This is an author produced version of a paper published in Disaster Prevention and Management (ISSN 0965-3562, eISSN 1758-6100) This version may not include final proof corrections and does not include published layout or pagination. Copyright Items in 'OpenAIR@RGU', Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in 'OpenAIR@RGU' infringes copyright, please contact openair-help@rgu.ac.uk with details. The item will be removed from the repository while the claim is investigated.
Citation Details'This article is © Emerald Group Publishing and permission has been granted for this version to appear here (https://openair.rgu.ac.uk/). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.' Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies.
Research limitations:The empirical focus of the research is limited to three (3) EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction capacity in the built environment, especially at the stage of post-disaster reconstruction.
Practical implications:The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis.
Social implications:Capacity building in enhancing disaster risk reduction during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience.Original / value: The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed.