what faculty do to collaborate with homland secirty

William V. Pelfrey Sr. and William D. Kelley Jr.

Abstruse: While there is cypher specially wrong with proceeding forwards into the uncertain future of homeland security education, much of the motion has been without directional evidence and debates as to direction accept generated more heat than light. Nosotros conducted research to assist us determine trajectory based on show. This inquiry produced findings informed by 3 groups of homeland security professionals. One grouping, consisting of 382 respondents, represented homeland security leaders and administrators graduating from the master of arts programme at the Naval Postgraduate School. The second group consisted of faculty teaching in that graduate programme. The third group was a subject matter good panel of national leaders in homeland security. Surveys were conducted across these groups, asking that they score the importance of objectives and capabilities associated with the multitude of disciplines comprising homeland security. Nosotros plant that strategic collaboration, critical thinking and decision-making, foundations of homeland security, and analytical capabilities are the nigh important attributes of a graduate program dedicated to homeland security. Cognate or specific noesis, the category frequently argued well-nigh in the literature, was scored every bit the least important category for graduate pedagogy. These capabilities and attributes represent a "mode forward" that is research- and bear witness-based, simply questions remain.

SUGGESTED Citation:
Pelfrey, William 5., and William D. Kelley. "Homeland Security Education: A Way Forward." Homeland Security Affairs 9, Article 3 (Feb 2013). https://www.hsaj.org/articles/235

INTRODUCTION: A Manner Forward

In a remarkable occurrence, the American people over the past decade have come up to value the fix of activities that comprise homeland security and the related tasks of emergency and crisis direction. In the wake of terrorist attacks, hurricanes, and earthquakes, a more than genuine appreciation has developed for prevention, preparedness, response, mitigation, recovery, and consequence direction. More than to the signal, well-nigh people seem to realize these activities significantly contribute to the quality of life or lack thereof in our communities, today and in the hereafter. Accordingly, an unusual importance has attached to these tasks. Their functioning is less and less seen as an aspirational goal and has moved toward becoming at least an expectation if not a mandatory requirement. Information technology is a worthwhile exercise to identify and nurture the catalysts that are capable of enhancing our government'southward abilities to successfully execute these tasks.

At that place is significant evidence that education is a potent and durable contributor to changing and enhancing functioning in a wide range of endeavors in which excellence is sought.^ane This fact, coupled with what has been a significant investment in homeland security education for the past several years, suggests two lines of enquiry.

• First, what is the value of homeland security education?
• Second, and maybe more chiefly, what is it that homeland security education ought to be doing – and ought non to be doing – to ensure meliorate solutions or performance in the face up of more than challenging threats and incidents?

Absent-minded this inquiry, the potential for existence "prepared" is not loftier and the opposite is possible.

To carry this exploration of what homeland security educational activity ought to exist in society to best address the exigencies of a better-prepared nation, ongoing inquiry was synthesized and new research conducted in 2010 and 2011. It is important to analyze that the exploration focused on pedagogy, not on training. Education intends to enhance the performance of strategic, complex cognitive tasks, such as planning, coordination, and achievement of consensus. Preparation is best suited to improving the performance of more tactical, simpler tasks such as using weapons or equipment, inbound dangerous "hot" zones, or negotiating physical barriers, all in conformity with existing standards.

To focus and guide the discovery of a plausible fashion ahead for homeland security didactics, the research addressed v central questions, with each question asked in the context of an overarching goal of national preparedness.

1. Who should be the consumers of homeland security education? Or, asked differently: Who are the virtually appropriate students for homeland security education?
2. What is the effect of homeland security pedagogy? Or: What does homeland security educational activity best prepare students to practice?
3. What learning objectives and capabilities should exist the foundation of homeland security education? Or: What should courses and curricula for homeland security educational activity teach?
4. What courses and curricula all-time serve equally vehicles for educating the appropriate students on the appropriate objectives and capabilities?
5. Other than homeland security programs, are at that place established, more mature fields/disciplines/programs that provide education to appropriate students on the appropriate capabilities for homemade security?

Research Method

These key questions were posed adhering to a methodology significantly impacted by what is best characterized as "research informed curriculum design." The cardinal feature of this methodology is the use of expert judges. The curricular elements are derived through research processes using subject matter experts to judge the worth and importance of the elements to them and other homeland security professionals similar them.

