Innovation and Management: Strategic Innovation Solution for ATMC

Verified

Added on  2023/01/20

|14
|3128
|37
AI Summary
This report outlines a strategic innovation solution for Australian Technical and Management College (ATMC) to address the challenge of changing needs and expectations of students. It discusses the identification of the corporate innovation challenge, the strategic innovation solution of peer teaching, and the implementation plan for ATMC. The report emphasizes the importance of establishing a peer learning system to enhance student learning and improve the perceived value of education.

Contribute Materials

Your contribution can guide someone’s learning journey. Share your documents today.
Document Page
Innovation and management

Secure Best Marks with AI Grader

Need help grading? Try our AI Grader for instant feedback on your assignments.
Document Page
Running Head: Report
Contents
Introduction................................................................................................................................2
Organizational background........................................................................................................3
Identification of corporate innovation challenge.......................................................................4
Strategic innovation solution......................................................................................................5
Solution implementation............................................................................................................7
Innovation action plan............................................................................................................7
Required leadership and culture.............................................................................................8
Innovation implementation.....................................................................................................9
Conclusion................................................................................................................................10
References................................................................................................................................11
1
Document Page
Running Head: Report
Introduction
This report is compiled to identify an industry challenge that is faced by the Australian
Technical and Management College (ATMC), Sydney. ATMC is a leading educational
institution located in the state of Victoria that offers Higher Education courses in the fields of
technology business management in Australia and internationally. This report follows the
strategic innovation model to outline a corporate innovation challenge that is currently being
faced by ATMC after carrying out the analysis of its operations. Followed by this, the report
presents a leading edge solution for strategic innovation for the organisation by making use of
creative techniques for idea generation. The report also presents the details for the application
of the strategic innovation model for presenting the steps the organisation will have to follow
for the implementation of the innovation solution suggested. This presents the details of the
innovation action plan design on the basis of the current approach of the organisation and the
required changes in it. The action plan is also developed on the basis of the target market for
presenting the innovation solution that helps in enhancing the perceived value for the
customers and appropriate structure, process and system to be followed for the successful
implementation of the strategy.
2
Document Page
Running Head: Report
Organizational background
ATMC is a leading educational institution located in the state of Victoria that offers Higher
Education courses in the fields of technology business management in Australia and
internationally. It was established in India and has now expanded nationally and
internationally to become a recognized educational institution that offers numerous different
courses in collaboration with three different universities in Australia having expertise in the
fields of technology and business management. The campuses of the college are based in
Sydney and Melbourne and both the campuses provide the students with the option of
choosing among a variety of innovative courses that help them prepare for their professional
life. The institution focuses on developing strong global industry connections that ensure that
the students getting educated from ATMC have the necessary knowledge, relevant skills and
industry experience (Cohen & Sampson, 2016). The courses offered by ATMC include:
Associate degrees
Graduate diploma
Postgraduate diploma
Bachelor degrees
Master degrees
All the degree programs offered by the organisation are constantly updated to ensure that the
study material is relevant to the current industry environment and the class size at ATMC is
also closely monitored and regulated to provide the best experience to the students while
ensuring that they do not get lost in the crowd. The organisation also ensures that the staff
members are accessible at all times and approachable for any doubts and queries (ATMC,
2015).
3

