Sattam Al shamary HED 6503 Mid-term Exam Dr. Pratt 1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.

1. Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to
make over the next 3-7 years to adapt to the following groups in
order to be effective in facilitating emotional, physical,
intellectual, social, and spiritual development: Homelanders,
Millenial students, and Adult learners.
In the next few years colleges will need to
change to the learning styles of new generations such as
Homelanders, Millenial students, and adult learners. Virtual
assistants, flipped classrooms and the quantified self are three
of the six technological developments that will have a
significant impact on higher education within the next five
years. Instructors have presented information by lecture since
Socrates to the benefit only of linguistic learners. If you're
visual or hands-on you've been teacher disabled. Helping
students learn according to their learning styles and multiple
intelligence preference is finally becoming accepted as an
instructional strategy. Many students naturally learn how to
learn when they realize they learn better from one resource or
strategy over another. For many learners, this concept is too
refined or it flies in the face of the teacher authority. Young
children like to learn with hands-on methods, but the system
quickly moves them to learn by listening. Parents try to help by
pointing to smart students and suggesting that their offspring
emulate the learning strategies that work for others. Following
the path set by others won't work. In fact, we all learn

2. differently. It's a wise parent and facilitative instructor who
realizes this and helps the student identify their strategies to
meet it. As we work extensively in technology, we see that
learners now have access to a variety of instructional strategies.
In many cases, the learner selects the path to the strategy. The
search for knowledge becomes the learner's intrinsic reward,
rather than an extrinsic reward provided by external authority.
This may make the learner more motivated because they find it
easier to learn. Research in learning technologies may
eventually show us that students learn more quickly and deeply
so that they apply the information and solve problems. A school
can be in the worst neighborhood, but a satellite dish on the
roof and fast Internet access on ten classroom computers,
positively impacts learning. It could be that we're saving
generations of children. Many learning style models exist; my
favorite is Albert Canfield's. It has a strong research base, uses
clear language, reports in percentiles, and helps students and
their instructors understand learning preferences. Teachers who
take the Canfield frequently have an funny experience as they
realize why they haven't connected with students - their
teaching style is out of phase with their students' learning
styles.
2.) Discuss the importance of having a basic understanding of
student development theories and outline which theory or
theories (at least 1 theory for each group and 2 or more for at
least 2 of the groups) you believe are useful for the Higher
Education Administrator in relation to: Traditional Students,
Minority/Ethnic Groups, Non-Traditional Students,
Gay/Lesbian/Bi/Transgender, Men/Women,
Faculty/Administrator Relationships.
Theories provide a background for a strong understanding of
how students develop. Many student affairs professionals
overall rarely acknowledge the gender identity issues faced by
transgender students. Academic advisors should learn about
transgender issues if they are to truly assist all students.
Advisors can educate themselves by visiting LGBT campus

3. offices, where available, and participating in Safe Zone ally
training to learn about tools needed to support LGBT students.
A list of campuses that offer Safe Zone training can be found at.
Additionally, there are several websites devoted to transgender
issues where advisors can learn more about transgender
individuals, including the National Center for Transgender
Equality the Consortium of Higher Education LGBT Resource
Professionals and the Human Rights Campaign . It is important
for academic advisors to remember that transgender students
need and deserve access to good quality academic advice.
Therefore, advisors should deliver the same high quality
advising services to transgender students that they provide to
the rest of their students development theories can be useful in a
variety of areas of Student Affairs, from understanding how to
best handle situations that may arise and also how to make
improvements in educational policy that put students' need at
the forefront of such advancements. Different theories are
associated with certain groups of people. I believe all groups
have a relation with the Chickering’s Theory, because it
involves identity. By knowing how they grew up, you can better
help their minds. Cass’s theory and 6 stages are very important
to understand when dealing with Gay/Lesbian/Bi/Transgender
students. Cass’s stages include a mental component, reflecting
how individuals view themselves, and an affective component,
indicating how they feel about their own perceptions. In which
each element is on a variety and exists in interaction but a
relationship with other elements. Schlossberg’s Theory is very
important when dealing with faculty/administrator relationships
and non-traditional students because it helps adults in transition
and aid them in connecting to the help they need to cope with
the “ordinary and extraordinary process of living.”
3.) Personal Questions to be answered as if you were applying
for a job in Higher Education (Be sure to include title of the job
and basic job description):
If people who are supportive of your work and those who are