Three singled-out groups were surveyed for this research: (1) graduates of the master of arts caste plan in National Security Affairs, Homeland Security and Defense, at the Naval Postgraduate Schoolhouse (NPS); (2) faculty teaching in this program at NPS; and (iii) subject area thing experts exterior of the NPS graduate degree programme.

The largest group was the graduates of the master'southward degree program at the Naval Postgraduate Schoolhouse. These graduating cohorts of homeland security leaders represent a proxy for iterative subject matter skillful panels. The kickoff cohort completed the program in 2004 and the nearly contempo cohort (for the purposes of this study) graduated in 2011. A total of 427 homeland security leaders and administrators take completed the graduate program (as of June 15, 2011) and a total of 382 completed surveys were used in the analysis. The survey completion charge per unit was 89.5 percentage, high plenty to permit the researchers to generalize to the entire population of graduates. The importance of all objectives was assessed on a ix-point scale from low to loftier. (These data are idiosyncratic to the graduate bookish program offered at only this 1 institution, but the longitudinal nature of the enquiry, the professional heterogeneity of the respondents, and inclusion of competencies and objectives not office of the programme, make these data compelling.)

A second group surveyed was faculty pedagogy in the graduate program offered by the Naval Postgraduate School. Based on the items from the subject matter skilful panel described to a higher place, this survey was conducted in May 2010. Twenty-four faculty members were surveyed with the results compared to those of the graduating student surveys. While there might be contagion of the importance of some items taught by these kinesthesia and experienced by the graduates, each group is independent enough to appraise each item on its ain merits. The results of the survey were presented to the faculty during a one-day session held in June 2010, allowing debate and discussion regarding the implications of the results. The fact that the results included stiff ratings for capabilities not included in the education offered past these faculty increases the confront validity of the results.ⁱⁱ

The third grouping of subject affair experts surveyed to assess the importance of knowledge, skills, tasks, and capabilities was larger and more diverse in terms of professional person disciplines represented. Surveys were received from selected homeland security leaders representing the following professional disciplines:

• EMA Leaders
• Constabulary Enforcement Leaders
• Fire Leaders
• Public Health and Health Care Leaders

The survey items consisted of 124 core tasks and objectives. These were identified through a merging process that included screening 575 tasks from the original and revised ODP Preparation Strategy,³ and the ODP Prevention Guidelines,^four and identifying leader's tasks appropriate for education, not training. These were merged with eighty-i learning objectives from graduate homeland security courses offered at the Naval Postgraduate Schoolhouse and forty-i Section of Homeland Security capabilities and related homeland security objectives. Duplicates were then consolidated to produce 124 Core Tasks, Objectives, and Capabilities. This survey was conducted in 2009 and two Field of study Matter Skillful Panels were convened to assist in interpreting the results and identifying the professional person disciplines likely benefiting from the education.

These three sets of surveys represent both longitudinal proficient panels and cross-sectional focus grouping enquiry approaches. Individually each of these approaches has its limitations. However, when used in tandem the limitations are reduced and the benefits of comparisons over time are joined with the advantage of review of the comparisons by heterogeneous groups seeking to crosscheck and validate data.

Results

A determinative, rather than summative, assessment perspective underlies this research. In a rapidly changing and evolving field similar homeland security, summative evaluation may non be feasible, may be inappropriate, and may pb to a misdirection of preparedness, if non contraindicative approaches. Formative evaluation, however, is evolving and must be perpetual to be truly successful. Conclusions or certainties arrived at through summative evaluation seem to misunderstand this.

Application of this study's methodology to the five fundamental research questions revealed the following answers.

1. Who should be the consumers of homeland security educational activity?

The most appropriate students for homeland security teaching are homeland security practitioners in leadership positions. Individuals aspiring to exist homeland security professionals are not the nigh appropriate students.

The most critical, and perhaps the exclusive, consumers for homeland security education today are practitioners with homeland security authoritative or leadership responsibilities, working in the fifty-one professional disciplines or groups identified in the research. Additionally, the most appropriate tier of education is at the first graduate level (principal's caste). Committees sponsored past the US Department of Homeland Security, meeting in 2004 and 2005, identified some cadre elements of a homeland security curriculum. Nonetheless, the study stated clearly and unambiguously, "Not a single workshop participant, or whatever of the committee members, voiced back up for an undergraduate degree program focused specifically on homeland security."^v Additionally, if a later recommendation for homeland security pedagogy to foster "postal service formal thought" is credible, that didactics is all-time provided at the graduate level.^vi Training is advisable for many others in the professional disciplines but the objectives and capabilities described beneath are most appropriate for graduate teaching.

