Experts explore the gap between research and practice in disaster management

Jul 7, 2021

5 min



The COVID-19 pandemic has attracted public attention to crisis management globally, writes Aston University's Oscar Rodriguez-Espindola.


Although authorities and international organisations are still actively and diligently trying to mitigate the impact of the pandemic, some of the attention is shifting towards understanding the decisions made and learning from our experience. Indeed, this experience has inadvertently shown different areas for improvement for emergency management systems.


The experience gained during the pandemic should lead governments and organisations to refine crisis management processes to prepare for challenges ahead. Leveraging research and specialist groups have been essential to support and inform decisions, as these can provide key insights guiding policy decisions.


However, the integration of research and practice should not take place at the response stage only, but as part of the core crisis management system at every stage.


It is crucial to maintain and strengthen the relationships between research and practice forged during the pandemic for different emergencies in the future. With the increasing number of different disasters happening and the threats stemming from climate change, it is not surprising that between 1994 and 2013 around 1.35 million lives have been claimed annually by natural disasters. Therefore, the value of partnerships between research and practice needs to be strengthened and implemented globally.


Academics from Aston University in the UK and the Universidad Autónoma de Occidente in Mexico have investigated the current status of the integration of research and practice for crisis management. A systematic literature review of decision models for humanitarian logistics has been used to understand the way these models have reflected the real conditions experienced by decision-makers and catered to their priorities.


Afterwards, interviews with two civil protection authorities of the state of Sinaloa, Mexico, have been undertaken to understand the conditions faced by them for crisis management, their processes and their view of decision models to support crisis management in the country. Next, a multicriteria decision analysis was used to capture their preferences regarding the objectives set for humanitarian operations to develop an analysis of their priorities.


Practice needs to be informed by research, but for that guidance to be impactful, research needs to have a thorough understanding of the conditions and challenges faced by practice. The literature focused on models for humanitarian logistics has shown that the engagement of academics with practitioners in the design of solutions to support decision-making has been declared in less than a quarter of the contributions, as shown in Table 1.


That means the design of solutions is based on prior secondary information or founded on a theoretical basis, which is not necessarily reflecting the current reality faced by authorities. It is noteworthy that there is an increasing trend in the number of articles involving practitioners in recent years, with more than half of them published in the previous three years. Despite that growth, however, the relative percentage of contributions incorporating practitioners has never been beyond 40% of all the models published in any year, which highlights that there is still a long way to go to support research development.


Table 1: Involvement of practitioners in the design of models for humanitarian logistics


Our interviews highlighted that authorities perceive the potential of systems to improve information management forecasting and decision-making, but they also unveiled the concerns about these systems providing unrealistic or unfeasible solutions.


Optimisation models are formulations in which a metric is maximised or minimised subject to a series of constraints. If the objective does not reflect the objectives and priorities of decision-makers, then results can be less relevant for decision-makers.


For instance, models solely aiming to minimise cost would struggle to give useful solutions to authorities focused primarily on providing support to all the victims equally. Therefore, the lack of involvement from decision-makers can lead practitioners to be cautious about using decision-making models.


To examine the link between contributions in the literature and the objectives and priorities of authorities, data about them was gathered and analysed using a technique known as Fuzzy-TOPSIS. The purpose was to identify the importance given to different objectives by authorities for different activities in order to rank them based on importance as shown in Table 2.


Although humanitarian logistics are characterised by a focus on the overarching ideas of saving lives and reducing suffering, it is still surprising to note that cost was the least important objective for authorities.


Conversely, more than three-quarters of the models surveyed are using cost as the main objective function, which makes it the most prominent objective in humanitarian logistics. As preferences from authorities seem considerably more focused on maintaining a reliable flow of support, with high levels of service and ensuring to reach the most affected population, our findings suggest a misalignment between research and practice.


Hence, neglecting to incorporate practitioners in decision-making models for humanitarian logistics can lead to omitting their needs and priorities, rendering the models less effective to provide workable solutions.


Table 2: Ranking of objectives from civil protection authorities


Additionally, it is important that research guides and influences practice in relevant aspects for further development. For instance, understandably, the chaotic and urgent conditions faced by authorities in humanitarian logistics force them to prioritise response over any other considerations.


