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Executive Summary

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Executive Summary
In recent years there has been increasing pressure on universities to increase their presence in local communities in order to help with the problems they are facing (Fitzgerald, Burack & Seifer, 2010). A major reason for this pressure now being on universities is the fact that their students are the ones who will be responsible for upholding civil society in the future (Leventhal et al. 2010) and thus experience of volunteering has increasing importance in understanding the problems society faces. As a result of these conditions, this report recommends a strategy in relation to domain two: student having the agency to enact personal and social responsibility. As an exchange student, this strategy is recommended based on published literature and on personal experience of a similar type of learning experience at another university. Whilst the predominant focus of this strategy is to increase social impact in relation to domain two of the social impact framework, aspects of this strategy also target domain three and four of the framework: Staff having the confidence and support the maximise their social impact (3) and teaching and program outcomes having social impact which actively contribute to communities (4).
The proposed strategy is to incorporate a compulsory service-learning class based on social impact into all UTS undergraduate business courses. Being compulsory, the class would run  in addition to other academic business classes and would be a two semester class running each year of the course (this could be altered if need be but it is recommended to run for at least two years). The first semester would focus on the academic side of the learning, teaching students about social impact and the not-for-profit sector and the problems today’s society faces. In order for the strategy to be effective, attendance at lectures and tutorials will need to be compulsory and attendance can account towards academic credit. The second semester would then be the experiential side of the class with all students completing a volunteer placement at a local partner in the community. The type of experience students get in their volunteer placement can be related to any aspect of their business degree but has to be a non-profit organisation with a social mission. It is recommended that students volunteer in a different sector/industry in each placement. Furthermore, students should be required to keep a reflective journal throughout the process of the placement and to complete a written assignment based on this which earns credit towards the class. The class will be recognised and credited as part of their degree.
As strategy is a wicked problem, it is recognised that this strategy will not solve the problem in its entirety but strives to make a significant improvement in the area of increased student involvement in helping UTS to increase its social impact. Enhanced social impact is expected from this strategy due to the fact that the UTS will be responsible for increasing the number of young people volunteering in the local community – helping both the community and the students in relation to personal development and the hope of more responsible business leaders in the future. Furthermore, there will be stronger links between the university and the local community which is beneficial for both parties. The strategy recommends initially prototyping service learning in undergraduate business courses and measuring success in this area by looking at the effects the strategy has on the first group of students to be involved in this process upon graduation. If successful, there is scope to roll out this strategy across all UTS faculties in the long term future.
When implementing the strategy, it would be essential to monitor student engagement and participation – particularly when on the actual volunteer placement. Attendance would need to be monitored each week and feedback gained frequently from the participating organsiations on students’ contribution and engagement during the process. It would also be important to monitor how students feel the class is going in regards to the link between what they learn in the first semester and their other business classes and the volunteer placement. Feedback from this can then alter the structure and content of the program to ensure it is creating the most social impact.
As this is a completely new strategy for UTS there is a lack of relevant evidence to support it. It is recommended that before implementing the strategy, UTS carries out essential surveys for all current undergraduate students online about whether they would enjoy this kind of program embedded in their degree/wish they had had something similar throughout their university experience and whether it would have benefited them.  It is also recommended that UTS carry out a meeting with relevant staff members to see if there are any current staff members who would be willing to be involved in the process and have adequate knowledge to develop the course, and also whether they need to recruit new staff members. It would also be appropriate to contact the local organisations they already partner with to ensure that they are willing to participate in the program and any suggestions or restrictions they have. Furthermore, the local government should be contacted in order to inquire if the program can be supported and funded by them.
The structure of this report predominantly follows the strategy tool of SOAR (appendix) whilst also incorporating weaknesses and challenges to make for a more detailed analysis. SOAR is a strategic planning tool which helps an organisation to focus on its current strengths and to create strategic goals based on developing these (ASQ 2018). This method of analysis is effective as it can be adjusted to fit any organisational vision and culture by building upon their unique capabilities rather than attempting to fix their weaknesses and this enables greater results to accrue (ASQ 2018). Thus throughout this report service learning will be explored in relation to how it has beneficial aspects for all those involved. This is done through an internal analysis of UTS and how this helps to form and support the recommended strategy, the potential opportunities and challenges of this strategy and methods of measurement in the future to gage the success of the programme.
 
