Education in Humanitarian Logistics

Transcription

1 Education in Humanitarian Logistics New Developments in Humanitarian Logistics FOM ild Essen, Oct. 10th 2011 Prof. Dr. Dorit Bölsche, University of Applied Sciences, Fulda Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 0

2 Agenda 1. Introduction 2. The BVL research group Humanitarian Logistics 3. An empirical study about education in humanitarian logistics 3.1 The questionnaire 3.2 The status quo 3.3 Further developments 4. Next steps and discussion Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 1

3 1. Introduction Humanitarian Logistics is the process of planning, implementing and controlling the efficient, cost-effective flow and storage of goods, materials and equipment as well as related information, from the point of origin to the point of consumption for the purpose of alleviating the suffering of vulnerable people. See definitions of CSCMP and BVL with special focus on humanitarian sector See publications of the Fritz Institute, Kühne Stiftung, INSEAD Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 2

4 1. Introduction Increased significance of humanitarian logistics Statistical Data Year 2010 Year 2009 (EM-Dat, CRED) Natural disasters: Total deaths: 296,800 10,655 (222,570 earthquake in Haiti, 55,736 heat wave in Russia) Total affected: 207 million 119 million Estimated damage: 109 billion US$ 41,3 billion US$ (30 Flood Chile, 18 Flood in China) Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 3

5 1. Introduction Increased significance of humanitarian logistics Natural disasters reported , EM-Dat Estimated damage (US$ billion) , EM-Dat Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 4

6 1. Introduction Increasing significance of humanitarian logistics Rising number of disasters, affected (and killed) people, economic damages Rising complexity, for example East African hunger crisis in 2011 (especially in Somalia): Drought in combination with political fights. Japan 2011: Combination of earthquake, tsunami and the explosions in the atomic power plant in Fukushima Higher service or lower costs in humanitarian logistics can safe lifes. Need of cooperation between relief organizations, logistics service providers and other actors in the humanitarian supply chain. Both sectors (the humanitarian and the private supply chain) have to learn a lot from each other. (Tomasini, Wassenhove 2009) With rising significance of humanitarian logistics the significance of education with special focus on humanitarian logistics rises as well. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 5

7 1. Introduction Necessity of education in humanitarian logistics Fritz Institute analysis about deficits in humanitarian logistics (2004/05): As we work with humanitarian logisticians around the world, a refrain that we hear over and over is, that there is a lack of professionalization of the logistics function. Possible reasons (INSEAD 2009): People are oftentimes overworked, with limited resources and time, and are frequently pulled out of an operation abruptly, to be dragged cold into another emergency. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 6

8 2. The BVL research group Humanitarian Logistics Prof. Dr. Baumgarten, TU Berlin Education Prof. Dr. Bölsche Hochschule Fulda Processes, Information / Communication Prof. Dr. Hellingrath Universität of Münster Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 7

9 2. The BVL research group Humanitarian Logistics Quelle: Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 8

10 2. The BVL research group Humanitarian Logistics Workgroup Education Prof. Bölsche Members Universities of Berlin (TU), Münster Fulda, Flensburg Leipzig (HHL) Respondents Relief organizations (e.g. Red Cross, Welthungerhilfe) Logistic service providers (e.g. Deutsche Post DHL) Universities, research institutes Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 9

11 2. The BVL research group Humanitarian Logistics Aims of the workgroup Education Identify the main deficits and gaps of education in humanitarian logistics. Record important contents of education and teaching for actors in humanitarian supply chains. Work out programmes for education in humanitarian logistics to close the identified gaps. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 10

12 3. Empirical study 3.1 The questionnaire about education in humanitarian logistics Status quo Aims and goals operational actors (relief units) and strategic actors (managers) Contents of education for operational actors (relief units) and strategic actors (managers) Organizational questions (e. g. financing, place of education, on- or off- the job) Further experts and lecturers Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 11

