Chapter 45Expectations and Roles for Academics
Field of expertise: International Strategy for Disaster Mitigation

Takako Izumi
Summary
In the Sendai Framework for Disaster Risk Reduction (SFDRR) adopted at the United Nations
World Conference on Disaster Risk Reduction in 2015, academic institutions are expected tosupport the activities of local communities and local government agencies as well as thecollaboration between policy and science. In order to support the implementation of SFDRR, theInternational Research Institute of Disaster Science (IRIDeS) in Tohoku University disseminates
Japan's disaster experiences and disaster risk reduction (DRR) activities both domestically andinternationally Furthermore, IRIDeS proposes and implements various activities in collaboration
with academic institutions and various agencies and organizations around the world.
Keywords: university collaboration, multi-hazard, Sendai Framework for Disaster Risk Reduction,
Association of Pacific Rim Universities

Introduction
The frequency and damage of disasters such as floods and typhoons are increasing
worldwide due to the effects of climate change and other factors. What roles and contributions arerequired for academics in the face of concerns about various disaster risks in the future? What canbe produced from collaboration and cooperation with universities and various institutions
overseas? It is obvious that expectations for academics are increasing.

1: The Research Institutions Created After the Great East Japan Earthquakeand Tsunami
IRIDeS was established under Tohoku University in April 2012, a year after the Great East
Japan Earthquake and Tsunami. The disaster is said to have highlighted the weaknesses andlimitations of the science and technology system. This event made it clear that DRR research andcountermeasures centered mainly on science research, such as engineering and physics, would
not be sufficient to cope with the massive and complex disasters that could occur in the future. To
overcome such issues, IRIDeS was established as a new interdisciplinary research grouporganization to clarify the actual situation and lessons learned, make concrete contributions toreconstruction, lead the way in preparing for future disasters, and lay the foundation for practical
DRR studies aimed at solving specific problems in society to reduce the damage caused by1

disasters in Japan and abroad.
Even before that, research institutions specializing in disasters already existed in Japan.
For example, the Earthquake Research Institute in the University of Tokyo was established in 1925
in response to the Great Kanto Earthquake, and the Disaster Prevention Research Institute in
Kyoto University was established in 1951 as a specialized institution for systematic research on
disaster prevention science, covering not only earthquakes but also meteorological, water, andlandslide disasters. Furthermore, after the Great Hanshin-Awaji Earthquake in 1995, the Disaster
Reduction and Human Renovation Institution was established as a research institution to pass on
the experience of the earthquake, and to contribute to the realization of a safe and secure society
in which citizens can work together to reduce disasters.
IRIDeS, which was established after the Great East Japan Earthquake and Tsunami, wasgiven the role of pioneering the integration of natural and social sciences within DRR research. Inaddition, as an international research institute, it aims to contribute not only to the reconstruction
efforts in Japan, but also to the reduction of disaster risk and damage around the world, and tointegrate a global perspective that elucidates the mechanisms of disasters on a global scale andprepares for the future, with an international perspective that thoroughly studies the uniqueness,diversity, and values of each country and region.

2: Expectations and Roles of Academic Institutions After the Great East
Japan Earthquake and Tsunami
If a catastrophe such as the Great East Japan Earthquake and Tsunami reoccurs, what
would be needed to mitigate the damage as much as possible? What kind of contributions canacademics make? These are questions that must always be kept in mind as we continue ourresearch and practice. In addition to conventional efforts based on various studies, DRR measuresand activities led by individual residents based on human behavior, customs, culture, and otheraspects of life are required, and expectations for the role of academics, including research andeducation, are increasing.
At the 3rd United Nations World Conference on Disaster Risk Reduction held in Sendai,
Miyagi Prefecture, in March 2015, the Sendai Framework for Disaster Risk Reduction (SFDRR)(Ministry of Foreign Affairs, n.d.) was adopted as a guideline for DRR activities that should betackled globally from 2015 to 2030, and the role of academics is described in this framework as
follows:“(b) Academic and scientific research institutions and networks will focus on disaster riskfactors and scenarios, including new disaster risks, in the medium and long term, increase
research for regional, national, and local applications, support the actions of communities and local
administrations, and support the coordination of policy and science for decision-making.”
Here, in addition to increasing research, academic institutions are expected to support theactivities of communities and local government agencies, as well as the coordination of policy andscience. The role of academic institutions has traditionally been focused on education andresearch, but the role described in this framework adds “regional (e.g., Asia)” and “practicalsupport.” To fulfill these roles, it is important for academic institutions to collaborate and cooperatewith various institutions and organizations that transcend national boundaries, as well as with localorganizations and institutions such as local governments.
In 2017, Elsevier, which publishes a number of international journals, published a report
entitled A Global Outlook on Disaster Science, which clarified the characteristics of disaster
research to date and the areas that need to be strengthened in the future. In particular, research2on disasters in developing countries, where the damage caused by such events is likely toincrease, has been sluggish, and the importance of joint research with developing countries in thesense of supporting their disaster research is emphasized. It is said that disaster damage indeveloping countries is greater than that in developed countries due to living conditions. However,
it is not easy to secure a budget to support research in the former, and it is also important for
research institutions in the latter to actively contribute to elucidating disaster mechanisms andpropose DRR measures in advance through joint research with institutions in developing countries.

