Business Analysis Report

  • Category:
    Business
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    4
  • Words:
    2473

Business Analysis Report

Course Prefix and Student ID number,

3rd September 2014,

This assignment addresses business analysis of increase in “flipped learning” in Griffith University. The first part provides the assignment executive summary and then introduction which is followed by stakeholder analysis where various stakeholders for the project have been identified. The second part will analyze the business problem and finally I will conclude the paper. It is my hope that by observing these topics, my analysis will be entirely apparent throughout the paper.

In my opinion, this report has tackled all the required aspects. The adopted perspective in the assignment is student engagement which is hoped to increase with increase in flipped learning. All the key stakeholders have been identified using influence-interest matrix to determine the level of influence and interest of each and every stakeholder. The report also identified and analyzed the business problem which is lack of enough technology especially for the students. The report concluded by giving a brief summary of the assignment.

I feel that I was able to follow the assignment structure and use the required resources despite the challenge of accessing information. It is with greatest hope that it will be seen I was able to structure a report that focused on the required assignment guidelines. Happy reading!

Sincerely,

Executive Summary

The purpose of this report is to carry out business analysis on Griffith University’s hypothetical aim to increase the use of “flipped learning. The identified problem is lack of sufficient technology for all students, which is necessary in flipped learning because not all students have computers and are able to access internet at home. The adopted perspective is student engagement which is likely to increase with increase use of flipped learning. The indentified stakeholders included school dean, vice chancellor, end user, lecturers, project manager, head of finance, faculties, university departments, IT managers among others and each stakeholder has a role though their significance differs in the project. To identify the key stakeholders, an influence-interest matrix was used. The level of influence and importance of every stakeholder was determined. In addition, the level of interest was established by how the decisions or the success of the project affects each stakeholder. The problem was analysed through brainstorming where the problem was discussed through discussions and also through interviewing. SWOT analysis was used to analyse flipped learning into areas of strength, opportunities, weaknesses as well as threats.

Table of Contents

Introduction 6

Stakeholder Identification 6

Complexity of Stakeholder Group 7

Techniques used in Identifying and Analyzing Stakeholders 9

Analysis of Business Problem 11

Techniques Used in Analyzing the Problem 12

Conclusion 14

References 15

Appendix 16

List of illustrations

Table 1 16

Table 2 17

Figure 1 18

Business Analysis Report

Introduction

This report presents a business analysis of an increase in “flipped learning” at Griffith University. The identified problem is lack of sufficient technology for all students, which is necessary in flipped learning because not all students have computers and are able to access internet at home. Student engagement is the perspective adopted in the report since student engagement is perceived as an indicator of successful classroom instruction as well as an outcome of school improvement activities and hence this perspective will indicate if flipped learning is a success or not (Schlecty, 2010). The key issues that affected the compilation of this report include difficulties in accessing the required information since the available information was general and scarce as well. Another issue was time constraint because the report needed broad research and in-depth analysis of the available information sources.

Stakeholder Identification

List of Potential Stakeholders

  • Vice Chancellor

  • School dean

  • Project Manager

  • Head of finance

  • Faculties

  • Project officers or departmental managers

  • Lecturers

  • Library managers

  • Administration

  • IT directors / manager

  • Technology literacy trainers

  • Government

Complexity of Stakeholder Group

The end user refers to individuals who will interact the “flipped learning”. The end user with the increased “flipped learning” includes students, faculties, lecturers and administrative personnel from Griffith University.

Griffith University Administration

These include the “Executive stakeholders”. Their role in the increase of “flipped learning” is to offer funding for the expansion, implementation as well as maintenance of the “flipped learning”. They are interested in increasing “flipped learning” within the university. They will supervise the project to continually improve “flipped learning” in the institution. They will also be responsible for getting support from involved stakeholders (Schlecty, 2010).

Vice-Principal (Flipping Learning)

The vice-principal has the Institutional responsibility for “flipping learning” and ultimate role for the implementation of the project in the institution.

Project Manager

The project manager will manage the development of the project, interact with the administration personnel, lecturers, and will lead the team to come up with the end-item with the available resources as well as within the constraints of time, cost, and performance. Other responsibilities consist of:

  • Identifying, supervising, tracking and deciding on project matters

  • Proactive dissemination of project information to all stakeholders

  • Identification, management and mitigation of project risk

  • Proactive management of scope to make sure that only what was agreed is addressed unless scope management approves any changes

  • Definition and collection of metrics to assess the progress of the project (Dumont, 2005)

IT Manager

The IT manager has the responsibility of ensuring that all technology equipment used in flipped learning are tested and repaired to ensure their efficient performance. The manager should have the required skills to ensure that the project performs within the designated constrains.

