Stakeholder Decision Making
Description:
In this design, students learn about a particular issue from multiple perspectives by interacting with their peers about a topic in assigned stakeholder roles. Students gain an appreciation about the complexity of the issue being examined as they are exposed to different viewpoints about the topic. Student engagement in the activity is also enhanced as it simulates a ‘real world’ issue and the processes of decision-making. Further, the students are involved in the construction of understanding, as they undertake individual research for their position statements, review other stakeholder views and then negotiate decisions based on the combined evidence and positions presented.
The design uses an experiential technique, which facilitates more active student participation in the learning process and encourages the use of past experiences and/or previous study. It aims to move students toward recognition of the importance of consensus over compromise/majority decision-making and deeper knowledge of complex decision-making processes through the practice of conflict resolution techniques.
Intended Learning Outcomes:
- To develop an understanding of complex decision-making processes.
- To develop conflict resolution techniques in complex decision-making.
- To integrate and synthesise a range of information needs for decision-making.
- To question conventional positions on an issue.
- To recognise the importance of moves toward consensus over compromise/majority decision-making.
- To demonstrate an awareness of the complexity and uncertainty of decision making
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
|
Scenario resources & literature; |
→ |
Research & Develop: |
← |
Teacher briefing |
|
| ← |
Position papers |
← | ↓ | ||
| → | → |
Review and Interact: Students read, discuss and pose role specific questions to position papers ↓ |
← |
Teacher facilitated group discussions |
|
| ← |
Posted stakeholder questions |
← |
Present, negotiate and debrief. ↓ |
← |
Teacher facilitated group discussions |
| → | → |
Debrief: students derole and reflect on their learning experience ↓ |
← |
Teacher facilitated discussion |
|
| ← |
Group debrief summary |
← | ↓ | ||
| → | → |
Review and Consolidate: Students review and consolidate their learning in an essay |
Additional information
This design can be delivered with a mixture of face-to-face, independent online research, online interaction, and independent library research. In addition to creating the resources and setting up the learning environment, students need to be allocated to teams for each stakeholder role prior to the implementation of the learning design.
This learning design was originally designed as a capstone unit to allow students to integrate and expand on a culmination of knowledge from their studies; therefore it is likely to be more appropriate for students with relevant prior knowledge on which they can draw (i.e. students in later years of undergraduate study or students with relevant work experience such as those at postgraduate level).
This design was originally targeted at resolving water management issues in a geographical context, but in generic form could be used for almost any context where a contestable issue involving multiple stakeholders is central to the learning process. For example stakeholders from the appropriate administering department, the school principal, the classroom teacher, a parent and an educational researcher could address an educational policy issues.
Students can be assessed in two parts:
1. A mark for the round-table exercise itself, based on position paper and questions to other stakeholders.
2. A mark for an essay based on the round-table scenario, which is expected to integrate lectures, reading, and the round table exercise itself.
Original designers –
Brierley, G., Hillman, M., Devonshire, E. & Funnell, L. (2002). Description of Round Table Exercise: Environmental Decision-Making about Water Resources in Physical Geography. Retrieved November 5, 2009 , from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/LD26/index.html