Secure Best Marks with AI Grader

Need help grading? Try our AI Grader for instant feedback on your assignments.
Document Page
Running Head: Report
Identification of corporate innovation challenge
ATMC has the latest recruitment and facilities that allow the organisation to employ
contemporary methods of teaching and Technology when delivering educational services.
The classrooms of the college are completely air-conditioned and spacious. They are also
equipped with the latest technology in terms of the teaching equipment and resources
required to impart education to the students. The institution also appoints mentos to the
students to get additional help who are the senior students having specialized knowledge.
However, it is found that the students of hesitate in contacting the professors and the seniors.
The corporate innovation challenge identified for ATMC is the lack of peer support for the
same here group tutoring techniques. The students are often found to assist each other in the
college and even outside it but there is no practice established to facilitate this process of
simultaneous learning and contributing to the learning of the other students of the class. The
climate of higher education practice is changing throughout the world and the colleges are
under increased pressure to come up with innovative and different. The expectations of the
students are constantly increasing and institutions need to change their approach to teaching
when managing this process (Boud, 2017). It is time to clearly define the outcomes related to
the learning of the students by these institutions to ensure that they are meeting these goals
along with the needs of all their students. The educational institutions are also working on
enhancing student retention while facilitating competition within the campus. They also need
to make sure that the students meet the established standards of knowledge and skills when
they are awarded the degree.
4
Document Page
Running Head: Report
Strategic innovation solution
The challenge of increasing and enhancing the quality of education while providing the
necessary flexibility to the students so that they can explore their strengths and weaknesses is
the one that requires constant analysis of the education process. The communication between
the students of ATMC is only informal at present and there is a need for the college to
establish an informal learning process where the students can offer each other knowledge,
help, advice and suggestions in the form of educational and emotional support. This will also
provide the necessary flexibility in the roles of the learner and the teacher and the students
can design their own learning graph and method instead of strictly following the course
curriculum.
One strategic innovation challenge suggested for the organisation is the peer teaching strategy
that can help in enhancing the effectiveness of the teaching activities on the campus. The idea
of one student explaining the concept of education or skills to a fellow classmate dates back
to centuries and when we look around the current educational institutions, we can easily
notice that happening without any prior prompt or warning (Jackson & Bruegmann, 2009).
However, there is a need to properly establish the peer teaching mechanism and strategies at
ATMC to contribute to an increase in the literacy scores of the students. This strategic
innovation solution will allow the students to work in groups and pairs to improve their
performance in the test and also enhance their skills of critical thinking and reasoning. This is
because the peer teaching techniques make the students practice active learning and
discussion. The students offering assistance as well as the ones receiving it rationalize the
concepts being taught and gain a better understanding of them in their own words. Peer
teaching techniques also help in improving the interpersonal skills of the students along with
their communication abilities. The students feel more comfortable asking questions their
5
Document Page
Running Head: Report
peers and offering solutions and help to each other also helps in building on their confidence.
Peer learning enhances the self-esteem of the students and they can also provide feedback to
each other without any inhibition. It is especially helpful for the students who are low
performers as they are easily able to identify with their classmates as compared to the
authority figures and adults (Donnell & King, 2014).
The strategy of peer learning is not undifferentiated. There are various different approaches to
this strategy that encompass a broad sweep of activities. Currently, ATMC is following the
proctor model of Peer learning where the senior students at as mentors for the junior students
but it is found that the students are still hesitant to approach these mentors. Therefore, it is
suggested that the institution adopts the learning sales model of peer education where the
students of the same class are partnered with each other to provide assistance on their
personal concerns as well as on the course content. This will prove to be mutually beneficial
for the students and will facilitate knowledge sharing among them. Peer learning will also
encourage the students to share new ideas and experience with each other moving away from
the model of independent learning that is currently followed at ATMC to an interdependent
model of mutual learning (Johnston, 2009).
6

