).  
• Further investigate practitioners’ perceptions and the value of incorporating NGCC into  experience, training, and education. 
• Examine the extent to which hiring managers depend on NGCC in their hiring decisions  and whether possessing these competencies gives job seekers a competitive edge.

Notes 

1. Shirley Feldman-Jensen, Steven Jensen, and Sarah Smith, The Next Generation Core Competencies for  Emergency Management Professionals: Handbook of Behavioral Anchors and Key Actions for Measurement,  Technical Report (Research Gate, 2017), 7, https://www.researchgate.net/publication/323128859_The_ Next_Generation_Core_Competencies_for_Emergency_Management_Professionals_Handbook_of_ Behavioral_Anchors_and_Key_Actions_for_Measurement 
2. Shirley Feldmann-Jensen et al., “The Next Generation Core Competencies for Emergency Management,”  Journal of Emergency Management 17, no. 1 (January 1, 2019): 17, https://doi.org/10.5055/jem.2019.0393. 
3. “Emergency Management Directors: Occupational Outlook Handbook,” U.S. Bureau of Labor Statistics,  September 13, 2024, https://www.bls.gov/ooh/management/emergency-management-directors. htm#tab-1. 
4. Jessica Jensen and Sarah Kirkpatrick, “Emergency Management Degree Program Graduate Job Outcomes:  A Potential Theoretical Framework for Future Research,” International Journal of Security, Preparedness, and  Resilience Education 8, (2019): 1–22, https://jsire.org/wp-content/uploads/sites/661/2019/08/2019-1-jensen kirkpatrick-editor-8.11.19.pdf. 
5. “Highest Honor for Emergency Management Awarded to Three Programs,” EMAP News, 2023, https://www. emergencymanagement.guru/. 
6. “CAEME Home,” Council for the Accreditation of Emergency Management and Homeland Security  Education, 2024. https://www.caemhse.education/. 
7. “The FEMA Higher Education College List,” FEMA, 2024. https://training.fema.gov/hiedu/collegelist/. 
8. Mildred Jordan, “Certification: A Stage of Professionalization,” Bulletin of the Medical Library Association 36,  no. 2 (April 1948): 111, https://pmc.ncbi.nlm.nih.gov/articles/PMC194717/. 
9. Wayne B. Blanchard, “Top Ten Competencies for Professional Emergency Management,” (FEMA, 2005): 1.
10. Blanchard, 1. 
11. J.D. Darlington, The Profession of Emergency Management: Educational Opportunities and Gaps, (Macomb, IL:  Western Illinois University, 2008), 1, https://apps.dtic.mil/sti/tr/pdf/ADA483900.pdf. 
12. Glen L. Woodbury, “Critical Curriculum for Emergency Management Leaders: Three Essential Themes,”  Journal of Emergency Management 3, no. 2 (2005): 72-92. 
13. Feldman-Jensen, Jensen, and Smith, The Next Generation Core Competencies for Emergency Management  Professionals, 17.  
14. Feldman-Jensen et al., “The Next Generation Core Competencies for Emergency Management,” 17.
15. Feldman-Jensen et al., 17. 
16. Feldman-Jensen, Jensen, and Smith, The Next Generation Core Competencies for Emergency Management  Professionals, 6.  
17. Feldman-Jensen, Jensen, and Smith, 21. 
18. Feldman-Jensen, Jensen, and Smith, 21.
19. DeeDee Bennett, Emergency Management Programs in Higher Education: Status Update, (Emmitsburg, MD:  FEMA Higher Education Program, 2018), 14, https://training.fema.gov/hiedu/docs/latest/2018_higher_ education_emergency_management_programs_status_final.pdf. 
20. Bennett, 14. 
21. DeeDee Bennett Gayle, 2023 FEMA Higher Education State of the Community: Annual Survey and Report,  (Emmitsburg, MD: FEMA Higher Education Program, 2023), 29. https://training.fema.gov/hiedu/docs/ body_of_knowledge/2023_fema_higher_education_annual_survey_and_report.pdf. 
    22. Carol L. Cwiak et al., “Emergency Management Leadership in 2030: Shaping the next Generation Meta Leader,” Journal of Emergency Management 15, no. 2 (March 1, 2017): 81–97, https://doi.org/10.5055/ jem.2017.0317. 
    23. J. Tyler, and A. A. Sadiq, “The Essential Skill Set of a Resilient Emergency Manager,” Journal of Emergency  Management 17, no. 1 (2019): 35–43, https://doi.org/10.5055/jem.2019.0395. 
    24. Jessica Jensen and Shauna Kirkpatrick, “Emergency Management Degree Program Graduate  Job Outcomes: A Potential Theoretical Framework for Future Research,” International Journal of  Security, Preparedness, and Resilience Education 8 (2019): 1–22, https://jsire.org/wp-content/uploads/ sites/661/2019/08/2019-1-jensen-kirkpatrick-editor-8.11.19.pdf. 
    25. Arthur Simental et. al., “Emergency Management Higher Education Degree Programs, Standards  Alignment & Workforce Analysis Study,” in FEMA Higher Education Symposium Conference Proceedings (2024),  https://training.fema.gov/hiedu/24conf/2024-symposium-program_07102024.pdf. 
    26. “Higher Education Program,” Federal Emergency Management Agency, 2024, 1, https://training.fema.gov/hiedu/. 
    27. Shirley Feldman-Jensen, Steven Jensen, and Gregory Vigneaux, “The Core Competencies,” Adapt Institute,  2024, https://adaptinstitute.wixsite.com/adaptinstitute/copy-of-the-core-competencies-frame. 
    28. Darlington, The Profession of Emergency Management: Educational Opportunities and Gaps, 1.
    29. Darlington, 1. 
    30. Valerie Lucus-McEwen, “What You Should Know About Emergency Management Degrees,” Govtech,  January 14, 2011, https://www.govtech.com/em/disaster/emergency-management-degrees.html. 
    31. Jensen and Kirkpatrick, “Emergency Management Degree Program Graduate Job Outcomes: A Potential  Theoretical Framework for Future Research.” 
    32. Jensen and Kirkpatrick. 
    33. Brian Heaton, “The Job Market: Are Emergency Management Graduates Finding Jobs,” Emergency  Management: Strategy and Leadership in Critical Times, November/December 2013: 40-43, https:// drjdbij2merew.cloudfront.net/EM/EM_Mag_Nov13.pdf 
    34. Jack Gault, Evan Leach, and Marc Duey, “Effects of Business Internships on Job Marketability: The  Employers’ Perspective,” Education & Training 52, no. 1 (2010): 76–88. 
    35. Pete Gaynor, “Emergency Management Must Resist the Status Quo (Opinion),” GovTech, April 12, 2022,  https://www.govtech.com/em/preparedness/emergency-management-must-resist-the-status-quo-opinion. 
    36. Gaynor.
    37. Dedi Afandi and Merita Arini, “Importance-Performance Analysis of Clinical Forensic Services Quality at  Bhayangkara Hospital Pekanbaru, Indonesia,” The Malaysian Journal of Medical Sciences 31, no. 1 (February  2024): 103-113, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10917584.
    38. Anand Kulkarni, “Importance Performance Analysis,” (LinkedIn, October 8, 2019), https://www.linkedin. com/pulse/importance-performance-analysis-anand-kulkarni/.
    39. Source: Anand Kulkarni, “Importance Performance Analysis,” (LinkedIn, October 8, 2019), https://www. linkedin.com/pulse/importance-performance-analysis-anand-kulkarni/.

Bibliography 

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