Coventry Universitys New Partnership - Research Proposal Example

Project scope

Coventry University and Universidad Del Lima partnership enable them to deliver Coventry university degree program and provide opportunities for student exchanges through research work and sharing best practice approaches to teaching and learning. Equally, the collaboration provides the students an opportunity to study for a United Kingdom degree through a local university, saving the expenses of living in Britain. For education sustainability, these win-win partnerships yield global impact for students without border and also create fresh and innovative graduates that help in handling pressing challenges experienced in the education sector and the real world. Furthermore, the partnership enables the institutions to produce more effective graduate students and future leaders that the world is faced with today and tomorrow.

The assessment of the stakeholders is aimed at building the working relationship, build working framework and helps in providing a joint platform for planning and coordinating the activities of the project to ensure its achievement is attained. Assessing ensures that the stakeholders have common understanding and approaches that help boost the projects realization of its goals and aims. Risk assessment gives a chance to the institutions to analyze the sites and parts that can fail the project; these can be in the form of financial risk, human resource risk, and college life risk (Provan, 2010). Handling risk appropriately gives the partners an opportunity of exchanging cultural activities, implementation of the project goals and provision of quality education in accordance with the UK Quality Assurance Agency.

Stakeholders Assessment

Stakeholders are an individual or group of individuals either impacted upon by our partnership plan or able to impact on the achievement of its objectives. Stakeholders have a direct impact on the running of the partnership as they ensure mutual benefits; arrangement and the mutual independence are exercised. Additionally, the legitimacy of higher education partnership is increasingly evaluated by the level and quality of the stakeholder’s commitment to inherently put greater depth to ensure the objectives and goals of the institutions are achieved (Feldman, 2012). The effort of breaking the monopoly of imbalance and inequality education worldwide, Coventry University, Universidad Del Lima and educational stakeholders came up with a defined standard for building high-quality collaboration on the background of mutual respect, reciprocity, equity, and transparency. This partnership is guided by the ethical guidelines and principles of United Kingdom quality of assurance agency for higher education; to ensure that any Coventry courses delivered by Universidad Del Lima are delivered to the same standards of quality as those delivered in the UK. In effect, the University must ensure that the international partner will enhance rather than damage Coventry’s reputation and brand (Sargent, & Waters, 2014).

The principle of accessing stakeholders ability to collaborate with Coventry University and Universidad Del Lima partnership to build a working framework for better curriculum and cultural sharing between the two institutions. Accessing ensure that the progress and achievement of the project are adhered to in producing significant aspects of learning, supports the materialistic design of understanding of recognition achievement and reporting in context, supports the understanding of quality assurance and moderation by the UK Quality Assurance Agency concern to higher education and assessment helps the institution to practice the advice gained in own strive for better curriculum (Ferrier-Kerr, Keown, & Hume, 2013). Assessing stakeholders also provide a chance to share experiences, learn and build on the work of the past.

The process of assessment of stakeholders is aimed at building a working partnership by identifying a wide range of aspects which can actively assist learning experience, the development of understanding among the partners, and the fulfillment of the project. Adopting partnership approaches is built on the key aspect of stakeholders’ advice, skills from the partners and the willingness of the management to implement the project. The role of stakeholders encourages the importance of equitable and quality education, provision of research and training and the cultural and economic learning by the students that can help them to employ in current and future challenges facing the world (Gold, & Evans, 2013). Additionally, it does provide a platform for joint planning and coordination of the projects to ensure that every partner is clear about their own roles and responsibilities in relation to assessment but provide a systematic process of peer review and assessment.

Assessment ensures cross-sector stakeholders have a common understanding of the standards and assessment approaches and the contribution they make; it’s used to plan the student’s progression and ensure the continuity and progression in learning and teaching methodology and recognition of the achievement. The partnership arrangement ensures that the institutions monitor the progress of the learners and intervene promptly to ensure the continuity of the project agenda and effective procedures that ensure the institution exchange appropriate information about the strength, development and support needs (Feldman, 2012).

Taking advantage of achieving the objective of the partnership, the institution should utilize the assessment progress and achievement by providing material support to the students to engage in professional learning and broad general education, access to the new technology skill such as power point presentation to illustrate on advancing world technologically, explore of the latest guidance on assessing progress and achievement in each curriculum area and accessing the breadth challenges and search for improved criteria for teaching and learning by institutions.

Risk and Opportunities Assessment: SWOT

A compressive risk assessment allows the institution to understand the nature of risk it may face; risk assessment is a critical foundation for any effective compliance program which can help the institution to access the effectiveness of current and future compliance, takes control and identifies appropriate measures to be taken. In the UK, risk assessment is necessary to ensure the compliance with the government laws, regulation, and policies (Ferrier-Kerr, Keown, & Hume, 2013).

Strength

Strategic framework for risk assessment to ensure higher and quality education standards are attained involves; strengthening the protection of the students interest and the stakeholders’ reputation by monitoring key aspects of financial providers, tackling the risk in time after assessment, support equal improvement of activities through mutual sharing of information with the partners and stakeholders and performing auditing of all the finance activities in the institution (Khalifa, & Sandholz, 2012).