 
 
 
 
 
 
Table of Contents
 
1. Introduction. 6
2. Service Learning. 7
3. UTS Internal Analysis. 8
3.1 Strengths. 8
Shopfront. 8
SOUL Award. 9
3.2 Weaknesses. 9
3.3 Relation to Strategy Recommendation. 9
4. Impact of Strategy on UTS Stakeholders. 10
4.1 Opportunities. 10
Students. 10
UTS. 11
Local Community. 12
4.2 Risks and Challenges. 12
Students. 12
Staff. 13
Local Government. 13
Local Community. 13
5. Measuring Strategy Impact 14
6. Design Synthesis Framework. 14
7. Conclusion. 15
8. References. 16
9. Appendix. 18
 
 
 
 
 
 
 
 
In recent years there has been increasing pressure on universities to increase their presence in local communities in order to help with the problems they are facing (Fitzgerald, Burack & Seifer, 2010).
近年来,越来越多的大学要求增加在当地社区的存在,以帮助解决他们所面临的问题(菲茨杰拉德,Burack&Seifer,2010)。
A major reason for this pressure now being on universities is the fact that their students are the ones who will be responsible for upholding civil society in the future (Leventhal et al. 2010) and thus experience of volunteering has increasing importance in understanding the problems society faces.
如今,大学面临这种压力的一个主要原因是,他们的学生将来要负责维护公民社会(Leventhal等人,2010年),因此,志愿服务的经验在理解社会所面临的问题方面具有越来越重要的意义。
As a result of these conditions, this report recommends a strategy in relation to domain two: student having the agency to enact personal and social responsibility.
由于这些情况,本报告提出了一项与领域二有关的战略:学生拥有代理个人和社会责任的机构。
As an exchange student, this strategy is recommended based on published literature and on personal experience of a similar type of learning experience at another university.
作为一名交换生,这一策略是根据已发表的文献和在另一所大学的类似学习经验的个人经验推荐的。
Whilst the predominant focus of this strategy is to increase social impact in relation to domain two of the social impact framework, aspects of this strategy also target domain three and four of the framework: Staff having the confidence and support the maximise their social impact (3) and teaching and program outcomes having social impact which actively contribute to communities (4).
而这一战略的主要焦点是增加社会影响与域的两个社会影响框架,这种策略方面也目标领域的三个和四个框架:员工有信心和支持最大化他们的社会影响(3)和教学和项目成果的社会影响,积极促进社区(4)。
The proposed strategy is to incorporate a compulsory service-learning class based on social impact into all UTS undergraduate business courses.
拟议的战略是将一个基于社会影响的义务服务学习班纳入所有的本科商科课程。
Being compulsory, the class would run in addition to other academic business classes and would be a two semester class running each year of the course (this could be altered if need be but it is recommended to run for at least two years ).
作为必修课,这门课除了其他的学术商业课程外,还将是两学期的课程(如果需要的话,这可以被修改,但建议至少运行两年)。
The first semester would focus on the academic side of the learning, teaching students about social impact and the not-for-profit sector and the problems today’s society faces.
第一个学期将集中在学习的学术方面,教授学生关于社会影响和非营利部门的知识,以及当今社会面临的问题。
In order for the strategy to be effective, attendance at lectures and tutorials will need to be compulsory and attendance can account towards academic credit.
为了使这一策略有效,参加讲座和辅导课必须是强制性的,出勤可以考虑到学术学分。
The second semester would then be the experiential side of the class with all students completing a volunteer placement at a local partner in the community.
第二学期将是课堂上的经验方面,所有的学生都在社区的当地合作伙伴完成志愿者的工作。
The type of experience students get in their volunteer placement can be related to any aspect of their business degree but has to be a non-profit organisation with a social mission.
学生在志愿者实习中获得的经验类型可以与他们商业学位的任何方面相关,但必须是一个具有社会使命感的非盈利组织。
It is recommended that students volunteer in a different sector/industry in each placement.
建议学生在不同的行业/行业中担任志愿者。
Furthermore, students should be required to keep a reflective journal throughout the process of the placement and to complete a written assignment based on this which earns credit towards the class.
此外,学生应该被要求在整个课程的过程中保留一个反思性的日志,并完成一份基于此的书面作业,从而获得学分。
The class will be recognised and credited as part of their degree.
这门课将被认可并被认为是他们学位的一部分。
As strategy is a wicked problem, it is recognised that this strategy will not solve the problem in its entirety but strives to make a significant improvement in the area of increased student involvement in helping UTS to increase its social impact.
由于战略是一个邪恶的问题,人们认识到,这一策略并不能完全解决问题,而是努力在增加学生参与的领域中取得显著的进步,帮助他们增加社会影响。
Enhanced social impact is expected from this strategy due to the fact that the UTS will be responsible for increasing the number of young people volunteering in the local community – helping both the community and the students in relation to personal development and the hope of more responsible business leaders in the future.