2. What is the efficacy of such instruction?

Homeland security education all-time prepares appropriate students to perform complex, cerebral tasks. It is not appropriate for simple, tactical tasks.

The research suggests that graduate teaching could set up professionals in homeland security leadership positions to be much more constructive in their adequacy to operate in an ambiguous surroundings (37.vii percentage more than effective afterwards the graduate education), engage in strategic collaboration (54.39 percent more effective after the graduate pedagogy), and appoint in critical thinking (53.72 per centum more constructive after the graduate education). These data were collected from end-of-plan assessments of the graduate program in homeland security offered at the Naval Postgraduate Schoolhouse, with participants who were selected considering they were already in leadership positions in their local, state, tribal, or federal agencies.

It would announced that undergraduate vocational education in homeland security, equally an employment opportunity, is not central to the largest potential employment – law enforcement – fifty-fifty though the professional subject is engaged in homeland security preparedness activities. Of the 463,000 sworn officers employed at the local law enforcement level, about 4,000 (less than i percent) were serving in intelligence positions related to combating terrorism in 2007, the most recent year for data. "Overall, 11 percentage of departments had sworn personnel serving in this chapters with a total of most 4,000 nationwide." Only one percent of local law enforcement agencies employed not-sworn intelligence analysts. "Nationwide, an estimated 238 civilian personnel from local police departments served in this type of position."⁷

The Department of Homeland Security, Transportation Prophylactic Administration (TSA), another potential vocational outlet for undergraduates, employs about 55,000 Transportation Security Officers (TSO).⁸ As stated by the TSA, such an employee must:

• Be a US Citizen or US National at time of application submission;
• Be at least 18 years of age at time of awarding submission;
• Be proficient in the English language language (i.e., able to read, write, speak, and mind);
• Have a loftier schoolhouse diploma or General Educational Development (GED) credential OR at least one year of full-time work feel in the security industry, aviation screening, or as an 10-ray technician.⁹

It would appear that homeland security vocational education at an undergraduate level would non be constructive in enhancing employment every bit a TSO. Arguably, X-ray technician curricula would be a better vocational preparation for the TSO jobs in the Section of Homeland Security.

iii. What learning objectives and capabilities should be the foundation of the teaching?

Objectives and capabilities that should exist emphasized in homeland security educational activity steer abroad from specific cognition, centering instead on more complex, cognitive tasks.

Based on data gathered since 2004 from nineteen independent survey groups, across all major professional disciplines in homeland security, the most important objectives and capabilities for homeland security leaders and administrators are:

(ane) Strategic collaboration,^ten which involves the following capabilities:

• Coordinate, interact, and communicate beyond agencies;
• Identify and build strategic relationships within the individual'southward homeland security system and across the homeland security community;
• Demonstrate ability to build, sustain, and operate within interagency teams/task forces;
• Improve efforts for collaboration, information-sharing, threat recognition, and target hardening betwixt diverse disciplines;
• Communicate appropriately with other agencies and organizations to insure the sharing of disquisitional information during and following a homeland security threat or incident;
• Explicitly develop "social capital" through collaboration betwixt the private sector, constabulary enforcement and other partners and then that data, information, assistance, and "best practices" regarding prevention and vulnerabilities may be shared and collaborative processes developed;
• Assess the opportunities and impediments to collaboration betwixt and among the diverse disciplines;
• Participate in intelligence sharing with other appropriate agencies as part of a response to a homeland security threat or incident;
• Sympathize interagency coordination and the flow of intelligence for Homeland Security;
• Understand the confluence of law enforcement and the intelligence community;
• Foster and reward advice and collaboration across agency boundaries at all levels;
• Coordinate local, land, and federal avails in training for a homeland security threat or incident.

(2) Disquisitional thinking and decision-making, which includes the following:

• Power to call up virtually circuitous issues using scientific/critical thinking arroyo to solving problems and make audio judgments;
• Capability to take action that is consequent with available facts, constraints, and probable consequences;
• Power to operate in extreme ambiguity;
• Power to respond quickly, effectively, and proactively to ambiguous and emerging homeland security conditions, opportunities, and risks;
• Willingness to use creative problem solving techniques to respond to homeland security issues in the nearly effective manner.

