Higher Education for Development

Knowledge, Partnership, Results

Annual Workplan

Year 1 of 3: Preparing for and Embracing Change

Timeframe / Planned Activity / Anticipated Development Outputs
Month 1 / •Planning for project start-up: initial stakeholder meetings,
faculty retreat, confirming the LBS consultant, and arranging
initial company visits.
Month 2 / •Partnership Co-Directors travel to Lagos for meetings with
USAID/Nigeria, UNILAG senior leadership and FBA
DCS program leadership; to conduct the faculty retreat; to
name and have the first meeting with the Change Management
Team which now includes the chair of DCS; to meet with the
LBS consultant; and to begin company visitations. / • The creation of buy-in by all project
stakeholders.
• The creation of private sector
linkages.
• A sense of urgency in reforming
the UNILAG business
management graduate and
undergraduate programs.
Months 3-4
Month 4 / •The Change Management Team selects workgroup leaders and
creates the four workgroups which now will include members
of DCS faculty and undergraduate FBA faculty.
•Interest in the Career Specialist position is
solicited.
•Partnership Co-Director travels to UNILAG with the
Computer Scienceconsultant. The CSconsultant will
conduct an initial analysis of the technology infrastructure
development in the FBA and the DCS; he will determine
computer needs of the FBA; he will conduct a 3-day workshop
for the Change Management Team and the FBA and the DCS
faculty (staff)on innovative teaching pedagogies he developed
for teaching basic computer skills (Microsoft office tools) and
programminglanguages for the computer science department
at KansasStateUniversity. The workshop will also discuss the
rudiments of using business software applications in areas such
as accounting, project management, human resource manage-
ment, enterprise resource planning (ERP), etc. / • Engagement and empowerment of
the FBA DCS faculty for the tasks
ahead.
•A career specialist is hired.
•Assessment of FBA computer
information needs.
•Training of FBA and DCS faculty
faculty (staff) on critical computer
science curriculum issues.
ForMonths 5 – 12, timeframes, planned activities and outputs will be described separately for the six project components: Change Management, Curriculum/Assurance of Learning, Innovative Pedagogies, Faculty Enhancement, Private Sector Engagement, and Career Services.
Timeframe / Planned Activity / Anticipated Development Outputs
The Change Management Team
Month 5 / •The Change Management Team begins its work on managing
technology infrastructure development, in conjunction with
the reformulation of the computer science curriculum for the
FBA. / • Creation of a paradigm shift in
business management education
at the undergraduate and
graduate levels that places
excellence in computer science
at the center.
Months 5 - 7 / • The Change Management Team discusses and shares informa-
tion about the developing technology infrastructure and the
positive changes envisioned for the computer science
curriculum for the FBA. / • Understanding of and commit-
mentto continuous improve-
ment in the computer science
curriculum for the business
management program among a
critical mass of FBA DCS
faculty.
Month 7 / • A plan is drafted that will begin to guide course development
and redesign for the computer science courses for the FBA.
• Three to five Faculty Incentive Grants (FIG’s) will be awarded
to DCS faculty who teach CS classes for the FBA. / • An informed approach to
computer science course
development and redesign.
• Work on CS course develop-
ment and redesign begins.
Month 8 / •Strategic Planning Consultant travels to Lagos to work on
business management program vision, mission, and core values
in the context of strategic management and revisioning.
Months 8 – 11 / • Work commences on the reformation of mission, vision, and
core values for the revised UNILAG business programs at the
undergraduate and graduate levels. / •Clarification and reformulation
of the business program vision,
values, mission, and goals at the
undergraduate and graduate
levels.
Months 5 – 11 / • Monthly meetings are held to hear from and support the work-
groups and the Career Specialist. These meetings are also held
to advance the Change Management Team’s overall work in
the strategic revisioning of the UNILAG business programs.
The LBS consultant facilitates these meetings.
•Continued oversight of the developing technology infrastruc-
ture; development of undergraduate and graduate business
program learning outcomes related to technological compe-
tence; facilitation of the use of relevant business software
packages in the curriculum; and management of increased
student access to computers. / •Emphasis on the need for
competitive computer skills at
the undergraduate and graduate
levels in business continues.
• Greatly improved capacity to
provide computer access and
relevant software packages for
students.
Month 12 / • Draft changes for the UNILAG Business Program Strategic
Plan and for the computer science curriculum for the FBA are
completed.
• An annual workgroup report is prepared.
• A year-end report which reflects the major accomplishments
in all program componentsis written and submitted to the
Partnership Co-Directors, who submit to HED/USAID. / • Draft of revised strategic plan
for the UNILAG business
programs.
• Draft of a revised computer