增强社会影响预计从这个策略由于UTS负责增加年轻人做志愿者的数量在当地社区,帮助社区和学生个人发展和更负责任的希望在未来商业领袖。
Furthermore, there will be stronger links between the university and the local community which is beneficial for both parties.
此外,大学与当地社区之间将有更紧密的联系,这对双方都是有利的。
The strategy recommends initially prototyping service learning in undergraduate business courses and measuring success in this area by looking at the effects the strategy has on the first group of students to be involved in this process upon graduation.
该战略建议,在本科商科课程中,首先通过研究在这一过程中对第一组学生参与这一过程所产生的影响,从而在本科商科课程中进行原型服务学习,并衡量这一领域的成功。
If successful, there is scope to roll out this strategy across all UTS faculties in the long term future.
如果成功,在长期的未来,就有机会在所有的技术学院推广这一战略。
When implementing the strategy, it would be essential to monitor student engagement and participation – particularly when on the actual volunteer placement.
在实施这一战略时,对学生的参与和参与至关重要,尤其是在实际的志愿者安置工作中。
Attendance would need to be monitored each week and feedback gained frequently from the participating organsiations on students’ contribution and engagement during the process.
每个星期都需要对出勤情况进行监测,并从参与的组织对学生的贡献和参与过程中经常获得的反馈意见进行反馈。
It would also be important to monitor how students feel the class is going in regards to the link between what they learn in the first semester and their other business classes and the volunteer placement.
同样重要的是要监控学生们对他们在第一学期所学到的东西和他们的其他商业课程和志愿者安置之间的联系。
Feedback from this can then alter the structure and content of the program to ensure it is creating the most social impact.
由此产生的反馈可以改变程序的结构和内容,以确保它能产生最大的社会影响。
As this is a completely new strategy for UTS there is a lack of relevant evidence to support it.
由于这是一项全新的战略,缺乏相关的证据来支持这一战略。
It is recommended that before implementing the strategy, UTS carries out essential surveys for all current undergraduate students online about whether they would enjoy this kind of program embedded in their degree/wish they had had something similar throughout their university experience and whether it would have benefited them.
建议在实施这一战略之前,他们会在网上对所有的本科学生进行必要的调查,看看他们是否会喜欢这种课程,他们的大学经历和他们是否有类似的经历,以及是否会让他们受益。
It is also recommended that UTS carry out a meeting with relevant staff members to see if there are any current staff members who would be willing to be involved in the process and have adequate knowledge to develop the course, and also whether they need to recruit new staff members.
也建议UTS进行会见相关人员是否存在当前的员工愿意参与过程和开发过程有足够的知识,以及是否需要招聘新的员工。
It would also be appropriate to contact the local organisations they already partner with to ensure that they are willing to participate in the program and any suggestions or restrictions they have.
与他们已经合作的当地组织联系,以确保他们愿意参与这个项目以及他们所拥有的任何建议或限制,也是合适的。
Furthermore, the local government should be contacted in order to inquire if the program can be supported and funded by them.
此外,应与当地政府联系,以询问该计划是否能得到他们的支持和资助。
The structure of this report predominantly follows the strategy tool of SOAR (appendix) whilst also incorporating weaknesses and challenges to make for a more detailed analysis.
这份报告的结构主要遵循了高飞(附录)的战略工具,同时也包含了一些弱点和挑战,以便进行更详细的分析。
SOAR is a strategic planning tool which helps an organisation to focus on its current strengths and to create strategic goals based on developing these (ASQ 2018).
腾飞是一种战略规划工具,它可以帮助组织专注于当前的优势,并在开发这些优势的基础上制定战略目标(ASQ 2018)。
This method of analysis is effective as it can be adjusted to fit any organisational vision and culture by building upon their unique capabilities rather than attempting to fix their weaknesses and this enables greater results to accrue (ASQ 2018).
这种分析方法是有效的,因为它可以通过建立在其独特的能力上,而不是试图修复它们的弱点来适应任何组织的愿景和文化,从而使更大的结果得以积累(ASQ 2018)。
Thus throughout this report service learning will be explored in relation to how it has beneficial aspects for all those involved.
因此,在本报告中,将探讨服务学习的内容,以了解它对所有相关人员的有益方面。
This is done through an internal analysis of UTS and how this helps to form and support the recommended strategy, the potential opportunities and challenges of this strategy and methods of measurement in the future to gage the success of the programme.
这是通过对技术人员的内部分析,以及这将如何帮助形成和支持推荐的策略,以及这一策略的潜在机会和挑战,以及未来的测量方法,以衡量该计划的成功与否。

Start with this! Previous section above this can go in the main report – does not belong in Executive Summary
As we currently have all compulsory subject in the first year, 4 subjects 2 years would make sense
You may want to think about trialling the subject as a 4-semester elective – getting acceptance to go with a compulsory 2-year subject without some testing would be a difficult ask

 Executive Summary

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