BUS1DIB Professional and Community Engagement Assignment Sample

Disruption in Business

Table of Contents

Purpose of the study.

Business context.

Overview of the Disruption.

The Data-driven Driven Response.

Operationalizing the Solution.

Potential Ethical Issues.

References.

Purpose of The Study

The main aim of this study is to provide the business context of Macquarie University, and explain the current business operations of the organization. in addition, digital disruption that are aced by the university will as well be discussed in this study. Moreover, the data driven response with regard to the disruption, will describe in this study. At last, solution of the disruption along with the potential ethical issues of the solutions will be discussed in this study.

Business Context

Macquarie University (/ m??kw?r? /) is a public university located in the suburbs of McCurry Park in Sydney, Australia. Founded in 1964 by the Government of New South Wales, it is the third largest university to be founded in the Sydney metropolitan area. The university is the first university in Australia where its degree system has been fully integrated with the Bologna Agreement.

Flexible learning options

At Macquarie students are free to avail more diverse skills and expand career choices to integrate almost any field of study. Beginning in the year 2020, one will have a business degree in business with more than 50 bachelor’s degrees.

Industry relevant courses

Students will be able to develop practical and on-the-spot accounting or aquarium professional skills when pursuing a college degree in cooperative educational activities. With a four-year degree, one will be given three places every 3-6 months to prepare for the actual workplace.

Hands-on experience in the real world

The award-winning professional and community engagement (PACE) of the university programs allow the students to practice skills before they graduate. The university promotes an average of 275 internships per year for business students with 440 industry partners (Brodie, 2012).

World class facilities

An award-winning incubator hub and collaborative learning space, the new Finance Decision Lab gives one the access to cutting-edge industry facilities where the students can create and share knowledge and use real-time financial information to solve real-time problems. Partnering with Macquarie University enables appropriate collaboration and is an integral part of what they are and what they do. One can use university skills, aspiring and motivated students and sophisticated opportunities to achieve specific goals of the organization. Each of their diverse partnerships enjoys a different place within the team and brings a unique perspective that enables the community to learn, develop and build in a way that is not possible without collaboration. The experience in building long-term, in-depth relationships with the partner of the universities and organizations continues to shape the research approach and the approach to learning and teaching. Strategic and productive international relations are essential to the goodwill of the university to be a university with the impact of world leadership. At present the university focusing on mutually beneficial, broad-based and sustainable organizational partnerships which means staying ahead of the organization.

Connect with different universities around the world

Since opening the doors in 1964, relationships of the university with companies and business partners have been essential to research and learn the landscape.

Ready to connect

A corporate partnership with Macquarie University is more than just a business agreement. It is about creating mutually beneficial results by building long-term deep connections through collaboration according to the specific goals of the business. From working with top researchers and academics to getting a “harvest” from career-ready graduates, one will be able to join many advanced organizations that have already received awards. The students will get world-class solutions to real-world challenges (Štrkalj, et al., 2012).

The reason to choose Macquarie University

The university is focusing on the needs of the students, the goals of the students as well as the priorities of the students. The needs of the students are the first priority of this university. They want their students to use their own skills and opportunities so that they will be able reach their goals. In addition, there is a True engagement among the university and their students; one becomes an integral part of the university. The long-term, deep connections of the university with their organization shape their research vision, their philosophy of learning and teaching, and the benefits they present. Real Solutions will be provided to the students by the faculty of the university. The students should join an innovative alliance that provides effective solutions to global challenges. in terms of true uniqueness, they provide the right collaboration to achieve specific goals for their own organization.

A Dedicated Corporate Engagement Office is as well Opened by the university and set up a corporate involved office to connect with the university. From customized courses to informal sharing of ideas, Macquarie University offers outstanding learning opportunities.

Together they can:

• Tailor the executive education program to meet the needs of students
• Share knowledge transfer between organizations
• Take part in job exchange opportunities
• Participating in leadership contributions and leadership thinking seminars
• Highly skilled staff with short courses
• Train Executive at Mac McWarry Business School (MKBS)
• The MBA (WiMBA) promotes gender balance through women (Pop?Vasileva, Baird & Blair 2011).