The entire list of categories of capabilities, from most important to least of import, was:

1. Strategic collaboration
2. Critical thinking and controlling
3. Foundations of Homeland Security
4. Belittling Capabilities
5. Leadership
6. Legal Bug
7. Strategic Planning
8. Cognate or Specific Knowledge

Arguably, these top two categories – strategic collaboration and critical thinking and decision-making – could be imbedded in every course in a graduate curriculum and the results would raise practitioners' capabilities regardless of their professional person discipline.

4. Is there sufficient agreement as to the homeland security courses serving as the vehicles for educating advisable students in the appropriate capabilities?

There is little agreement on what courses/curricula best serve the needs of homeland security professionals. A "melt book" of core courses is at best aspirational and at worst misleading or misdirected.

Based on available literature, it appears that in that location is no more than agreement on homeland security cadre curricula today than in 2007, when Rollins and Rowan found "The homeland security academic subject area is currently an evolving ungoverned environment of numerous programs purporting to prepare students for various positions of responsibleness."¹¹ Fundamental debates over vocational instruction versus civic educational activity, graduate only education versus undergraduate and graduate are still beingness conducted with footling resolution of the issues, while some are calling for accreditation standards to mitigate the uncertainties (although accreditation prior to resolving the issues seems to be anachronistic).

5. Are established, more mature, parallel disciplines meliorate capable of educating students in the advisable capabilities?

It appears that established programs in other fields and disciplines exercise not offering the requisite objectives and capabilities of homeland security instruction.

While it was initially expected that existing programs such as public policy and public assistants would meliorate accomplish the two most of import elements and cognates could address the remaining ones, test of the cadre courses in those disciplines seems to suggest otherwise. Consider 1 respected plan, Harvard University's, John F. Kennedy School of Authorities, Master in Public Policy.¹² The core elements addressed past the coursework in that program contribute to the "foundations in iii methodological areas:"

• Assay
• Management
• Leadership

This is accomplished through the post-obit coursework:

• Economics
• Quantitative Analysis
• Politics and advocacy
• Fiscal management
• Strategic management
• Ethics
• Leadership

Strategic collaboration, largely an affective capability, is not present in this or other like programs of report. Additionally, valuable but largely inapplicable topics are included as core in these degrees, east.g., economics. The conclusion, therefore, is that these parallel programs do not suffice in meeting the needs of homeland security graduate educational activity.

Homeland security teaching, as the answers to the fundamental questions to our exploration suggest, may not be what many presume it to be. These presumptions are that homeland security, as an academic discipline, is without much coherence, information technology borrows its personnel from many disciplines (most noticeably constabulary enforcement and fire), and it lacks heritage, theory, and recognition. Consider, for example, the list of things homeland security education is missing, according to Linda Kiltz:

To engagement, there is no agreed upon definition of homeland security, no m theory explaining the phenomenon of homeland security, no standardized curriculum, fiddling give-and-take of the history, paradigms and philosophies of the field, and ill divers kinesthesia roles.¹³

Yet, abandoning homeland security instruction would widely miss the mark. In that location is a articulate and present need for graduate education focused on homeland security professionals representing the professional disciplines. The data from the nineteen surveys, particularly those since 2007, show convincingly that the objectives and competencies for graduate education for those in homeland security leadership positions within their agencies and organizations are known, can be taught through graduate didactics, and will produce benefits in the preparedness of those organizations. Information technology would, therefore, exist a error not to continue that instruction. It would also be ludicrous to replicate the aforementioned education at the undergraduate level, since the objectives appear to be at the assay, synthesis, evaluation, and metacognitive levels, where students are educated in thinking critically and utilizing the melancholia domain to engage in strategic collaboration. Graduate document programs could, and are, beingness used to address the aforementioned key objectives and competencies for those not interested in completing a graduate caste or already holding a graduate degree. The formative environment of the Naval Postgraduate Schoolhouse's homeland security graduate curriculum remains a viable location to test courses and instructional techniques to infuse the primal elements into graduate educational activity and share the successes and failures with others in academe. As curriculum planners engage in the graduate versus undergraduate homeland security education debate, the prevailing question should continue to be: Education for what purpose? Armed with the data from this research, nosotros can clear both the purposes and the capabilities to address those purposes in the venue of graduate education. There appears to be little vocational back up for undergraduate instruction in homeland security but there may be stronger academic objectives, such every bit critical thinking and disquisitional writing, embraced and explicitly articulated in the courses developed for avant-garde undergraduates.

