Watch now: Graduate Certificate in Emergency and Disaster Management
Introduction
Maggie Hill: Hello, everyone. My name is Maggie Hill and I’ll be hosting this evening’s webinar focused on QUT Online’s Graduate Certificate in Emergency and Disaster Management. This webinar is designed to provide an overview of the course from both an academic and practical perspective.
Before we begin, this session is being recorded and will be made available on the QUT Online website at a later date.
I’d like to acknowledge the Traditional Owners of the lands on which we meet today, as well as the Turrbal and Yuggera peoples, the First Nations owners of the lands where QUT now stands. I pay my respects to Elders past and present and acknowledge the important role Aboriginal and Torres Strait Islander peoples continue to play in the knowledge, leadership and care of communities.
Today’s webinar is designed to help you decide whether the Graduate Certificate in Emergency and Disaster Management is the right fit for your goals. We’ll hear from Dr Sam Toloo about the course and careers it supports, discuss course content and learning outcomes, and then be joined by online learning adviser Sergeant Patrick Hayes, who will share insights into studying online and his experience working in emergencies. We’ll finish with a Q&A session.
Introducing Dr Toloo
Maggie Hill: Dr Toloo, what pressure do increasingly frequent and complex emergencies place on health systems and communities?
Dr Sam Toloo: Disasters impact our lives and livelihoods. A natural hazard becomes a disaster when it affects people, communities and infrastructure. We are seeing more severe disasters, multiple hazards occurring at the same time, and cascading effects across many systems.
In the short term, disasters can lead to deaths, injuries, infectious diseases and psychological distress. Long-term impacts can include mental health issues, disability, chronic disease complications, financial hardship, insurance issues and increased vulnerability within communities.
COVID-19 is a clear example. It affected health systems, economies, education, supply chains, social interactions and many aspects of daily life. This highlights the importance of systems thinking and taking a holistic view of disasters, which is a key focus of the course.
Critical roles in emergency response
Maggie Hill: What roles are critical in responding to emergencies, including those behind the scenes?
Dr Sam Toloo: People often see volunteers, emergency services, police, firefighters and healthcare workers. However, many roles operate behind the scenes across planning, preparedness, response and recovery.
These include emergency and disaster management officers, control centre teams, policy and legislative specialists, local government staff, public health officers, epidemiologists, logistics and supply chain teams, IT and digital infrastructure specialists, communications professionals and community liaison officers. Long-term recovery officers also play a vital role in rebuilding infrastructure and community resilience.
Skills you’ll need to succeed
Maggie Hill: What skills do professionals need to be effective in this field?
Dr Sam Toloo: Specialist technical expertise is important, but there are also core skills required across the sector. These include strategic leadership, long-term thinking, knowledge of policy and legislation, understanding contemporary disaster management approaches, communication skills, collaboration, cultural awareness and psychosocial understanding.
People working in this environment must be able to work under pressure, make decisions quickly, manage stress, work effectively in teams and remain committed to supporting communities.
The benefit of postgraduate study
Maggie Hill: How does the Graduate Certificate help students develop these capabilities?
Dr Sam Toloo: Before developing the course, we conducted research into the competencies needed by disaster management professionals. We identified three key domains: knowledge, skills and application.
The course covers governance, policy, disaster management principles, leadership, communication, collaboration, professional practice and critical thinking. It consists of four units covering foundational concepts, planning and preparedness, response and recovery, and leadership.
Students participate in role plays, case studies, exercises and authentic assessments where they take on leadership roles and respond to unfolding disaster scenarios. These activities are designed to build practical capability and encourage collaboration, even in an online environment.
Maggie Hill: Thank you, Dr Toloo.
Introducing Patrick Hayes, QUT Online OLA
Maggie Hill: Patrick, can you tell us about your role as an online learning adviser?
Patrick Hayes: As an online learning adviser and unit coordinator, I act as a tutor, subject matter expert and academic guide. My role is to help bring the course content to life through assignments, discussion boards and a strong online learning community.
Students come from a wide range of professional backgrounds, including policing, firefighting, health and defence. I guide students through the course and help make their online learning experience as valuable as possible.
The influence of experience
Maggie Hill: How has your policing experience influenced the way you support students?
Patrick Hayes: My frontline policing experience allows me to connect theory with practical application. I help students bridge the gap between academic concepts and real-world situations so they are better prepared for professional practice.
Balancing your studies and career
Maggie Hill: How do students balance study with demanding careers?
Patrick Hayes: Online study can be challenging, particularly for students working shifts or balancing family responsibilities. Success often comes down to effective task management, organisation and maintaining a balance between work, study and personal commitments.
Online student communities
Maggie Hill: How do students connect with each other online?
Patrick Hayes: We use live online collaboration sessions for assignment discussions, questions and support. These sessions are recorded for students who cannot attend.
Discussion boards are also a key part of the learning experience. They allow students to share ideas, discuss contemporary issues, build professional networks and learn from one another’s experiences.
Many students continue to benefit from the professional relationships they develop during the course.
Application of concepts in real life
Maggie Hill: Can you give an example of how students apply course concepts in the workplace?
Patrick Hayes: Students working in emergency management can immediately apply leadership concepts from the course. In the Leadership in Disaster Management unit, we examine a range of leadership styles and models.
One example is adaptive leadership. Students learn how to move from routine management into rapid decision-making, risk assessment, communication and problem-solving during a crisis.
The model focuses on emotional intelligence, organisational justice and continuous learning. Students learn to support affected communities with empathy, ensure people feel heard and valued, and foster ongoing growth and development.
Many graduates have reported applying these concepts successfully during critical incidents and disaster responses soon after completing the course.
Q&A
Maggie Hill: We’ll move into the Q&A segment.
Question: Do you need previous emergency or disaster management experience to study the Graduate Certificate?
Dr Sam Toloo: Experience can be helpful, but it is not required. Students from many professional backgrounds can apply their existing skills while developing new knowledge and capabilities. The key is being open to learning and updating your skills.
Question: What habits contribute to success in the course?
Patrick Hayes: Interaction and participation are important. Students bring diverse professional and life experiences that enrich discussions and learning. Contributing to conversations and sharing expertise benefits both individual students and the wider cohort.
Question: Can the course be completed while working full-time?
Patrick Hayes: Yes. The course is flexible and designed for working professionals. While it requires commitment and careful planning, the teaching team works closely with students to support their success.
Question: What career pathways can this qualification support?
Dr Sam Toloo: Many students use the course to advance into leadership roles within their existing organisations. Students come from health, emergency services, defence, local government and community sectors.
The qualification is also relevant for people working in hospitals, charities, local councils, social services, disaster relief organisations and international agencies such as the Red Cross, Red Crescent, the United Nations and the World Health Organisation.
Question: Is the course relevant for people working in education?
Dr Sam Toloo: Yes. Research shows that schools play an important role in disaster preparedness. Teachers help students and families become better prepared and contribute significantly to community resilience and safety.
Maggie Hill: Thank you to Dr Toloo and Patrick Hayes for joining us and sharing your insights.
If you are considering the Graduate Certificate in Emergency and Disaster Management, visit the course page, download the brochure and speak with the team if you would like more information.
Thank you for joining us this evening.