Executive Summary

發布時間:2019-10-20 00:00
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).
近年來,越來越多的大學要求增加在當地社區的存在,以幫助解決他們所面臨的問題(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,大學面臨這種壓力的一個主要原因是,他們的學生將來要負責維護公民社會(Leventhal等人,2010年),因此,志愿服務的經驗在理解社會所面臨的問題方面具有越來越重要的意義。
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.
由于這些情況,本報告提出了一項與領域二有關的戰略:學生擁有代理個人和社會責任的機構。
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.
作為一名交換生,這一策略是根據已發表的文獻和在另一所大學的類似學習經驗的個人經驗推薦的。
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).
而這一戰略的主要焦點是增加社會影響與域的兩個社會影響框架,這種策略方面也目標領域的三個和四個框架:員工有信心和支持最大化他們的社會影響(3)和教學和項目成果的社會影響,積極促進社區(4)。
The proposed strategy is to incorporate a compulsory service-learning class based on social impact into all UTS undergraduate business courses.
擬議的戰略是將一個基于社會影響的義務服務學習班納入所有的本科商科課程。
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 ).
作為必修課,這門課除了其他的學術商業課程外,還將是兩學期的課程(如果需要的話,這可以被修改,但建議至少運行兩年)。
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.
第一個學期將集中在學習的學術方面,教授學生關于社會影響和非營利部門的知識,以及當今社會面臨的問題。
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.
為了使這一策略有效,參加講座和輔導課必須是強制性的,出勤可以考慮到學術學分。
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.
第二學期將是課堂上的經驗方面,所有的學生都在社區的當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.
學生在志愿者實習中獲得的經驗類型可以與他們商業學位的任何方面相關,但必須是一個具有社會使命感的非盈利組織。
It is recommended that students volunteer in a different sector/industry in each placement.
建議學生在不同的行業/行業中擔任志愿者。
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,學生應該被要求在整個課程的過程中保留一個反思性的日志,并完成一份基于此的書面作業,從而獲得學分。
The class will be recognised and credited as part of their degree.
這門課將被認可并被認為是他們學位的一部分。
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.
由于戰略是一個邪惡的問題,人們認識到,這一策略并不能完全解決問題,而是努力在增加學生參與的領域中取得顯著的進步,幫助他們增加社會影響。
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.
增強社會影響預計從這個策略由于UTS負責增加年輕人做志愿者的數量在當地社區,幫助社區和學生個人發展和更負責任的希望在未來商業領袖。
Furthermore, there will be stronger links between the university and the local community which is beneficial for both parties.
此外,大學與當地社區之間將有更緊密的聯系,這對雙方都是有利的。
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.
該戰略建議,在本科商科課程中,首先通過研究在這一過程中對第一組學生參與這一過程所產生的影響,從而在本科商科課程中進行原型服務學習,并衡量這一領域的成功。
If successful, there is scope to roll out this strategy across all UTS faculties in the long term future.
如果成功,在長期的未來,就有機會在所有的技術學院推廣這一戰略。
When implementing the strategy, it would be essential to monitor student engagement and participation – particularly when on the actual volunteer placement.
在實施這一戰略時,對學生的參與和參與至關重要,尤其是在實際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.
每個星期都需要對出勤情況進行監測,并從參與的組織對學生的貢獻和參與過程中經常獲得的反饋意見進行反饋。
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.
同樣重要的是要監控學生們對他們在第一學期所學到的東西和他們的其他商業課程和志愿者安置之間的聯系。
Feedback from this can then alter the structure and content of the program to ensure it is creating the most social impact.
由此產生的反饋可以改變程序的結構和內容,以確保它能產生最大的社會影響。
As this is a completely new strategy for UTS there is a lack of relevant evidence to support it.
由于這是一項全新的戰略,缺乏相關的證據來支持這一戰略。
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.
建議在實施這一戰略之前,他們會在網上對所有的本科學生進行必要的調查,看看他們是否會喜歡這種課程,他們的大學經歷和他們是否有類似的經歷,以及是否會讓他們受益。
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.
也建議UTS進行會見相關人員是否存在當前的員工愿意參與過程和開發過程有足夠的知識,以及是否需要招聘新的員工。
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.
與他們已經合作的當地組織聯系,以確保他們愿意參與這個項目以及他們所擁有的任何建議或限制,也是合適的。
Furthermore, the local government should be contacted in order to inquire if the program can be supported and funded by them.
此外,應與當地政府聯系,以詢問該計劃是否能得到他們的支持和資助。
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.
這份報告的結構主要遵循了高飛(附錄)的戰略工具,同時也包含了一些弱點和挑戰,以便進行更詳細的分析。
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).
騰飛是一種戰略規劃工具,它可以幫助組織專注于當前的優勢,并在開發這些優勢的基礎上制定戰略目標(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).
這種分析方法是有效的,因為它可以通過建立在其獨特的能力上,而不是試圖修復它們的弱點來適應任何組織的愿景和文化,從而使更大的結果得以積累(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,在本報告中,將探討服務學習的內容,以了解它對所有相關人員的有益方面。
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.
這是通過對技術人員的內部分析,以及這將如何幫助形成和支持推薦的策略,以及這一策略的潛在機會和挑戰,以及未來的測量方法,以衡量該計劃的成功與否。

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
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