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In This Issue
Lessons in Disaster
10/20/2005
| KATRINA AND THE WEB | |||
| Worst Practices | Standard Practices | Best Practices | |
|---|---|---|---|
| Viewpoint | “Katrina didn’t affect us.” | “We shouldn’t publicly discuss Katrina’s impact.” | “We need to help all of our constituencies— students, faculty, staff, and alumni— deal with Katrina.” |
| Strategy | View Katrina as not impacting the educational mission. | Deal with Katrina within established processes and Web site design. | Treat Katrina as a crisis that impacts the overall college community and urge people to think “outside the box.” |
| Process | Standard Web site content and processes remain. | Broadcast generated and received information. | Employ interactive information gathering/receiving. |
| People | No focus on mobilizing people. | President & Office of Public Affairs issue statements. | Many departments and constituencies are involved. |
| Technology | No mention of Katrina, or a difficult-to-find hyperlink on the home page. | A mention of Katrina on the home page and a Katrina mini-site. | Blogs and message boards help constituents distribute information in real time. |
| COLLEGES AND UNIVERSITIES used the Web in a variety of ways to communicate with their constituencies about Katrina. (From “Online Crisis Management: 30 Top Colleges/ Universities Respond to Katrina,” by Ballardvale Research. Used with permission.) | |||
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