Paraphrase This Document

Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
Document Page
Running Head: Report
Solution implementation
ATMC needs to identify and recognize the potential of Peer learning and make use of it for
all the existing courses offered by the institution. However, it is important to approach this
method systematically and remove all ambiguity and unfamiliarity to make sure the students
do not get confused about their roles and responsibilities as a part of this approach. Without
any clarity or structure in the process of peer learning, all the students can miss out on
opportunities for learning and even failed to develop the basic skills that are required as a part
of the course. Peer learning is an informal approach that does not involve the staff members
of the institution and therefore the students for already learning effectively may not be
benefited much if this approach is not applied proportionately. The section of the report
presents the method for implementation of the Peer learning solution for ATMC to address
the challenge of changing needs and expectations of the students and their hesitation in
approaching the senior students or staff members (Topping, 2009).
Innovation action plan
The current approach to peer learning adopted by ATMC makes use of assigning student
mentors who are the high performing senior students acting as a mentor and guide to the
students. They provide them with specialized knowledge and assistance either individually or
by forming small study groups. However, the students are still found to be hesitant in
contacting the seniors for resolving the doubts and problems. Therefore, there is a need to
establish a peer learning system that helps in increasing the knowledge of the students and
their scores. Peer learning suits all student personalities and it also helps the high performing
students in learning and revising when they are teaching the fellow students. And the students
take responsibility to review, consolidate and organize their existing knowledge and material,
they also get a better understanding of the basic structure and fill gaps in their own
7
Document Page
Running Head: Report
knowledge buy reformulating the current information into you better frameworks of
conceptual knowledge (Keppell & Chan, 2016). Therefore, peer learning in pairs by the
students of the same class and course can help the students providing assistance to the other
students as well as the students receiving it. The students receiving assistance are moved
away from their increased dependency on the teachers and they can enhance their learning by
directly contacting the fellow students. On the other hand, the students giving help up to the
fellow students increase their own performance and understanding and also enhance their
skills by gaining experience of teaching (TCD, 2016).
The target market for this strategic innovative solution for ATMC is the current students
studying at the campus. This approach will enhance their learning and will also improve the
word of mouth publicity for the institution attracting future students as well. The perceived
value of education and learning for the students will enhance as a result of it and therefore the
strategic innovation solution of same class peer learning is the recommended solution for
strategic innovation that will allow the institution to gain a leading edge in the industry
(Briggs, 2013).
Required leadership and culture
Peer teaching can be implemented in the classroom for encouraging individualized learning
of the students and facilitating direct interaction between them for the promotion of active
learning. The students are more comfortable when they are interacting with the fear and
therefore peer learning will promote better understanding among the students. Simply putting
the students together in pairs and asking them to co-operate with each other will not make the
peer learning process effective. It is important to establish positive interdependence among
the students to ensure that one member cannot succeed individually unless they learn together
as a team. There should be individual accountability of each student to ensure that they do not
practice hitchhiking and the students should be asked to have promotive interaction face to
8
Document Page
Running Head: Report
face by constantly sharing and encouraging each other. This will enhance their
communication skills and also contribute to improved learning (Liu & Tsai, 2008). However,
it is important that the teachers still intervene, monitor and oversee the process of peer
learning for maximizing its efficiency. The leaders and the instructors of the class should
decide the seating arrangement and the pairing up of the students on the basis of the range of
abilities of the students, their skills and expertise. The group members should be decided so
that they complement each other's abilities and they mutually benefit from this process
contributing to the academic growth of the entire class (Lincoln & McAllister, 2009).
Innovation implementation
The implementation of same class Peer learning technique at ATMC need to be implemented
by forming well-functioning groups of students. The sitting arrangement and the role
assignment of the students should be done by the teachers and they should also carry out
regular testing of the groups and individuals to ensure that this strategic innovation solution is
working in favour of the organization. This is a relatively new approach to be implemented at
the educational institution and therefore the students should be explained of the
responsibilities in this process to act as a facilitator, monitor, recorder and reporter of the
progress (Pfister, 2015). As a facilitator, the students need to ensure that the other member
understands the subject and the topic being discussed and also encourages the team member
to participate in the discussions. It is important that the group of students reaches a consensus
when having discussions. As a monitor, the students have to constantly monitor the progress
of the course and ensure that the allotted tasks by the teachers are completed on time by both
the members. The role of the recorder in the process of peer learning requires the students to
keep a record of the discussions happening in the group and in the classroom and the
consensus on these topics. As a reporter, the students need to make sure that they regularly
9

