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O pen I nnovation Association (OIA)

O pen I nnovation Association (OIA). OIA. OIA.  P ersonalised learning  P romote the collaboration partnerships.  P roviding sponsorship. Description of IOA.

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O pen I nnovation Association (OIA)

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  1. Open Innovation Association (OIA)

  2. OIA

  3. OIA •  Personalised learning •  Promote the collaboration partnerships. •  Providing sponsorship

  4. Description of IOA • Enhance the growth and development of gifted and talented students summit through specific education (Science-Technology-Engineer-Mathematics) • Service to meet their needs within Victorian Accreditation for Educator Preparation. • Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum

  5. Vision • To provide opportunities for talented high school students on STEM education. • To build up the collaboration with academic partnerships and entrepreneurs.

  6. Mission An integrated hub for innovators and entrepreneurs to solve futures challenges.

  7. Commitment Integrity Continual Awareness Mutual benefits

  8. Policies • Conflict of interest • Joint Venture • Confidential Information

  9. OIA NEEDS Determinants in action Determinants in context

  10. Identify opportunities for forming strategic partnerships with other organisations Where the talented Students can find their needs that enhancing their creative abilities Some strategies: Curriculum differentiation Ability grouping Acceleration Enrichment and Enhancement. Attract entrepreneurs to support the students through adopting their ideas, encourage AND funding them This organization(OIA) is unique and likely to lead the market provide us with short courses and scholarship

  11. CREATIVITY PROGRAM STAGESBuilding-Implementing-Evaluating • The building stage: • Interviewing (OIA talented students to determine their abilities and needs to make sure they have invention) ) • Meeting (OIA UNIVERSITIES to develop and enhance student ability + Entrepreneurs to attract them to funding inventions) • Forming the teamwork. • Entering into a contract. • The implementing stage: • Setting up the objectives according to students needs and ability that correspond with our partners • Setting up the success factors • Conducting SWOT analysis • Putting Guidelines • The evaluating stage: • Following up and observing the successful extent of the program. • Evaluating the creativity program annually or every 6-Month by using survey that will be done by our partners .

  12. SWOT Analysis Strengths based on EFQM (European Foundation for Quality Management) Model Unis, labs, website, location, scholarship Vision, mission, roles, indicators, structure, strategy Survey, interview, newspaers Disposal, health and safety Tech transfer, job creations Academic skills, lack of skills

  13. Weaknesses based on EFQM Model Potential programs, labs, new org Government, companies Compute science & IT, Biochem & genetics, chem & phy

  14. Opportunities to OIA based on PESTLE (Political, Economic, Social, Technological, Legal and Environmental) Analysis

  15. Threats to OIA based on PESTLE Analysis Instability, policy changes, legislation, Rapid changes, outsources, efficiency Inflation, tax, Agencies, ethics, mobility

  16. OIA sustainability based on Tuckmans Model (5 Stages Lifecycles) Silence, initiative, commitment Decline, renovation, new entrants Involvement, resolution, acceptance Shared knowledge, criteria, procedures Maturity, achievement, well-connection

  17. Communication plan OIA focuses on innovative creativity to prepare talented students differently through STEM education. We need diverse stakeholders to support our need. Innovative social networks Education and training providers Internal stakeholders External stakeholders High schools Parents University community Entrepreneurs

  18. OIA communication with internal stakeholders Special curriculum development Select talented students Cooperation among education and training providers, high schools and parents Universities’ contribution Teaching staff Human resources Delivering knowledge Offer special STEM courses Cooperate with STEM teachers Technical resources Laboratory Organize various competitions Get permission from parents Access to database Other resources Space Facilities Leadership support

  19. OIA communication plan with external stakeholders Advocacy partners Provide the relevant knowledge that can respond to the economic needs Financial partners Finance a variety of class projects and competitions Entrepreneurs . Innovative social networks OIA’s special websites and Facebook group- an important way to connect students with their peer learners and entrepreneurs. Online brainstorming Voting for ideas Adding challenges Offering comments

  20. OIA

  21. Organization Structure Advisory Board Parents High schools Universities Companies

  22. Managing Director 1. QUT 2. RMIT 3.UNSW 4. UTS 5.LTU • Melbourne High Schools (South Yarra). • Mac Robertson Girls High Schools. • NossalHigh School. • Suzanne Cory High school. • Presbyterian Ladies’ College. • Haileybury College. • Camberwell Grammar School. • Korowa Anglican Girls’ School. • Fintona Girls’ School. • Scotch College. 1. Google 2. Australian Institute of GEO scientists. 3. Australian Institute of Mining & Metallurgy. 4. Levett Engineering.

  23. 1. M o U’s strategy • What is MoU? • A memorandum of understanding (MoU) “is a formal agreement between two or more parties”. (Rouse, 2011) OIA Partners

  24. 2. Sustainable partnership’s Strategy • Tuckmans Model ( 5 stages life cycles). 3. Communication plan • To collaborate with different stakeholders we used a specific communication plan.

