‘Set Adrift’: Fatalism as Organizational Culture at Canadian Seaports

This paper takes an anthropological approach to understanding the governance of seaport security in Canada; it uses cultural theory and the concepts of regulation and integration as key determinants in understanding how organizations respond to risk. This paper draws on data from 29 semi-structured...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of homeland security and emergency management 2016-04, Vol.13 (1), p.191-218
Hauptverfasser: Quigley, Kevin F., Mills, Bryan
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This paper takes an anthropological approach to understanding the governance of seaport security in Canada; it uses cultural theory and the concepts of regulation and integration as key determinants in understanding how organizations respond to risk. This paper draws on data from 29 semi-structured interviews with transportation specialists, including owners, operators, managers and regulators. Nine of the interview subjects came from seaports, in particular. The interviews occurred between 2011 and 2013. We argue that Canadian seaports exist in an area of confusing multi-level governance; they are immovable, are expected to be competitive and serve a number of (at times competing) public and private sector interests. These institutional arrangements have resulted in a security environment that is heavily regulated, but the community itself is not well integrated. Interview subjects raise concerns about the ports’ ability to respond to security threats. The paper then uses cultural theory to examine alternative governance arrangements enhancing, for example, community, competition or regulation. While most options to improve security will likely reduce the competitiveness of the seaports, it would help to instill more confidence among port staff and enhance organizational learning.
ISSN:2194-6361
1547-7355
DOI:10.1515/jhsem-2015-0030