13 3. Empirical study 3.2 The status quo - universities A few Master programs (with costs), e.g. Master of Advanced Studies in Humanitarian Logistics and Management at the USI Lugano (since 2009). Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 12 Quelle: www. mashlm. usi.ch

14 3. Empirical study 3.2 The status quo - universities Some Master and Bachelor programs with related topics, e.g. Disaster Management, Rescue Engineering (Humanitarian Logistics is not in the main focus) Some universities integrate contents or modules Humanitarian Logistics into their logistics or SCM programs, e.g. Members of the BVL research group: Univ. of Berlin, Münster, Fulda Hanken University in Finland (SCM and Corporate Geography) MIT Zaragoza (Master of Engineering in Logistics and SCM) Georgia Tech Supply Chain and Logistics Institute (Humanitarian Logistics is not in the main focus) Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 13

15 3. Empirical study 3.2 The status quo professional training (on- and off the job) Relief organizations: Professional training and education, in some cases open (e.g. UN WFP), in most case closed (just for employees) Global Campus 21 (Inwent) Executive education programs, e.g. Management in the humanitarian sector, Insead, 5-day program with costs Fritz Institute programs: on-the-job, distant learning, case studies and simulations (see next chart) Certification in Humanitarian Logistics course (CHL) Certification in Humanitarian Supply Chain Management (CHSCM) Certification in Humanitarian Medical Logistics Practices Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 14

16 3. Empirical study Quelle: Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 15

17 3. Empirical study 3.2 The status quo deficits Not enough programs, not enough transparency about existing programs A lot of programs are with closed access or are too expensive No Bachelor programs just a few Master programs Most deficits in developing and emerging countries Some statements from the empirical study: Little relation to practical education. Spare practical orientation at universities. Existing education is too expensive for small relief organizations. There is no transparency about existing education in humanitarian logistics. More learning-by-doing than education. Deficit of Bachelor programs with focus on humanitarian logistics. The gaps exist especially in developing and emerging countries. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 16

18 3. Empirical study 3.3 Further developments steps to reduce the existing deficits 1: Transparency Increase the transparency about existing education and training. 3: Degree Programs Develop Bachelor programs Develop Master programs (lower priced) Develop modules humanitarian logistics 2: Further training and education Develop open and accessible on- and offthe-job trainings with practical elements which are not too expensive. 4: On-site education and training Develop trainings for field workers, especially in emerging and developing countries. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 17

19 3. Empirical study 3.3 Further developments target groups and profile Target group 1: On-site field workers / relief units Target group 2: Strategic management (and students) Profile of education for both target-groups: Logisticians from private firms and relief organizations should be educated and trained together (in addition officials from public authorities and donors). Education must be related to practice: e.g. case studies, simulations, business games, on-field-education. Combination of lecturers from practice (relief organization, logistics) and research (universities). Focus on the general requirements and conditions on-site. Special education in soft skills and languages. Integrate possibilities of distant learning. Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 18

20 3. Empirical study 3.3 Further developments Contents for on-site field workers no significance low significance high significance very high significance Basics in mathematics Basics in English Further basic principles Basics in logistics Basics in supply chain management Specifics of humanitarian logistics and SCM Traffic and transport Warehousing, handling and picking Procurement, distribution, disposal Basic methods for operational logistics Legal system, UN-agreements, political framework Knowledge in IT Soft Skills Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 19

21 3. Empirical study 3.3 Further developments Contents for strategic management Logistics and supply chain management, special focus on humanitarian aid with methods, models and instruments from the private sector Holistic planning and control of humanitarian supply chains, controlling Integrated organization and coordination Corporate governance and strategic management Legal systems and UN-agreements Soft skills with intercultural competences, intercultural communication and negotiation, language skills Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 20

22 4. Next steps and discussion Next steps October 2011: Next presentation on the BVL-congress, publication of main results Some questions have to be answered soon: Will the research group be continued? Which education programs should be put into practice? Where? Discussion Education in Humanitarian Logistics, Prof. Dr. Bölsche Page 21