Paper details

Paper authors	Dr Adriana Alana Stibral
In panel on	Humanitarian Aid Workers: Ethics, Altruism, and Best Practices
Paper presenter(s) will be presenting	In-Person & Online

Abstract

This paper draws on my recent PhD research and explores the role of Humanitarian Studies in regard to humanitarian sector professionalisation. As humanitarian action, humanitarian assistance, and the humanitarian sector have become increasingly formalised, institutionalised, and market-driven, a growing demand for formal learning—including academic programs—has emerged over the past few decades. Humanitarian Studies has responded to this trend by offering formal education, knowledge and skills, seen as essential to a maturing profession. Humanitarian (sector) professionalisation is a widely debated, often contested and ambivalent concept which lacks universal definition. Questions persist: Who defines the humanitarian workforce? What constitutes professionalism in the sector? Research participants noted that humanitarian university programs contribute to new knowledge, skill development, reflective practice and professionalisation, but cautioned that these programs do not guarantee employability or field readiness. Respondents also expressed concerns about the exclusionary tendencies of humanitarian university degrees given their cost, access and location. Non-academic pathways, such as short courses, training, practical experience and local knowledge, remain vital. The findings reveal tensions between education and experience, raising questions about equity, access, and the creation of potentially a two-tier humanitarian workforce. The research underscores the need for further empirical data on humanitarian workforce education and calls for credentialing or certification systems that value diverse and alternative pathways into the sector.

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