SIETAR presentation

Bryson Cunningham Lokkesmoe

Bryson, John M.; Cunningham, Gary L.; Lokkesmoe, Karen L. (2002)
What to do when stakeholders matter: The case of problem formulation for the African American men project of Hennepin County, Minnesota
Public Administration Review 62 (5)
pp. 568-584

student stakeholders incl power & interest

Students
int’l fields
-- ESL -- have relatively high interest and low to moderate power
-- EFL -- have high interest and moderate power
-- development education -- have moderate interest and moderate to high power
-- intercultural training -- have high interest and (potentially) high power

non-int’l fields
Educational Psychology
Early Childhood Education
Kinesiology

graduate -- have comparatively higher power, especially in research institutions; have relatively low to moderate interest, unless specifically in int'l field

undergraduate -- have comparatively lower power than graduate students, unless parent contingents are also included
have relatively moderate to high interest, especially in terms of international exchange

first draft of stakeholder list

Students
int’l fields
non-int’l fields
graduate
undergraduate

Faculty
interested
disinterested
tenured (who are expected to include international component in courses)

Staff

Administrators
dean
Board of Regents
DGS
Dept. Chair
U President

Parents

[Community]
Employers
int’l companies

101904

Meeting about the SIETAR conference
10/19/04

Audience?
departments of companies
School systems
Consultants already hired by a company, attempting to address concerns they find
Theme: bureaucratic structures resistant to change

Question to be explored: where do I start to attempt to impact this bureaucratic structure toward intercultural?

Issue: internationalization across U units, depts., faculties
Specific – School of Education

Stakeholders:
-- must break down to smallest units with distinctively different interests

Students
 int’l fields
 non-int’l fields
 graduate
 undergraduate


Faculty
 interested
 disinterested

 tenured (who are expected to include international component in courses)

Staff

Administrators
 dean
 Board of Regents
 DGS
 Dept. Chair
 U President

Parents

[Community]
Employers
 int’l companies

Case for working out the process
-- we are to present an example

Exercise is for them to develop a case through the process (of stakeholder analysis)

Task: flesh out list of stakeholders into specific divisions/units
-- clarify if it is specific enough to determine power/interest

I send out info to engage us in blogging about this until next meeting

Step 2: establish those with most power/interest

Discussion at next meeting to do mapping with paper & post-it notes; then we enter into software to develop the map

Lynn Anderson at Global Campus is presenting in a Brown Bag on this topic (first week of Nov)

Possibly focus in on curriculum integration – away from the more general internationalization
-- we may be able to demonstrate the weakness of not engaging in this process with the Bush Grant process

Establish list before next meeting; at Karen’s office 55 Humphrey Center (5-8045) on Friday 10/27 at 4-6 – we will be mapping on wall, then into software, at that meeting
-- includes connecting the parties by their influences on one another

Advocacy includes stakeholder analysis, building coalitions, etc. – must comment on the importance of analysis
Framing the issue/problem to build coalitions

Exercise is to be partially done, in that it will include stakeholders, some of the elements of process, etc.