3: An Approach Based on International Collaboration
To contribute to the development of international joint research and practical support froman international perspective, it is essential to strengthen collaboration with overseas research
institutions. With the aim of building a network with them, IRIDeS launched the Multi-Hazards (MH)Program in April 2013 together with the Association of Pacific Rim Universities (APRU), which is anetwork of more than 60 universities in the Pacific Rim, and assumed the role of its secretariat.
The MH Program is based on collaboration not only with academics but also with non-academic
stakeholders such as governments and international organizations. Its core activities are research,education, and participation in and contribution to international policy discussions with APRU
member universities. It is mainly engaged in activities such as Summer School (education),
participation and planning sessions for the Global Platform for Disaster Risk Reduction and theAsia-Pacific Ministerial Conference on Disaster Risk Reduction, and Campus Safety(strengthening disaster prevention capabilities at universities) (Izumi, 2016).
1． Summer School: To disseminate the experiences and lessons learned from the Great EastJapan Earthquake and Tsunami to students, faculty members, and researchers around theworld, and to learn about actual reconstruction through visiting the affected areas (Photo 45-1).
2． Participation and contribution to the Global Platform for Disaster Risk Reduction, the AsiaPacific Ministerial Conference on Disaster Risk Reduction, and the World BOSAI Forum: We
have participated in various international conferences and held sessions and exhibitions. At
these conferences, we introduce various activities of the IRIDeS and the APRU MH Program,expand the network with more disaster-related organizations, and share new academicperspectives in discussions related to policy recommendations.
3． Campus Safety Program: A number of people, such as students, faculty members, and staff,
are studying and working at universities. It is a university's responsibility to ensure their safety.
To reduce the damage caused by disasters and implement effective disaster responses, thisProgram aims to share their DRR measures and disaster response experiences implemented
among universities (Photo 45-2).

3

Photo 45-1. A summer school visit to the disaster area (Former site of Okawa Elementary School,Ishinomaki City, Miyagi Prefecture)

Photo 45-2. Group discussions at a campus safety workshop

4: Achievements and the Future
Currently, we are facing a global challenge of climate change, and especially this year, theworld has also been forced to fight against a new virus called COVID-19. In the future, it will benecessary to deepen our understanding of not only natural disasters but also various other disasterrisks such as biological, industrial, chemical, and nuclear disasters, and to contribute to reducing
these risks. We must further strengthen collaboration not only with overseas research institutions
within the same field, but also with researchers and experts with different fields of expertise.
In the midst of an increasingly complex global situation, expectations for the role of academics
beyond conventional research and education will continue to rise. At that time, what can beproduced from overseas collaboration and what effect can it actually have on society? IRIDeS
believes that its mission from here on is to focus on training students and young researchers inorder to produce world-class research results and develop future leaders in the field of DRR, and inaddition, utilize the research results in practice in Japan and overseas, including developing
countries that are heavily damaged by disasters.

Conclusion - from the authors
DRR in Japan is considered to be advanced internationally, and is often used as areference overseas. In addition, a number of international students who study disaster science areeager to learn from Japan's experience. In particular, Asia is the most disaster-prone region in the4world. We hope that new ideas and innovations in DRR will be developed through active andproactive exchanges among students and young researchers in Japan and Asia, through learning
about each other's cultures and customs.

ReferencesElsevier. (2017). A Global Outlook on Disaster Science.
https://www.elsevier.com/research-intelligence/resource-library/a-global-outlook-on-disasterscience
Izumi, T. (2016). Science and Practical Disaster Risk Reduction: Role of Universities andAcademia in Disaster Risk Reduction – From the Discussions at the UNWCDRR Public Forum byAPRU and IRIDeS –. Journal of Disaster Research, 11(3), 454-458.
https://doi.org/10.20965/jdr.2016.p0454
Ministry of Foreign Affairs. (n.d.). Sendai Framework for Disaster Risk Reduction 2015-2030(Tentative Translation). Government of Japan. https://www.mofa.go.jp/mofaj/files/000081166.pdf(In Japanese)5