edu5bsp strategic org partnerships
BUILDING STRATEGIC ORGANISATIONAL PARTNERSHIPS
EDU5BSP
2019
Credit points: 30
Subject outline
In this subject students investigate and assess core principles, concepts and ideologies associated with building strategic organisational partnerships across diverse organisations such as NGOs, public and private enterprises, community corporations, government departments and institutions, and inter-agency alliances and companies. Students utilise a cross-disciplinary approach to examine the multiplier effects which strategic partnerships have on organisational partnering, and their potential to make organisations work in a more creative, cost effective, and synergistic environment. Students review a number of organisational partnership theories, including systems theory, complexity theory, network theory and change theory, which should be applied to analyse and critique the constructs of negotiations, shared vision, building networks, organisational change, strategic management, participative leadership, and problem solving. The locus of emphasis is on students acquiring critical reflective and cross-organisational skills to effectively advance the organisation towards pre-defined strategic goals.
SchoolSchool of Education
Credit points30
Subject Co-ordinatorMartha Kamara
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Communicating in the 21st century | Recommended | Eunson, B. (2005) | WILEY |
| Readings | Global education policy | Recommended | Rizvi, F., & Linguard, B. (2010) | ROUTELEDGE |
| Readings | Leadership for the disillusioned: Moving beyond the myths and heroes to leading that liberates | Recommended | Sinclair, A. (2005) | ALLEN & UNWIN |
| Readings | Southern Theory: The global dynamics of knowledge in social science | Recommended | Connell, R. (2007) | ALLEN & UNWIN |
| Readings | The challenge of public private partnerships: Learning from international experience | Recommended | Greve, C., & Hodge, G., (eds.) (2005) | EDWARD ELGAR |
Graduate capabilities & intended learning outcomes
01. Examine the importance for building strategic partnerships.
- Activities:
- Online pre workshop activity on conceptualisation and significance of partnerships. Engage with compiled readings on LMS and prepare to actively contribute to class discussions.
02. Outline the blueprint for building effective partnerships and alliances in Education
- Activities:
- Students will engage with a set of peer reviewed articles online that report best practice for effective partnership development. Prior to face-to-face workshops, students watch two video clips on partnerships in different contexts and reflect on the videos through forum posts.
03. Examine the significance of cross-cultural factors in partnership development, management and sustainability.
- Activities:
- Set of readings on strategic partnerships in cross-cultural organisations. Prepare to contribute to discussions in class from the readings and insightful individual experiences
04. Examine particular organisational benefits, challenges, and inhibitors to education-based partnerships.
- Activities:
- Focus on education-based partnerships in a variety of contexts. Students prepare a short analytical contribution to experiences relating to benefits and challenges in their various organisations.
05. Demonstrate an understanding of the current global environment and their potential relevance for International and Australian educational institutions
- Activities:
- Prior to attending face-to-face visit websites such as the United Nations to understand the current global environment and the various partnerships particularly education based and relate these to millennium goals. Examine Australia#s growing education partnerships in Asia such as the BRIDGE school partnerships.
Subject options
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Melbourne, 2019, Semester 1, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMartha Kamara
Class requirements
Lecture/WorkshopWeek: 11 - 11
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 11 to week 11 and delivered via face-to-face.
"Friday March 12"
Lecture/WorkshopWeek: 14 - 14
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 14 to week 14 and delivered via face-to-face.
"Friday April 2"
Lecture/WorkshopWeek: 18 - 18
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 18 to week 18 and delivered via face-to-face.
"Friday April 30"
Lecture/WorkshopWeek: 21 - 21
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 21 to week 21 and delivered via face-to-face.
"Friday May 21"
Unscheduled Online ClassWeek: 10 - 22
One 3.0 hours unscheduled online class every two weeks on any day including weekend during the day from week 10 to week 22 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Individual Critical Reflection on reading - 1000 words | Students are required to demonstrate critical reflection skills | 15 | 01, 02 |
| Group Presentation - 2500 word equivalent 10 minutes/member | Original and analytical expectations including reference to Literature | 20 | 01, 02, 03, 04 |
| Major Essay 5,500 words including references- | Students are required to engage with readings provided online and encouraged to engage with other resources beyond that provided for the course. There is time in each workshop to scaffold assessment tasks paying particular attention to academic writing. Additional resources are also provided online. | 50 | 01, 02, 03, 04, 05 |
| Reflection on Group Presentation 1000 word | Students are required to demonstrate individual participation in group work | 15 | 02, 03, 04, 05 |