Stakeholders and sustained outcomes

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A) Stakeholders and Sustained Outcomes

The first step of stakeholder analysis is to identify the

relevant stakeholders. In an education institution, a

stakeholder analysis should start by identifying the key

stakeholders such as students, faculty, and administrators.

At the same time educational institutions need to consider, among others, their alumni, the parent

body, the community where they are located, and the entities--both public and private—that will

be employing their graduating students. Various types of stakeholders are involving within the

system of higher education. Kasetwar (2008) has identified main stakeholders in higher

education institutions point of view and their role of improving quality of institutions. They are

namely as parents, students, educationalist, faculties, head of institution, academic heads of the

universities, statutory bodies, industries, trainers, educational loan providers, researches and

academic scientists, society, politicians, judiciary. The important stakeholders can be identified

as students, academic staff, nonacademic staff, employers, training organization, graduates,

government, professional organizations, and parents, funding agencies, other interesting parties,

administration and society. Most important key stakeholders are students, staff, administration

and employers.

B) Roles of stakeholders

There are many stakeholders in education each of whom needs to play his role effectively in

order to help all our children learn better and reach their fullest potential.

This part spells out the roles of the respective stakeholders in education. The statements which

are student-centered, outline the roles and qualities we expect of each stakeholder—the child

himself, his parents and family, his teachers, his Principal, the Community, Business and

Industry, the Alumni Association as well as the School Advisory/Management Committee—in

helping the child learn and grow. With these statements there will be a common understanding of

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the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At

the heart of these statements is the ultimate aim of helping all our children achieve the Desired

Outcomes of Education.

STUDENTS:

Value education and want to learn, desiring to get the most out of the experience schools

offer

Stand firmly by what is right, having understood what is right and wrong from parents and teachers

Respect authority and have a sound sense of civic responsibility

Work well independently and with others, with purpose, passion and pride in their work

Demonstrate spirit of caring and sharing towards others

Have identity and pride as Singaporeans

PARENTS/GRANDPARENTS:

Support schools in their efforts to educate the child

Take ultimate responsibility for the upbringing of their children/grandchildren and set good examples for them to follow

Instill a sense of responsibility in their children/grandchildren, helping them to become

good citizens

Show care and concern for their children/grandchildren by being interested in what they do

TEACHERS:

Inspire love for Singapore in students

Care deeply for the character and moral development of students by word and example

Promote teamwork, enterprise, innovation and creativity in students

Motivate, challenge and help students find the potential within themselves

Seek to learn continuously

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Believe in their calling to influence the young

PRINCIPALS:

Are effective translators of educational policies into practices, interpreting and applying these appropriately to suit school conditions

Lead by example, conveying a deep sense of mission

Build a supportive community by forging links with parents, alumni and the community

Create an environment to nurture growth and learning for staff and students

Facilitate sharing of vision with parents and students

COMMUNITY:

Welcomes and encourages our young to be involved in the life of the community

Upholds and transmits the right values and attitudes to our young

Recognizes the variety of abilities and talents displayed by our young and sees the worth in each child

Offers scholarships and bursaries to students and teachers

Provides support to families and students who are in need of assistance

BUSINESS/INDUSTRY:

Provides opportunities for the young to experience the world of work

Collaborates with schools to formulate effective programs for the young such as offering

work related projects

Supports placement opportunities for the professional development of teachers


ALUMNI ASSOCIATIONS:

Demonstrate loyalty and responsibility for future generations by supporting the school

Provide the school with a sense of history

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Act as mentors and role models to students in the school


SCHOOL ADVISORY/MANAGEMENT COMMITTEE:

Serves in an advisory and voluntary capacity to support school programs, functions and

activities

Offers sponsorship and helps the school raise funds for developmental, infrastructural and enrichment activities to benefit students and staff

Provides links and encourages networking between the school on the one hand and the community, industry and parents on the other for mutual benefit and quality education

Acts as role model of active citizenship for students

Provides moral support and encouragement to the Principal and staff

C) Stakeholder Satisfaction

What are the want and needs of stakeholders of higher education. Students want quality service

and facilities which can make them as responsible and employable graduates. Academic staff

wants better teaching and working environment with appreciation of work quality and benefit.

Employers want quality graduates with knowledge, skills and attributes who can contribute to

their organizational success. Government wants smooth functioning of the universities with the

facilities provided by them.

The selected stakeholders in the higher education institutions and their wants and needs.