Overview of the Disruption

The development of new technologies can disrupt traditional theories and learning methods which is More likely to interfere with traditional learning strategies. However, with the proper design of the system, these channels can be properly used as a complement to existing channels instead of evaluation. However, without controlling the technology and its use, obstacles are quite possible but still, good and bad results are determined by time. There are various ways in which education is “confused” by the evolving digital mode, often creating a negative impact at first, but the inevitability of this confusion is intentional due to its overall relevance in the age of change. In most cases it is digital in nature. The concept of digital disruption gives education leaders the opportunity to rethink their strategies and the kind of student experience they want to offer. The relentless pursuit of innovation is slowly and certainly affecting not only traditional thematic reading of classrooms, lectures and textbooks, but also technological contrasts with new digital technologies and innovative teaching methods and platforms. The biggest advancement in achieving this is to make the physical classroom more personalized and easily accessible in the learning process. Courses are not limited to a single university campus with unlimited choice worldwide.

As a result, traditional universities are now under significant pressure to remain relevant and effective, initially facing a limited range of subjects and competition from new digital providers outside the course. .. Providing education in physical, departmental and temporary aspects incorporates a whole new dimension of active and disruptive allocation of digital technology to education systems around the world. While the confusion of the current educational institution is somewhat disturbing, it has been accepted as an inevitable standard, especially due to the ease and inertia of traditional theological work methods. However, as we know, globalization in the world of education, more than many others, is not a homogeneous process, but a process of simultaneous transformation and deviation, including interesting contrasts. It is driven by the integration of new technical skills and higher demands of customers. Deviations in the higher education sector are predicted by the need to integrate technology and the education system (Utesheva, Simpson & Cecez-Kecmanovic 2016).

However, this disruptive process presents significant challenges, the most serious of which are existing business models, operational process changes, rescheduling of student roles, and resistance to the overall instructional process. Businesses at universities and other institutions of higher learning must take advantage of this opportunity and meet the demands that this new model can put on them in terms of new ideas, policies and funding. The top universities in the world make their faculty and students proud of their research efforts. In short, innovation is the best barrier. The scope and scope of data analysis related to information opens up huge possibilities for more personalized, directed, flexible and effective learning for universities and higher education institutions. Thanks to the turmoil caused by digital technology, their universities are now more flexible and conveniently located.

In the future the digital capabilities of universities will become more dependent on admissions to different universities. An interesting conclusion is that the Accenture’s Global Standards for Higher Education survey found:

• Eighty percent of students surveyed at research universities say digital skills are important in deciding which university to attend.
• 70% of organizations want to use more digital tools in and out of the classroom (Møller, et al., 2017).
• 81% want further integration of technology and classroom experience, online access to resources and online availability of classes.

The Data-driven Driven Response

Configuration

• Profit Model: The University will provide flying hours at a fixed cost per hour. It allows its stakeholders to avoid the disruption of significant capital expenditure, although locking them into a maintenance contract with their facilities.

• Network: The University is looking at how to utilize its networks in different way to power its innovation efforts. Besides, customer co-creation is a prevalent network innovation and has been implemented successfully.
• Structure: The university always trying with varied ways of organizing their people, resource, and disciplines, such as by integrating or outsourcing certain function. An innovation now under inspection is moving from engaging people to working with self-employed providers.
• Process: The operative business model of university is one of the most-cited cases of process innovation. The process innovation includes a new marketing method connecting substantial changes in product placement, product design, and pricing or product promotion. In University, it can be a new technique of evaluating the education service or a new admission strategy. 

Offering

• Product performance: It is what many people come up with as innovation, concentrating on new services or products as well as new features for present ones. If it includes some type of intellectual property protection, it is one of the relaxed forms for opponents to copy.
• Product system: By combining services or products into bundles or making eco-systems around them, the University can achieve new markets or make additional value in present ones. In this way, product innovation includes a service or product that is new or knowingly improved. Also, it involves major developments in technical specification, materials and components, incorporated software, user friendliness or other functional features. Within the education industry, product innovation can be a new or suggestively improved curriculum, a new educational software, and more (Crossan & Apaydin 2010).