Flipped Learning Steering Group

They are responsible of coordinating flipped learning in the University

Head of Finance

In charge of University Finance

Head of Library Services

Has the responsibility of providing library services and interest in digital curation

Chief Information Officer

In charge of overall “flipped learning” support supervision and interest in records management as well as University policies allied to flipped learning.

Academic Liaison Librarians

Responsible for providing information skills training to students

Centre for Academic, Professional, and Organisational Development

Responsible for staff/student development and this includes technology skills

Technology Literacy Trainers (TLT)

They have the responsibility of training everyone in the University regarding the technology and various technology devices to be used and this includes students, lecturers and any other interested stakeholder.

Lecturers

Have the responsibility of teaching students through “flipped learning” and designing teaching materials such as videos. Interest in making sure that, students can access teaching materials.

Students

Students will have the responsibility of using electronic resources and teaching materials provided by lecturers to learn (AUCC, 2010).

Techniques used in Identifying and Analyzing Stakeholders

To identify the key stakeholders, an influence-interest matrix was used. The interest-influence matrix is a mapping tool that is extensively used by both government and private industry as well. The level of influence and importance of every stakeholder was determined. In addition, the level of interest was established by how the decisions or the success of the project affects each stakeholder. Similarly, the level of influence was established by the power of a stakeholder to influence the project’s success. For example, the administration of Griffith University has a high influence and interest in flipped learning whereas the university library staffs have a low interest on the development of flipped learning even though they will be somehow affected upon successful increase of flipped learning in the university (Burrows, 2009). Document analysis, brainstorming as well as interviewing students, lecturers and Griffith’s administration as well as document analysis which included analysis of other university plans and reports regarding flipped learning were also used in identifying key stakeholders. Case studies of previous universities were reviewed and they provided information regarding the stakeholders they involved during when implementing flipped learning in their institutions. On the other hand, information from news items was worthwhile because it provided the required information regarding flipped learning and who the entire project affects (McNaughton, 2010). Brainstorming was also used where the needed stakeholders were identified by discussing what the entire projects entails and who are likely to be required in the project. Interviewing was the most important technique used in identifying and analyzing stakeholders. Generally, interviews are very important obtaining a better understanding of a phenomenon. Lecturers were interviewed to gather information on the problems they face with flipped learning. Students were also interviewed to collect information on whether they have all the required facilities required in flipped learning. Additionally, the administration personnel were interviewed to gather information on how the required technology in flipped learning should be implemented and the required professionals in ensuring successful implementation of the technologies (Allen, 2008).

Analysis of Business Problem

Business Goals and Objectives

  • The objectives include ensuring that all students have access to technology, have the required devices as well as can access internet. All students should be able to watch videos at home and do their homework as well.

  • Students prepare for class through video watching, listen to podcasts, read information and also contemplate questions that access their prior knowledge

  • Students can log in to a university web platform and post their questions there

  • .Allen, 2008) of teaching, where they will post questions and problems and on the other hand students will work together on the questions and solve problems as well. Lecturers’ role will be listening to conversations and engaging with individuals and groups as required (Lecturers use Socratic Method

Business Problem

Not all students have access to technology required in flipped learning. Flipped learning requires preferable unlimited access to computers with high-speed internet connection which students can use in watching videos, downloading of big text files to read as well as submit their work. Definitely, not all students can have this kind of access and therefore this means students do not have access to adequate technology to use in flipped learning. This is especially for students who do not live within the University and therefore cannot access the university computer labs and do not have personal computers or good internet at home. Such students cannot be able to read texts, watch videos or download the information and videos. Additionally, such students cannot submit their work as well. Some of the experts of the interviews conducted to identify the problem are include:

  • If all students have access to internet and computers, they are likely to have a higher-level math courses because their overall proficiency will increase with flipped learning.”

  • The flipped model of classroom has a likelihood of enhancing student engagement but this requires all students to have the required technology”.

Desired Outcome

The desired outcome is to avail all students with computers and high connection internet in their devices to ensure they have the required technology for flipped learning.