However pointing out the specific need and wants from each stakeholder is not an easy task

when considering the higher educational institutions. Because educational institutions consisted

with multiple stakeholders and each stakeholder are having multiple needs and wants and also

requirement of needs and wants also different.

D) Stakeholders’ contribution

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Formulating strategies to add value to stakeholders and to fulfill stakeholder needs are more

important. Higher educational institutions need to look into existing and required institutional

processes and institutional capabilities. At the same time strategies, processes and capabilities

need to be linked to each other. Formulated strategies cannot be implementing without proper

process and capabilities, such as committed employees, practices and infrastructure.

In the other way what we expect from our stakeholders. We expect proper involvement from the

students’ side in teaching, learning process and functioning of the activities and also feedback to

enhance the process. Employers need to provide their expectations and needs and also the proper

feedback on existing product. Academic staff also need to provide their contribution, innovative

thinking on improvement of the program, commitments towards working. Then after examine

the reciprocal relationship with each stakeholders.

This paragraph focuses on Malaysian stakeholders in education in lifelong learning project. The

Malaysian people too need to be more aware of lifelong learning and what its potential outcomes

may be for the country. There are some strategies that can encourage lifelong learning. These

strategies will take into account the different roles, responsibilities, capacities and potential of all

education stakeholders. The current actual status of lifelong learning in Malaysia is difficult to

pinpoint, although any effort to encourage better understanding, awareness and participation

across all levels of society will certainly benefit the lifelong learning agenda in this country. The

numbers of school and university enrolments nationwide continue to witness positive

developments, signifying a steady general growth in education. However, other forms of learning

are more complex to measure, as they take place outside the formal education system. One of the

most important forms often mentioned in the sphere of lifelong learning is the continued learning

of the labour force. At the end of 2013, the Malaysian labour force was made up of about 13.2

million individuals.

Higher education institutions, post-secondary institutions such as polytechnics, community

colleges, industrial and skills training institutes as well as professional training outfits are in the

business of offering programmes at various study levels, from formal degrees to professional

certificates. A lifelong learning structure, implemented nationwide, monitored and managed by a

relevant Government body potentially under the purview of Ministry of Education (MOE), will

be able to consolidate and reorganize all relevant courses and programmes.

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Other relevant agencies apart from MOE, for example Ministry of Human Resources, Ministry

of Rural and Regional Development and Majlis Amanah Rakyat need to take part in the policy

making process of this structure as well as in implementing the various initiatives proposed in

the Blueprint.

All higher education institutions, whether public or private, as well as polytechnics, community

colleges and various training providers must also play a role in the establishment of this national

structure. These institutions need to conform to designated niche areas to avoid overlaps and to

streamline the courses categorized as lifelong learning in Malaysia.

Project: my project is about saving animals. Students will go to the zoo to feed animals.

Students will learn to save animals and learn about the wild animals and how to behave with

them and the importance of keeping their habitants clean. The project undertakes with the animal

protection organization, parents, and astro. Astro can provide an advertisement to ask people for

participation in this program. Also, it can contribute to people about the importance of the animal

protection. Animal protection organization would provide and manage the program for schools

to visit the zoo. They would play an important role to target the aim for the students. They would

encourage students to keep the animal habitants clean and to teach students behave nice with

animals. This organization would teach students how to feed animals as well as teaching them

about caring themselves from wild animals. Teachers will develop and encourage students’

abilities and desirability to the target as well as enjoying and fulfill the activity.

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Poster

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E) CONCLUSION

Identifying all stakeholders’ needs and creating value to all stakeholders are key concern areas

within the performance management in the knowledge management society. The higher

education institution needs to understand the stakeholder perspective in making their decisions.

The successful implementation of this type of model depends heavily on the accurate definition

of its concepts, the way of identifying of all related activities and pattern of linking those

activities within organization. However, balancing all areas is not an easy task in the higher

education. All the parties should engage with the activities in the organization and hard work and

commitment of all stakeholders is important in the higher education sector.

REFERENCES

Kasetwar, R.B. 2008, November 17-23. Quality and Relevance in Indian Higher Education.

University News. 46 (46), 86-92.

Economic Planning Unit. (2013, December 26). The Malaysian Economy in Figures 2013.

Retrieved November 4, 2014, from http://www.epu.gov.my/en/the-malaysian-economy-in-

figures-2013

Freifeld, L. (2011, October 13). Creating a Culture of Lifelong Learning. Retrieved November 5,

2014, from http://www.trainingmag.com/content/creating-culture- lifelong- learning