The lingering larger question of our exploration is what direction should homeland security instruction take if we are to fulfill the promise of moving our nation's preparedness level across its electric current unacceptable level?¹⁴ Hither, the exploration has much to suggest, although it will non be achieved in short order. The manner forward suggests a dependence on bear witness rather than opinion, and reality rather than conventionalities. The way forrard, more specifically, would include efforts to:

• Continue to encourage graduate education, but strongly encourage the inculcation of the key objectives and capabilities identified in this enquiry, particularly the development of strategic collaboration capabilities, the ability to think critically and analytically, and the capability to operate in the ambiguous environs of homeland security;
• Assess the courses and the plan using those cardinal variables as dependent variables in the cess processes;
• Assess the impact of homeland security teaching using disciplined, reliable methods that can discriminate furnishings based on the electric current and future attributes of curricula;
• Disseminate the results to other universities and colleges with recommendations of smart practices, equally well equally the theories and methods used to develop and test the capabilities in both homeland security and emergency management bookish programs;
• Encourage (through special journal issues, fellowships, and proactive recruitment) kinesthesia in existing disciplines to adopt homeland security issues and issues within their research agendas and so that those expert in these disciplines can contribute to the progress of research and theory development in homeland security;
• Encourage the Section of Homeland Security to partner with the US Department of Education, Health and Human Services, and other federal agencies, to take a leadership role in a process like to the Bologna Procedure.¹⁵ This would involve identifying – with some particularity – the roles and objectives of undergraduate and graduate education, using homeland security educational activity as the example since it is in the germinal stages of evolution;
• Engage representatives of more mature disciplines, already contributing to homeland security education and enquiry, to be obviously involved in the development of theories, methods, and analytical capabilities that should exist considered in the development of graduate homeland security education. In doing so, these individuals could articulate the theories, belittling capabilities, and inquiry methods appropriate to contribute to the paradigm of homeland security.

CONCLUSION

Much of what is stated above is conclusory and this article is brief enough that no "recap" is needed. One unstated merely underling issue has not been broached: Is it fourth dimension for homeland security to exist considered an academic discipline?

Determining the caste to which the "discipline" of homeland security is coalescing is more than difficult and methodologically uncharted. Rollins and Rowan's work represented a strong methodological model. The literature on "model" curricula,¹⁶ forth with the cross tabulation-like tables used to nowadays some of the academic homeland security programs and public policy/public administration programs mentioned in the literature, was used in interpreting some of the survey data. This type of assessment is not likely to provide "clear and convincing" insight just volition suggest certain recommended steps or actions.

The literature also suggests that bookish journals are an chemical element of an bookish discipline. The Journal Citation Reports has been used as a bibliometric to assess the progress of some disciplines and the respect the disciplines seem to be developing among researchers.¹⁷ That method to examination the development of homeland security (and emergency management) as a viable subject area in academe shows rather starkly, that homeland security is immature. A search of citations in July 2011, using PAIS International,¹⁸ indexed by ProQuest and available through CSA, yielded 409 citations for "homeland security." These citations began in 2001 and regressed beyond time. Screening these articles past the category "scholarly," mostly meaning the manufactures were in peer-reviewed journals, produced a list of ninety-vii articles. While in that location is no benchmark or standard for the number of scholarly publications necessary as a predicate for an academic subject field, an average of fewer than ten a year is suspect.

Whether homeland security is an interdisciplinary or a multi-disciplinary written report area can be debated, but it appears non to have evolved to a point where idiosyncratic theories and methods of inquiry specific to homeland security are amend paradigmatically than those of the disciplines initially producing them and coming together to address or appraise the issues in homeland security. Homeland security education appears to be likewise immature and amorphous, with its educational goals in dispute, to merit proceeding vigorously in the development of new programs beyond those providing the knowledge and capabilities needed by those leaders already in defined homeland security roles and key public rubber positions.