Generation of the Problem

The problem was generated by discussing and analyzing the project and researching among experienced senior lecturers. According to a senior lecturer in computer information systems, even though flipped learning is very easy and increases student engagement, it is not a ‘one size fits all’ model because “students require motivation to watch videos at home the same way they need to be motivated to read their textbooks and do their homework”. Another colleague suggested that “not all students can access to the same technology like smart phones or computers, mostly at home”.

Techniques Used in Analyzing the Problem

The problem was analyzed through brainstorming where the problem was discussed through discussions where a list of ideas were contributed spontaneously by all the members and then the problem of students lacking adequate technology was identified among other problems. At first, ideas were generated where likely problems with flipped learning were used a brainstorming materials. Another technique used was interviewing. Various stakeholders were interviewed to elicit facts, opinions and statements regarding flipped learning in the institution and they were also interviewed regarding possible problems with it (McNaughton, 2010). Here are some of the views of the interviewees:

  • “”.There could be a digital divide against the flipped classroom methodology

  • Technology is the most important aspect in flipped learning and most students hardly have access to technology”

  • Many students do not have high connection internet especially at home”

  • Students coming from poor backgrounds have difficulties in affording devices required for use during flipped learning”.

SWOT analysis was used to focus flipped learning into areas of strength and where greatest opportunities are. It was also used in identifying dangers in form of weaknesses as well as threats (Hudson, 2010).

Strengths

Weaknesses

Opportunities

  • Experience since flipped learning has been used in the past

  • Experienced personnel

  • Dedicated students and lecturers

  • Lack of devices for students

  • Not all students have same technology

Flipped learning use well accepted by the society

  • Funding sources

Conclusion

The indentified stakeholders included school dean, vice chancellor, end user, lecturers, project manager, head of finance, faculties, university departments, IT managers, among other stakeholders. All the stakeholders have specific responsibilities in the project but there are stakeholders whose influence is major in the project as compared to others. The identified problem is lack of adequate technology for all students since there are some students who lack technologies such as Smart-phones, computers and internet which are necessary in flipped learning. Techniques used in identifying and analyzing stakeholders were document analysis, brainstorming and interviewing as well. All these techniques were used to provide information and come up with precise stakeholders. Similarly, the problem was identifying through document analysis, brainstorming and interviewing as well. In addition, SWOT analysis was used to focus flipped learning into areas of strength and where greatest opportunities.

References

Allen, M. (2008). The goals of universities. Milton Keynes: Society for Research into Higher Education Open University Press.

AUCC. (2010). Trends in higher education. Ottawa: Association of Universities and Colleges of Canada.

Burrows, J. (2009). Going beyond labels: A framework for profiling institutional stakeholders. Contemporary Education, 70(4), 5–10.

Dumont, R. (2005). Mission and Place: Strengthening Learning and CommunityThrough Campus Design. Oryx/Greenwood.

Schlecty, P. (2010). «Increasing Student Engagement.missouri: Missouri Leadership Academy.

HEFCE. (2008). User-valued research in the Research Excellence Framework (REF): Background paper. In HEFCE and Universities UK workshop. London, 31st October 2008.

Hudson, J. (2010). Structured Interviewing: A Note on Incremental Validity and Alternative Question Types”. Journal of Applied Psychology, 79, 998-1002.

McNaughton, T. (2010). Technology commercialisation and universities in Canada. In OECD (Ed.) Entrepreneurship and higher education. Organisation for Economic Co-operation and Development.

Appendices

Attitude and influence of stakeholders

Significant Influence

Some Influence

Little Influence

No Influence

Significant Importance

IT Manager

Head of Finance

Vice-Principal (Flipping Learning)

Lecturers

Chief Information Officer

Griffith University Administration

Technology trainers

Vice Chancellor

Some Importance

Head of Library Services

Students

Little Importance

Academic Liaison Librarians

Government representatives

No Importance

Stakeholder management approach: How to interact with them

Interest (low)

Interest (high)

Power (high)

Keep satisfied

Chief Information Officer

Head of Finance

Griffith University Administration

Manage closely and keep satisfied

IT Manager

Technology Trainers

Vice-Principal (Flipping Learning)

Lecturers

Power (low)

Head of Library Services

Keep informed

Students

Government representatives

Figure 1: Mapping Influence and Attention

Influence

Business Analysis Report

Consult Often

Attention