Experience

• Service: Without changing the service or product, organization can change the approach they provide them to make additional value. To overcome the disruption, the university will provide efficient facility to its students that helps in using the service, understanding its different features and giving any other kind of support creating the total experience of using a good education facility. A good education service also encourages the students or teacher to attempt a service for the first time and promote the service among their social sphere.
• Channel: The growth of digital technology has delivered some vast opportunities for channel innovation, particularly in the education sector. Moreover, the delivery channel can be an online or physical, what issues is how fine this is capable of connecting the students with the university.
• Brand: Modernizing around a brand can be fraught with risk and problem, therefore, Macquarie’s recent campaign stating that its facilities perhaps is not the best among the world was a courageous move. A positive brand image drives an extensive way in sustaining a business.
• Customer Engagement: This type of innovation is about making innovate interactions with the stakeholders, like teachers, students, etc. that allows them to attach with the university. It works with identifying the students’ ambitions, making perceptions and beating those to generate convincing experiences. A great example of innovation in this part is the use of video conferencing or online class to deal with preliminary questions or direct students to the right information during the period of disruption.

Operationalizing the Solution

Universities need to rise to the occasion. In order to stay competitive and attract better student colleges, one need to build sustainable relationships with students, recruit the resources and resources one need, and enhance the university experience. Students need to be up-to-date in digital experience as well as technology. The challenge is to integrate and select the "right level" of digital in education. It is difficult to select and fully understand the tools to fully understand which technology concept works and succeeds. Universities need to show maturity in understanding and grasping when digitizing such digital content, but must focus. It requires a unique and fancy combination of digital and face-to-face learning experience. Another challenge for universities in tackling the digital disruption process is the culture transfer process. This, in fact, means that students, faculty and staff are engaged in meaningful and meaningful digital adoption while minimizing change. With all the partners participating in the Digital Journey, universities can not only gain student learning experience while staying together, providing lifelong learning opportunities and career support after leaving the University Portal (Thomas, 2017).

Potential Ethical Issues

The most prominent ethical issue on compulsory technology is human autonomy. Mandatory technology to ensure autonomy must comply with volunteer requirements. If the action is intentional (performance is "under control") and the effect is out of control, the action is voluntary. In addition to identifying situations related to ethics, it is important for teachers to outline both the rules and regulations of technology. It will focus on how technology can enhance or enhance students ’learning and how technology can be integrated and build learning with actual activities. And of course, create a clear boundary between what a student can and cannot do on a classroom PC. For computer network users one needs to create 10 commands at Macquarie University. Commands can harm others, look at them, steal them using the computer, use someone else's intellectual output without the permission, and understand the impact of Internet activities on society (Kenney, Rouvinen & Zysman 2015).

References for Disruption in Business

Brodie, M. (2012). Building the sustainable library at Macquarie University. Australian Academic & Research Libraries, 43(1), 4-16.

Crossan, M. M., & Apaydin, M. (2010). A multi?dimensional framework of organizational innovation: A systematic review of the literature. Journal of management studies, 47(6), 1154-1191.

Kenney, M., Rouvinen, P., & Zysman, J. (2015). The digital disruption and its societal impacts. Journal of Industry, Competition and Trade, 15(1), 1-4.

Møller, L., Gertsen, F., Johansen, S. S., & Rosenstand, C. (2017, June). Characterizing digital disruption in the general theory of disruptive innovation. In ISPIM Innovation Symposium (p. 1). The International Society for Professional Innovation Management (ISPIM).

Pop?Vasileva, A., Baird, K., & Blair, B. (2011). University corporatisation. Accounting, Auditing & Accountability Journal.

Štrkalj, G., Beirman, R., Štrkalj, M., Sierpina, V. S., & Kreitzer, M. J. (2012). Teaching anatomy to chiropractic students: Experiences from Macquarie University, Sydney. Explore, 8(2), 141-144.

Thomas, D. R. (2017). Digital disruption: A transformation in graduate management online education. In Phantom Ex Machina (pp. 223-233). Springer, Cham.

Utesheva, A., Simpson, J. R., & Cecez-Kecmanovic, D. (2016). Identity metamorphoses in digital disruption: a relational theory of identity. European Journal of Information Systems, 25(4), 344-363.

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