Faculty in the emerging field of study of homeland security, seeking to craft (or cobble together) courses and coursework may, in their zeal to incorporate and homogenize the theories and enquiry of others, migrate away from their areas of expertise and do a less-than-creditable chore instructing students when kinesthesia more central to the disciplines being taught are available. A quote attributed to Paul Samuelson, the Nobel Laureate Economist, in his Collected Scientific Papers on the state of the subject field of economics seems appropriate: "Economics has never been a science, and is even less at present than a few years ago."¹⁹

Information technology is more useful to doubt the coagulation of courses and curricula into a discipline or a science than to proclaim success and rigidly concord to rapidly outdated foundations. At this stage in the development of "homeland security teaching" a wiser approach would be to capitalize upon the development of homeland security imperatives and research inside existing disciplines, thus building a firm foundation for a more mature discipline of homeland security. To do otherwise risks taking the path away from science and a discipline, as observed by Samuelson.

Virtually the Authors

William 5. Pelfrey, Sr., of Pelfrey and Associates LLC, has engaged in bookish curriculum evolution, instruction, and preparation for thirty years, property faculty and authoritative positions in seven major universities before retiring in 2005. He has authored articles in Evaluation Review: A Periodical of the Institute for Law and Public Policy, Homeland Security Review, The Periodical of Homeland Security and Emergency Management, Criminology, Criminal Justice Review, Journal of Criminal Justice Education, other journals, and law reviews, likewise equally volume capacity and books. He is coauthor of the WMD Training Strategy 2002 and ODP Prevention and Deterrence Guidelines. His research has been in the areas of homeland security, curriculum development, crime assay and assessment, criminological theory, trends and patterns in tearing crime, policing, and victimology. He holds the PhD in Criminology from Florida State University.

William D. Kelley, Jr. has a distinguished tape of service in operations, administration, pedagogy, and research concentrating on public safety and domestic preparedness. Mr. Kelley is currently senior advisor/consultant for the Centre for Homeland Defense and Security (CHDS) at The Naval Postgraduate School(NPS). Prior to 2010, he was a consultant to the US Section of Homeland Security'southward (DHS) Federal Emergency Management Agency (FEMA) National Preparedness Directorate (NPD) in Washington, DC. His work has focused on research and strategic planning regarding prevention, preparedness, mitigation, response and recovery relative to incidents and acts of terrorism with special emphasis on evidence based education and training strategies and programs for executive level personnel. His experience has included similar consecutive positions get-go in 1998 contiguous with the creation of a key DHS predecessor agency at the U.s. Department of Justice. Mr. Kelly has been directly involved in supporting the direction of the Heart for Homeland Defense and Security (CHDS) at the Naval Postgraduate School (NPS) since its inception in 2002.