Secure Best Marks with AI Grader

Need help grading? Try our AI Grader for instant feedback on your assignments.
Document Page
Running Head: Report
have a discussion on the progress of each other and report the same to the teacher when
having class discussions (Kear, 2017).
Conclusion
This report is compiled to identify an industry challenge that is faced by the ATMC, Sydney.
It presents the details for the application of the strategic innovation model for presenting the
steps the organisation will have to follow for the implementation of the innovation solution
suggested. The challenge of increasing and enhancing the quality of education while
providing the necessary flexibility to the students so that they can explore their strengths and
weaknesses is the one that requires constant analysis of the education process. The
communication between the students of ATMC is only informal at present and it is identified
that there is a need for the college to establish an informal learning process where the
students can offer each other knowledge, help, advice and suggestions in the form of
educational and emotional support. Peer learning is an informal approach that does not
involve the staff members of the institution and therefore the students for already learning
effectively may not be benefited much if this approach is not applied proportionately. The
report presents the method for implementation of the peer learning solution for ATMC to
address the challenge of changing needs and expectations of the students and their hesitation
in approaching the senior students or staff members.
10
Document Page
Running Head: Report
References
ATMC, (2015) Federation University Australia: Australian Technical and Management
College Pty Ltd.. [Online]
Available at: https://www.atmc.edu.au/courses/federation-university-australia/sydney-campus
Boud, D. (2017) Making the move to peer learning, Available at:
https://www.researchgate.net/profile/David_Boud/publication/309967818_Making_the_Mov
e_to_Peer_Learning/links/5995553baca272ec908c44a5/Making-the-Move-to-Peer-
Learning.pdf
Briggs, S. (2013) How Peer Teaching Improves Student Learning and 10 Ways To
Encourage It, Available at: https://www.opencolleges.edu.au/informed/features/peer-
teaching/
Cohen, R. & Sampson, J. (2016) Peer Learning and Assessment. Assessment & Evaluation in
Higher Education, 24(4), pp. 413-426, Available at:
https://www.tandfonline.com/doi/abs/10.1080/0260293990240405
Donnell, A. & King, A. (2014) Cognitive Perspectives on Peer Learning, Available at:
https://www.taylorfrancis.com/books/9781410603715
Jackson, C. & Bruegmann, E. (2009) Teaching Students and Teaching Each Other: The
Importance of Peer Learning for Teachers. American economic journal , 1(4), pp. 85-108,
Available at: https://www.aeaweb.org/articles?id=10.1257/app.1.4.85
Johnston, J. (2009) How to Implement Peer Learning in Your Classroom, Available at:
http://eprints.lincoln.ac.uk/19430/1/How%2Bto%2BImplement%2BPeer%2BLearning%2Bin
%2BYour%2BClassroom.pdf
11
Document Page
Running Head: Report
Kear, K. (2017) Peer learning using asynchronous discussion systems in distance education.
19(2), pp. 151-164, Available at:
https://www.tandfonline.com/doi/abs/10.1080/0268051042000224752
Keppell, M. & Chan, C. (2016) Peer learning and learningoriented assessment in
technologyenhanced environments. Assessment & Evaluation in Higher Education, 31(4),
pp. 453-464, Available at:
https://srhe.tandfonline.com/doi/abs/10.1080/02602930600679159#.XPUp5f7hXIV
Lincoln, M. & McAllister, L. (2009) Peer learning in clinical education. 15(1), pp. 17-26,
Available at: https://www.tandfonline.com/doi/abs/10.3109/01421599309029007
Liu, C. & Tsai, C. (2008) An analysis of peer interaction patterns as discoursed by on-line
small group problem-solving activity, Available at:
https://www.semanticscholar.org/paper/An-analysis-of-peer-interaction-patterns-as-by-Liu-
Tsai/88daf1a0e1dc8f53d6e7bc1db5b176613dffbdad
Pfister, H. (2015) How to Support Synchronous Net-Based Learning Discourses: Principles
and Perspectives. pp. 39-57, Available at: https://link.springer.com/chapter/10.1007/0-387-
24319-4_3
TCD. (2016) Introduction to Peer Learning and the 2:1 Model of Supervision, Available at:
https://www.tcd.ie/medicine/physiotherapy/assets/doc/resources/Introduction%20to%20Peer
%20Learning.pdf
Topping, K. (2009) Trends in Peer Learning. An International Journal of Experimental
Educational Psychology, 25(6), pp. 631-645, Available at:
https://www.tandfonline.com/doi/abs/10.1080/01443410500345172
12

Paraphrase This Document

Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
Document Page
Running Head: Report
13
1 out of 14
circle_padding
hide_on_mobile
zoom_out_icon
[object Object]

Your All-in-One AI-Powered Toolkit for Academic Success.

Available 24*7 on WhatsApp / Email

[object Object]