Stakeholder analysis in higher education

Chapleo, Chris; Simms, Chris

doi:10.1080/13603100903458034

Cited by 64 publications

(28 citation statements)

References 25 publications

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“…Therefore, stakeholder identification is a fundamental task for an organisation's success (Ballejos and Montagna, 2008;Friedman and Miles, 2006;Freemen, 1984). Hence, stakeholder identification underpins successful stakeholder management (Chapleo and Simms, 2010). Frooman (1999) proposed that stakeholder identification should answer the question of "who are they?".…”

Section: Potential Key Stakeholders In the Nogimentioning

confidence: 99%

Who is Who? Identifying the Different Sub-groups of Secondary Stakeholders within a Community: A Case Study of the Niger Delta Region of Nigeria Communities

Osobajo¹,

Moore²

2017

IBR

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The Nigerian oil and gas industry (NOGI) has over time been dominated by the Nigerian government and oil producing companies (OPCs). The influences of the community stakeholder on OPCs in the last three decades have been expressed in diverse ways by different community sub-groups through their concerns and interests, some of which have severely impacted on the NOGI. Community within this context is categorised as a primary stakeholder, while the sub-groups are secondary stakeholders that emerge from within the community. Hence, the success of the NOGI largely depends on the Nigerian government and the oil producing companies, and other players such as Non-Governmental Organisations recognising the community as a key player and having appropriate knowledge of the different sub-groups of secondary stakeholders within the community in order to understand their intentions, behaviour, interests, influences and interrelations. Such knowledge is relevant to the NOGI's formulation of future oil and gas strategy.This study commences with an overview of the primary stakeholders (i.e. the Nigerian government, OPC and the community), their respective activities, participation and the link between these stakeholders with a specific focus on the NOGI context. Subsequently, various sub-groups of secondary stakeholders within the community and their respective interest(s) are identified in detail.

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Section: Potential Key Stakeholders In the Nogimentioning

confidence: 99%

Who is Who? Identifying the Different Sub-groups of Secondary Stakeholders within a Community: A Case Study of the Niger Delta Region of Nigeria Communities

Osobajo¹,

Moore²

2017

IBR

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“…24,[35][36][37][38] Who or what really counts has, for a long time, been the central question in the literature on stakeholder theory. This reflection occurs in an uncertain environment in which public sector organizations must increasingly orientate their organizational thinking toward their stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Stakeholder Analysis

Reyes‐Alcázar

Casas

Herrera-Usagre

et al. 2012

The Health Care Manager

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The aim of this study was to identify the different groups that can affect or be affected by an agency charged with the promoting and guaranteeing of health care quality in Andalusian region (Spain) and to provide a framework with the stakeholders included in different categories. The study adopted a cross-sectional research design. A case study with structured interviews among Andalusian Agency for Healthcare Quality Steering Committee members was carried out in 2010 to define stakeholders' categories and map the interest groups using 5 attributes: influence, importance, legitimacy, power, and urgency. After identification and categorization, stakeholders were weighted qualitatively according to the attributes of importance and influence using 4 possible levels. A matrix was made with the collected data relating both attributes. Furthermore, 8 different types of stakeholders were identified according to attributes power, legitimacy, and urgency. The study concludes that identifying and classifying stakeholders are fundamental to ensuring the success of an organization that must respond to needs and expectations, especially those of its clients. Moreover, knowing stakeholder linkages can contribute to increase organizational worth. This is essential for organizations basically directed to the provision of services in the scope of health care.

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“…Through a review of literature about key stakeholder identification (Chapleo & Simms, 2010;Coleman et al, 2013;Gross & Godwin, 2005;Leisyte, Westerheijden, Epping, Faber, & De Weert, 2013;Mainardes, Alves, & Raposo, 2013;Power & Morven-Gould, 2011;Sanderson, 1997;Singh & Weligamage, 2012;Tang & Hussin, 2011;Wagner, Hassanein, & Head, 2008) and qualitative interviews with 13 blended learning experts from New Zealand, Australia and Canada, students and teachers were shown to be among those identified most prominently and frequently as key stakeholders in BTEs. Students were identified as key stakeholders by 12 of 13 experts because of the need for them to "buy into" blended learning, "participate fully, and be convinced" of its value (Tuapawa, 2016b, p. 5).…”

Section: Methodsmentioning

confidence: 99%

Interpreting experiences of students using educational online technologies to interact with teachers in blended tertiary environments: A phenomenological study

Tuapawa

2017

AJET

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Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant EOT challenges have impeded their effectiveness, preventing widespread implementation. The persistence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders' EOT needs. This research made a phenomenological interpretation of key stakeholders' EOT experiences, to establish their current EOT needs and challenges and provide a basis from which to recommend methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of the phenomena through an abstraction and articulation of local and global themes. This paper is the first in a series of six publications that presents the local themes. It documents the interpretations of students' experiences with teachers, in reference to their use of four types of EOTs: online conference tools, learning management systems, blog sites and lecture capture tools. These interpretations, which include descriptions of stakeholders' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet stakeholders' needs.

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Stakeholder analysis in higher education

Cited by 64 publications

References 25 publications

Who is Who? Identifying the Different Sub-groups of Secondary Stakeholders within a Community: A Case Study of the Niger Delta Region of Nigeria Communities

Who is Who? Identifying the Different Sub-groups of Secondary Stakeholders within a Community: A Case Study of the Niger Delta Region of Nigeria Communities

Stakeholder Analysis

Interpreting experiences of students using educational online technologies to interact with teachers in blended tertiary environments: A phenomenological study

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