Our interviews confirmed this, as they mentioned that even though sustainability is becoming a crucial element in regular times, it is undermined by the urgency of the response and only included in recovery activities.


This is an aspect worth looking into because research has shown that sustainability can be integrated into crisis management, even with the potential to provide improvements in terms of efficiency. Hence, a more thorough integration between research and practice would allow to positively influence activities on the field based on findings and results proposed and tested by cutting-edge investigations.


Overall, our findings suggest that despite the increasing remarks about the intention of joining research and practice, there is still a significant divide between them. Reducing that divide can be beneficial for both sides. More practice-informed research can allow to development of feasible solutions that can enhance the support provided to disaster victims in practice, whereas more research-informed practice can provide stronger foundations for effective decision-making and guide research to focus on key aspects to make it more impactful.


Therefore, it is essential to put more emphasis on integrating research and practice from the roots, to make their interaction more fruitful. Current trends seem to be going towards that direction, especially with the current focus on the impact on research, but further efforts are required to motivate researchers and practitioners to work together to improve crisis management.


This article was co-written by Oscar Rodriguez-Espindola, Pavel Albores, Hossein Ahmadi, Soumyadeb Chowdhury, Prasanta Dey from Aston University and Diego Chavira and Omar Ahumanda from the Universidad Autónoma de Occidente.


This work was supported by an Institutional Links grant, ID 527666998, under the Newton UK-Mexico partnership. The grant is funded by the UK Department for Business, Energy and Industrial Strategy and delivered by the British Council. For further information, please visit www.newtonfund.ac.uk


You might also like...

Check out some other posts from Aston University

3 min

Professor Sangeeta Khorana made a Fellow of the Academy of Social Sciences

Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences Fellows are elected for their contributions to social science, including in economic development, human rights and welfare reform The 2025 cohort of 63 Fellows will join a 1,700-strong Fellowship with members from academia, the public, private and third sectors. Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences as part of the Autumn 2025 cohort. The 63 new Fellows have been elected from 39 UK organisations, comprising 29 higher education institutions, as well as think tanks, non-profits, business, and from countries beyond the UK including Australia and China. The Academy of Social Science’s Fellowship comprises 1,700 leading social scientists from academia, the public, private and third sectors. Selection is through an independent peer review which recognises their excellence and impact. Professor Khorana has more than 25 years of academic, government and management consulting experience in international trade. She has worked for the Indian government as a civil servant and on secondment to the UK Department for Business and Trade. Her expertise includes free trade agreement (FTA) negotiations and World Trade Organization (WTO) issues. As well as sitting on various expert committees, Professor Khorana is an advisor on gender and trade to the Commonwealth Businesswomen’s Network in London and serves on Foreign Investment Committee of the PHD Chambers of Commerce and Industry, India. The Autumn 2025 cohort of Fellows have expertise in a range of areas including educational inequalities, place-based economic development, human rights protection, the regulation of new technologies, and welfare reform, highlighting the importance, breadth and relevance of the social sciences to tackling the varied challenges facing society today. As well as excellence in research and professional applications of social science, the new Fellows have also made significant contributions beyond the academy, including to industry, policy and higher education. Professor Khorana said: “I am deeply honoured to be elected a Fellow of the Academy of Social Sciences. This recognition underscores not only the importance of international trade policy as a driver of inclusive and sustainable growth, but also the role of social sciences in shaping fairer and more resilient societies. At Aston University, my research seeks to bridge academia, government and industry to inform evidence-based trade policy for global cooperation. I am proud to contribute to the Academy’s mission of demonstrating how social science knowledge and practice can address some of the most pressing challenges of our time.” President of the Academy, Will Hutton FAcSS, said: “It’s a pleasure to welcome these 63 leading social scientists to the Academy’s Fellowship. Their research and practical applications have made substantial contributions to social science and wider society in a range of areas from international trade policy and inclusive planning systems through to innovative entrepreneurship and governing digital technologies. We look forward to working with them to promote further the vital role the social sciences play in all areas of our lives.”

4 min

Play, Learn, Lead: How Aston’s Gamification-Driven MBA Is Redefining Business Learning

Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952) Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham. Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada. What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning. At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills. Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success. As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102

2 min

Are GCSEs delivering for students and society?

Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk

View all posts