science curriculum for the FBA.
Timeframe / Planned Activity / Anticipated Development Outputs
The Curriculum/Assurance of Learning Workgroup
Month 5 / • Start reading and discussing international standards for under-
graduate and graduate business management education
programs; start reading and discussing material on defining
and assessing student learning outcomes.
•Begin curriculum assessment by issuing a call for all UNILAG
business course syllabi. / • Improved understanding of
international standards for
business management
education at the graduate and
undergraduate levels.
Month 6 / • Three members of the Curriculum/Assurance of Learning
Workgroup (2 FBA; 1 DCS) attend the AACSB Graduate and
Undergraduate Programs Conference; Travel to K-State for
debriefing, planning, and meetings with College of Business
faculty. / • Improved understanding of
international standards for
business management education
at the graduate and undergrad-
uate levels.
• Knowledge of best practices in
business programs, curricular-
integration, experiential learning
models and online/blended
learning.
Months 5 – 7 / • Discuss and share information about curriculum standards,
defining learning outcomes, and the role of assessment in
continuous quality improvement. / • Knowledge of innovative
student learning outcomes and
methods of assuring student
learning among FBA and DCS
faculty.
Months 6 – 7 / • Hear from the Private Sector Engagement Workgroup what
has been learned about employer expectations for business
students at the graduate and undergraduate levels. / • Improved understanding of
employer needs and expecta-
tions.
Month 8 / • The Partnership Co-Director travels to Lagos to conduct a
workshop with all faculty on standards and the assurance of
student learning. / • Knowledge about standards and
assessing student learning.
Months 8 – 11 / • The systematic review of all UNILAG business management
courses takes place using international standards and the
expectations of private sector employers. / • A baseline assessment of the
existing UNILAG business
program courses.
Months 5 – 11 / • The workgroup leader meets monthly with the Change
Management Team to report progress and plans.
Month 12 / • The Blueprint for the Transformation of the UNILAG Under-
graduate and Graduate Curriculum is written and presented to
the faculty for review and approval.
• The workgroup submits its annual report to the Change
Management Team. / • A Blueprint for FBA Curricu-
lum Transformation and faculty
buy-in.
The Innovative Pedagogies Workgroup
Month 5 / • Start reading and discussing materials on active learning and
methods to increase teaching effectiveness. / • Significantly improved under-
standing of innovative pedago-
gies by a critical mass of FBA
faculty and the DCS faculty who
teach the computer science
classes for business.
Timeframe / Planned Activity / Anticipated Development Outputs
Month 6 / • Three members of the Innovative Pedagogies Workgroup (2
FBA and 1 DCS) attend the AACSB Seminar on Teaching
Effectiveness; Travel to K-State for debriefing, planning, and
meetings with College of Business faculty and Computer
Sciences faculty. / • UNILAG FBA DCS faculty will
learn how to use computer
software in demonstrating
accounting or project manage-
ment techniques.
• FBA DCS faculty will learn
more about case studies in
business management
education.
Months 5 – 7 / • Information about active learning and methods to increase
teaching effectiveness is shared broadly with faculty. / • Understanding of the impor-
tance of instructional techno-
logy for effective classroom
delivery.
Months 6 – 12 / • Working with the Career Services Component, identify
company sponsored projects requiring MIS solutions on
which students can work. / • Relevant, hands-on company
projects to promote learning
about IT applications.
Month 8 / • The Partnership Co-Director travels to Lagos to conduct a
workshop with FBA DCS faculty on teaching effectiveness and
innovative pedagogies and to begin the review, sharing, and
development of business case studies.
Months 8 – 11 / • The review, sharing, and development of business case studies
takes place. / • Commitment to use more
business case studies in class-
room instruction by FBA and
DCS faculty.
Months 9 – 10 / • Workgroup-led faculty discussions take place on teaching
effectiveness and innovative pedagogies based on the AACSB
Seminar and the Co-Director workshop. / •Increased capacity of faculty to
train other faculty about
innovative pedagogies.
Month 11 / • The Partnership Co-Director travels to Lagos to prepare
for a workgroup-led series of workshops on innovative
pedagogies.
Months 11 – 12 / • Workgroup prepares and finalizes the workshop series for
FBA DCS faculty.
Months 5 – 11 / • The workgroup leader meets monthly with the Change
Management Team to report progress and plans.
Month 12 / • The workgroup submits its annual report to the Change
Management Team.
Timeframe / Planned Activity / Anticipated Development Outputs
The Faculty Enhancement Workgroup
Month 5 / • Discussion begins on the relationship between faculty
enhancement, continuous improvement, and the ability to
design and deliver an upgraded and revised curriculum.
• A template is created for the collection of 5-year data from
FBAand DCSfaculty teaching computer science classes for
business.
• The call for 5-year faculty data using the template, the request