  25. In our OIA’sorganization, we aim to provide opportunities to talented high school students on STEM education collaborating with academics & entrepreneurs for the betterment of the society.

  26. ReferencesBaranov, E. (2013). Importance of strategic alliances in company’s activity. Scientific Papers Series Management, Economic Engineering in Agriculture and Rural Development, 13(1), 29-36. Retrieved from http://dspace.uasm.md/bitstream/handle/123456789/1458/alliances.pdf?sequence=1&isAllowed=yBrandstetter. R., Bruijn. H., Byrne. M., Deslauriers. H., Förschner. M., Jana Machačová. J., Orologa. A., & Anette Scoppetta. A. (2006). Successful partnerships a guide. Retrieved from www.oecd.org/leed-forum/publications/FPLG_Guide_2006.pdf.Bredillet, C. N., Conboy. K., Davidson. P., & Walker, D. (2013). The getting of wisdom: The future of PM university education in Australia. International Journal of Project Management, 31 (2013) 1072-1088. https://doi.org/10.1016/j.ijproman.2012.12.013Cockburn, J., Rouget, M ., Slotow, R., Roberts, D., Boon, R., Douwes, E., O'Donoghue, S.,Downs, C. T ., Mukherjee, S., Musakwa, W., Mutanga, O., Mwabvu, T ., Odindi, J ., Odindo, A ., Procheş, S ., Ramdhani, S ., Ray-Mukherjee, J ., Sershen., Schoeman, M. C ., Albertus J. Smit., Wale, E., & Willows-Munro, S. (2016). How to build science-action partnerships for local land-use planning and management: Lessons from Durban, South Africa. Ecology and Society, 21(1).27-48. Retrieved from file:///C:/Users/18198876/Downloads/ES-2015-8109.pdfDowney, J. (2007). Strategic Analysis Tools. Retrieved from www.cimaglobal.com/Documents/.../cid_tg_strategic_analysis_tools_nov07.pdf.pdfHanadi Mubarak. H., Mubaraki. A., & Busler, M. (2010) Business incubators models of the USA and UK: A SWOT analysis. World Journal of Entrepreneurship, Management and Sustainable Development, 6 (4), 335-354. doi: 10.1108/20425961201000025Kaplan, R. S., & Norton, D. P. (2001). The strategy-focused organization. Strategy and Leadership, 23(1), 21-29. Retrieved from https://www.uaservice.com/pdf/The_Strategy-Focused_Organization.pdfKorobanicova, I., Palova, D., & Urbancikova, N. (2015). Knowledge Generating House-a tool for education based on Open Innovation principle. In Information and Communication Technology, Electronics and Microelectronics (MIPRO), 2015 38th International Convention, 731-736. Retrieved from IEEE/IET Electronic Library (IEL)La Trobe University. (2017). Undergraduate guide. Retrieved from http://www.latrobe.edu.au/study/undergrad/resources/course-guidesLeiderman, S., Furco, A., Zapf, J. and Goss, M. (n.d). Building Partnerships with College Campuses: Community Perspectives. Retrieved from http://ncsce.net/wp-content/uploads/2016/04/BuildingPartnershipsWithCollegeCampuses-CommuniityPerspectives.pdfLindsay, B. R. (2011). Social media and disasters: Current uses, future options, and policy Considerations (September 6, 2011). Retrieved from https://ofti.org/wp-content/uploads/2012/07/42245_gri-04-11-2011.pdfOffice of the Chief Scientists. (2016). SPI 2016: STEM program index 2016. Retrieved from www.chiefscientist.gov.au/wp-content/uploads/SPI2016_release.pdfRouse, M. (2011), Definition: memorandum of understanding (MOU or MoU). Retrieved from http://whatis.techtarget.com/definition/memorandum-of-understanding-MOU-or-MoUShiel, C., Filho,L.W., do Paço, A., & Brandli, L. (2016). Evaluating the engagement of universities in capacity building for sustainable development in local communities. Evaluation and program planning, 54, 123-134. Retrieved from http://dx.doi.org/10.1016/j.evalprogplan.2015.07.006Smith, A. (2012). Learning is everyone’s business: Educational partnerships between schools, philanthropic, business and third sector organizations. East Melbourne, Victoria: Centre for Strategic Education.The University of Melbourne. (2016). Bachelor of Science Course Planning and Advice Guide 2017. Retrieved from science.unimelb.edu.au/__data/assets/.../BSc-Course-Planning-and-Advice-Guide.pdfUusi-Honko. H., Howe. J., & Mulè, G. (2012). EFQM Framework Innovation Agencies. Retrieved from https://ec.europa.eu/easme/sites/.../Paper-EFQM-framework-Innovation-Agencies.pdfVictorian Council of Social Service. (2011). Partnership Practice Guide: Sustaining the Partnership. Retrieved from www.vcoss.org.au/documents/.../HSPIC/00911_vcoss_partner_guide_3_WEB.pdf

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