Weakness

The mode of controlling identified risk such as performing an audit annually to tackle financial risk or employment of enough and skilled manpower in the institutions. The effectiveness of existing risks helps in controlling any upcoming risks that might derail the institutions from achieving their agenda for quality education for all the students (Gold, & Evans, 2013). This risk can be categorized into potential over-controlled; where institution should review these risks to determine if control needs to be modified, adequately controlled; in this risk, no immediate action is needed, potential poorly controlled; these needs urgent control and poorly controlled risks; which needs immediate action.

Opportunities

The partnership will provide an equal opportunity for everyone by enhancing the existing open bases of learning in our institution and sharing with the partner institution. These can be achieved by establishing structures where they are missing, cross-link and connect the world using new and advanced technology materials in order to create a powerful global learning environment that supports equitable and quality education to everyone for current and future generation. Furthermore, partnership enhances the capacity and capability staff, Raise expectations of acceptable practices, Change schooling practices and services, and Change the perception that no significant change was likely to take place (Ferrier-Kerr, Keown, & Hume, 2013).

Threats

The main issue affecting the successful implementation of the process will be from buy in of the idea from all other stakeholders. In addition, the need to set up a proper plan for the given task is essential a better implementation. Negative attitudes and critics will be a concern in the process. Getting the right expertise in the implementation of the process is a good fit. Funding is also another challenge and will call for a great responsibility.

Quality Assurance

The risk and standard-based approaches to quality assurance in the partnership of Coventry University and Universidad Del Lima are committed to communicating with the UK higher education agency with a streamlined implementing procedure and approaches to quality education (Khalifa, M. & Sandholz, S. (2012). These ensure that the quality of education standards are met by agencies through the process of registration and course accreditation, these process ensures that the partnership institutions meets and continue to meet the national standards. In carrying out its speculated role, UK education agency is underlined by three principles; the reflective risk, proportionate regulation and regulatory necessity. These safeguards the requirement of the agency exercise while promotes equitable and quality education worldwide (Gold, & Evans, 2013). Quality Assurance is oriented to guaranteeing the quality of a service offered by the partner institutions meets a predetermined standard. Generally, quality assurance agency doesn’t make assumptions about the quality of education offered. In practice, however, quality assurance standards are expected to reflect norms for the relevant education institutions.

Looking at the quality of our project, it’s aimed at achieving the goals and aims in an efficient and effective ways that reflect the desires of the stakeholders in an adequate way. The quality of services provided by the partners can be analyzed in three ways; quality services are not the same as efficiency, quality as a context bound, quality follows criteria and standard which are formulated by the stakeholders, in many cases the government agencies have a framework of regulation that facilitates the institutions in attaining their goals (Ferrier-Kerr, Keown, & Hume, 2013).

Gant chart

Task/month

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9

10

Feasibility study

Proposal writing

Staff workshop and training

Prototype implementation

Carrying out tests and correcting the design

Implementation of partner program

Reception analysis, successes and failures

Departmental reporting

System partner report

Project plan

The partnership of the two institutions of higher education involved in the development competitive graduates with abilities to tackle current and future challenges in real world declares the willingness of implementing within our institution, starting with the most relevant principles of our mission and capacities. The institution will report on the progress of all the stakeholders and ensure the exchange of effective practices in accordance with the principles of the institution and proposed a mode of implementing improvement strategies. The partnership will be guided by the purpose of the institution which ensures the capabilities of graduate students to be current and future generators of sustainable education values for placement companies and society at large; the graduate students should work for the sustainable global economy (Hargreaves, 2011).

The collaboration will ensure the incorporation of the global values such as social responsibilities as outlined in international initiatives of the United Nation Global Compact into our institutions’ academic activities and curricula. These allow us to create educational frameworks, processes, access to material and environmental exposure that enables effective learning experience and skills for responsible leadership globally, the institution will engage in empirical research work that advances the understanding of interrelation role, dynamic, and impacts of cultural learning in creating a sustainable social association, environmental awareness and economic value (Hargreaves, A. (2011).

Conclusion

Coventry University and Universidad Del Lima partnership provides opportunities for student exchanges through research work and sharing best practice approaches to teaching and learning. The partnership yields global impact for students without border and also creates fresh and innovative graduates that help in handling pressing challenges experienced in the education sector and the real world (Sargent, & Waters, 2014). The assessment of the stakeholders is aimed at building the working relationship, build working framework and helps in providing a joint platform for planning and coordinating the activities of the project to ensure its achievement is attained. Assessing ensures that the stakeholders have common understanding and approaches that help boost the projects realization of its goals and aims. Risk assessment gives a chance to the institutions to analyze the sites and parts that can fail the project; these can be in form of financial risk, human resource risk, and college life risk. Handling risk appropriately gives the partners an opportunity of exchanging cultural activities, implementation of the project goals and provision of quality education in accordance with the UK Quality Assurance Agency (Starratt, 2014). Project plan of the partnership is to promote institution practices of serving as an example of conveying good values and attitudes to students through education, incorporation of leadership and social responsibilities to the students and ensure that the future generation is guided and nurtured.