for a self-assessment, and the request for a professional
development plan are sent to the UNILAG business faculty
and the DCS faculty who teach computer classes for business. / • Improved understanding of the
critical need for continuous
faculty enhancement.
• A template that can be used to
collect FBA DCS faculty data
for analysis.
Months 6 – 8 / • Faculty data, self-assessments, and professional development
plans are collected and analyzed. / • Individual FBA DCS faculty
self-assessments and
development plans.
Month 8 / • The Partnership Co-Director travels toLagos to review the
faculty data, self-assessments, and professional development
plans.
• The Co-Director conducts a workshop on faculty research
and collaborative research opportunities with K-StateCollege
of Business faculty. / • A baseline report on faculty
productivity, professional
development, etc. over the last
5 years.
Months 9 – 10 / • The workgroup identifies three faculty (2 FB; 1 CS) to travel
to K-State to engage in collaborative applied research,
training and course re-design..
Month 11 / • The three (3) faculty travel to K-State. / • UNILAG FBA and CS
faculty engagement in applied
scholarly activities with their
K-State counterparts.
Months 5 – 11 / • The workgroup leader meets monthly with the Change
Management Team to report progress and plans.
Month 12 / • The Baseline Report on Faculty and the
Faculty Development Plan are written.
• The Baseline Report, the Faculty
Development Plan, and the Work-
group annual report are submitted to
the Change Management Team. / • The Baseline Report on Faculty
and the Faculty Development
Plan.
Timeframe / Planned Activity / Anticipated Development Outputs
The Private Sector Engagement Workgroup
Months 5 – 7 / • Structured focus group meetings with company representa-
tives take place to identify employer expectations of UNILAG
business students at the undergraduate and graduate levels.
• Expand the list of companies from which to solicit Business
Advisory Council members.
• Identify UNILAG business alumni/a and begin to create an
alumni data base.
• Employer focus group feedback is shared with the
Curriculum/Assurance of Student Learning Workgroup.
Members of that workgroup are involved in the focus groups,
whenever possible. / • Clarification of private sector
expectations of business
graduates including their
expectations of computer skills.
• A private sector database for
UNILAG business programs.
• An alumni database for
UNILAG business programs.
Month 8 / • The Partnership Co-Director travels to Lagos to facilitate a
workgroup discussion on the mission, objectives, membership
criteria, terms, etc. for the UNILAG School of Business
Advisory Council.
• The Partnership Co-Director continues company visitations. / • A plan for the UNILAG
Business Advisory Council.
• Continuously improving private
sector linkages.
Months 8 – 9 / • Solicitation for Business Advisory Council members takes
place with the goal of insuring strong representation of IT
professionals/companies.
Month 10 / • Business Advisory Council founding members are named. / • Members appointed to the
UNILAG Business Advisory
Council.
Months 10 – 11 / • Announcement of, and planning for, the inaugural BAC
meeting takes place. / • A plan for the inaugural BAC
meeting.
Months 5 – 11 / • The workgroup leader meets monthly with the Change
Management Team to report progress and plans.
Month 11 / • The Partnership Co-Director continues company visitations. / • Continuously improving private
sector linkages for UNILAG.
Month 12 / • The Report on Focus Group Feedback, the List of Company
Contacts, and the workgroup annual report are submitted to
the Change Management Team.
Career Services
Month 5 / • The Career Specialist plans and conducts a faculty meeting on
internships for MBA students and on internships, industry
attachment, and job shadowing opportunities for business
program undergraduates. / • Increased faculty buy-in for
improving internships, extern-
ships, and job shadowing.
Months 5 – 7 / • The Career Specialist compiles information on all existing
internship sites. / • Information on existing
internships compiled and
centralized.
Timeframe / Planned Activity / Anticipated Development Outputs
Month 8 / • The Partnership Co-Director travels to Lagos to begin training
the Career Specialist on career and employment services.
• The Career Specialist hires and orients two graduate assistants. / • Capacity-building to offer
career services to business and
CS students at UNILAG.
Months 8 – 11 / • The Career Specialist and graduate assistants begin the
coordination of internship placements. / • Professional coordination of
internship placements.
Months 6 – 11 / • The Career Specialist meets monthly with the Change
Management Team to report progress and plans.
Months 9 - 12 / • The graduate assistants create the UNILAG P.L.A.N. Program / • Job shadowing and networking
opportunities for undergraduates
in business.
Month 11 / • The Career Specialist conducts an employer planning survey
for undergraduate and graduate career fair feasibility and
design. / • A Career Fair Plan that provides
foran undergraduate and a
graduate career fair.
Month 12 / • A Career Fair Plan, a Report on Internships, and the annual
career services report are submitted to the Change
Management Team.

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