1. See, for case: Frances Young, "Educating for Excellence" British Journal of Educational Studies 26, no. 2 (1988): 100-110; and, more recently, Philip Altbach, Liz Reisberg and Laura E. Rumbley, Trends in Global College Education: Tracking an Academic Revolution: A Written report Prepared for the UNESCO 2009 World Briefing on College Education (Paris, France: Un Educational, Scientific and Cultural Organization, 2009).↵
2. The reliance on respondents associated with the graduate program at the Naval Postgraduate Schoolhouse is probable to exist a methodological concern. The disciplinary and geographic diverseness brand these graduates a particularly relevant population and the fact that they were exposed to the aforementioned curriculum improves inter-rater reliability. Additionally, the high importance ratings of items they were not exposed to in the curriculum increases the criticality of those assessments and neutralizes the argument of favorable bias. Absent information to the contrary, these results should serve as the basis for hypothesis testing in other populations.↵
3. W.V. Pelfrey, Westward. D. Kelley, Jr. and J. W. May, Jr., The Office for Domestic Preparedness WMD Grooming Strategy. Executive Summary, Volumes 1 and 2, and Appendices, prepared for The Function for Domestic Preparedness, Part of Justice Programs (Washington, DC: US Section of Justice, 2002).↵
4. Tom Ridge, The Function for Domestic Preparedness Guidelines for Homeland Security June 2003: Prevention and Deterrence (Washington, DC: Department of Homeland Security, 2003).↵
5. Committee on Educational Paradigms for Homeland Security, National Inquiry Council, Frameworks for Higher Education in Homeland Security (National Academy of Science Press, 2005), 19, http://www.nap.edu/itemize/11141.html.↵
6. Michael Lamport Common, "Introduction to the Model of Hierarchical Complexity and its Relationship to Postformal Action," World Futures 64 (2008): 305-320; and Mutual, Implications of Hierarchical Complication for Social Stratification," 430-435.↵
7. Brian A. Reaves, Local Police Departments, 2007 (Washington, DC: Agency of Justice Statistics, 2010), 32.↵
8. Government Accountability Office (July 23, 2010), http://world wide web.gao.gov/products/GAO-07-299.↵
9. U.s. Jobs, "Working for America," retrieved on July 23, 2011 at http://jobview.usajobs.gov/GetJob.aspx?JobID=100988898&JobTitle=Transportation+Security+Officeholder+(TSO)&q=tsa&where=&brd=3876&vw=b&FedEmp=Northward&FedPub=Y&x=120&y=12&AVSDM=2011-07-18+11%3a42%3a00.↵
10. Italicized items were scored highest in importance by the skillful panels as well as actualization on the list of highest importance on the practitioner surveys.↵
11. John Rollins and Joseph Rowan, The Homeland Security Academic Surround: a Review of Current Activities and Issues for Consideration (Homeland Security and Defense Education Consortium, 2007).↵
12. HARVARD Kennedy School website, http://www.hks.harvard.edu/degrees/masters/mpp.↵
13. Linda Kiltz, "The Challenges of Developing a Homeland Security Discipline to Meet Time to come Threats to the Homeland," Periodical of Homeland Security and Emergency Management viii, no. ii (2011), Article i: thirteen.↵
14. Encounter, for example, Progress Made and Work Remaining in Implementing Homeland Security Missions 10 Years later 9/11, GAO-11-940T (Washington, DC: Government Accountability Part, September 8, 2011).↵
15. Clifford Adleman, The Bologna Process for U.S. Eyes: Re-learning Higher Pedagogy in the Age of Convergence (Washington, DC: Plant for Higher Education Policy, 2009), www.ihep.org/Research/GlobalPerformance.cfm.↵
16. See for example, Harvey Alverch and Milan Dluhy, "Teaching Public Administration, Public Management, and Policy Assay: Convergence or Divergence in the Masters Core, Journal of Policy Analysis and Management xi, no. 3 (192): 541-551.↵
17. Run into for case, Benjamine M. Althouse, Jevin Due west, Carl T. Bergstrom, and Theodore Bergstrome, "Differences in Affect Factor Across Fields over Fourth dimension," Journal of the American Society for Informatics and Technology lx, no. one (2009): 27-34; Duncan MacRae Jr. and Irwin Feller, "The Structure of and Prospects for Policy Research as Suggested past Periodical Citation Analysis," Policy Studies Review 15, no. ane (1998): 115-135; Jong Yong Abdiel Foo, "A Study on Journal Self-Citation and Intra-Citing Inside the Subject Category of Multidisciplinary Scientific discipline," Scientific Engineering Ethics xv (2009): 491-501.↵
18. The PAIS International database from CSA contains citations to journal articles, books, regime documents, statistical directories, grey literature, research reports, conference reports, publications of international agencies, microfiche, Internet cloth, and more. Newspapers and newsletters are not indexed. PAIS International includes publications from over 120 countries throughout the earth. An enhanced subscription to PAIS International on CSA Illumina is also available that includes access to the PAIS Archive. The PAIS Annal provides retrospective coverage of the PAIS Annual Cumulated Bulletin. The database dorsum file dates to 1972: PAIS International includes records from the impress PAIS Bulletin 1977 and forward; and from the PAIS print Foreign Language Index published 1972-1990, at which time it merged with the PAIS Bulletin. Major areas of PAIS Discipline Coverage include: oAdministration of justice oAgriculture, forestry and fishing oBanking and finance oBusiness and service sector oCulture and religion oEconomic conditions oEducation oEnergy resource and policy oEnvironment oGovernment oHealth conditions oHuman rights oInternational Relations oLabor conditions and policy oLaw and ethics oManufacturing and manufacture oMedia and communications oMilitary and defense policy oPolitics oPopulation and demographics oScience and technology oSocial conditions oTrade oTransportation ↵
19. Paul A. Samuelson, Collected Scientific Papers (Cambridge, MA: MIT Press, 2011)↵

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