4. not as supportive of your work were randomly called, what
would they be likely to say about your strengths and areas for
improvement? (Sell yourself to me – Dream job right
now)Describe roles you have had in which you have had to
come up with innovative programs/solutions to problems that
demonstrate your entrepreneurial spirit. (Use experiences with
family and friends or as a student if you lack work experience).
What are your experiences and accomplishments in developing,
building, and managing cutting-edge, comprehensive learning,
personal development, student leadership, and responsible
citizenship programs? (Specific examples – clarify the win for
each of these-how did you know were effective) What was the
biggest failure you’ve ever experienced? – this can be an
activity or some type of job or personal experience… (Why did
it fail? What did you learn? Have you attempted something
similar since? Why or Why Not? (If so, what was the result?)
My job in my country is curriculum management in the ministry
of education, I also would like to develop curriculums for the
department of education. I worked for ten years in the
development committee as an observer administrative
commissioner and also overseeing the development of an
academic staff. I have many ideas to help my country academics
but they have a major issue with new ideas and they do not want
anything to change. I hope to get a job in the ministry of higher
education. There are many things that can be improved on, for
example the technology is not available in our schools to help
teachers or students learn. Also, many years ago they had a
problem with renting buildings for the schools, colleges, and
universities to be held in. Now the ratio has decreased from
61% to 1%. I love America school system. I have gain a lot of
knowledge in many ways to teach the students from being in
America. I hope to carry this style of teaching to my country to
improve the school system. I would also develop a scholarship
program to help develop students and the entire education
program in my country. I have a very wide knowledge, good
personality, kind heart, and great patience where I can

5. accomplish these task fast and efficiently. Usually if I do not
complete a goal, it is just from a lack of time or understanding
or not asking enough questions. If I have a great understanding,
I have good time frame, and know my direction, I can complete
any goal or task. I am very ambitious and driven, I feel I will be
a great leader to help change and advance my countries
educational system.
4.)Provide your personal understanding of why colleges exist
and what the “take-aways” should be for graduates. (How
should the entire college experience influence students? What
should students look like, act, and be after their time in the
academy?)
Why were colleges created, is it just to teach students, help
businesses, hire staff. In history, universities were made to
share the knowledge about the God in individuals so that
university graduates might better serve him and their
community. I think college graduates should know about what
major they are studying. But life is so more than just your job.
The students and their parents are rightly concerned about how
to ensure that their investment in postsecondary credentials,
their investment of time and money, really does result in
positive outcomes in both the short and long terms. While it is
clearly worth the investment and even worth going into at least
some debt to achieve students need to know that not all college
degree programs are equal; not all are designed to prepare them
for long-term success. For this reason, students need to know
more about what it actually takes to make the most of their
investment. For their part, college educators need to know
which educational practices and curricular pathways are most
effective in preparing students for success over the long term,
and those pathways must be made much clearer to students and
prospective students. The good news is that the learning
outcomes that best prepare students for success in the workplace
are those that also help students become responsible citizens
and help them navigate their way through a challenging world.

6. The bad news is that while some students achieve these
outcomes at very high levels, others do not—and yet still obtain
degrees or certificates. Moreover, many graduates have what it
takes to succeed, but stumble in how they conduct their job
searches or are inadequately skilled in presenting what they
know and can do as a result of their college experience. This is
one of the reasons why, even in a period of relatively high
unemployment, over half of employers report having difficulty
finding qualified candidates for job openings, and one-third say
that recent graduates are very unprepared for their job searches.
5.) In the article "Cool at 13 Adrift at 23" & "Gallup Surveys
Graduates" a great deal was made about adolescent development
and student wellness/well being. What do you think colleges
can/should do to assist these psuedomature individuals in
developing in the five areas of significance (physical,
emotional, intellectual, social, and spiritual)?
The best way to keep students is to suggest a student life
understanding that prepares helps the students to be healthy
physically, emotionally, intellectually, socially, and spiritually.
That means colleges need to grip wellness as key components to
the schools. Colleges need to focus on best help the health of its
students. Looking at reliable data, it shows that students want to
develop more than their minds in college. The want to
beinvolved in physical activities and also social clubs. Colleges
should have wellness programs outside of class for students to
be in, also they need many social clubs that help them network
with other students. As far as spiritual and emotional help, they
can have certain religious groups to help with getting the
spiritual part of school out to the kids. Believe it or not, all
these ideas will help add to and help re-enforce the intellectual
health of all the students.

7. DPA 8400 Unit 9 Assignment
Policy Implementation Grid
In this assignment you collect stakeholder data that contributes
to your implementation strategy and action planning.
Construct a policy implementation grid and submit it to your
instructor for evaluation. Use Exercise 11.1 on page 327 in
Crosby and Bryson to complete this assignment.
Use this assignment to complete the policy proposal section of
your final project.
Running head: 1
STAKEHOLDER ANALYSIS 6
Developing Strategic Leadership In The Public Sector
Stakeholder Analysis
Anise Hawkins
Capella University
DPA 840

8. Introduction
Sustainable development is dependent on the effective function
of the public institutions. The public institutions shape the
living standards of the people. When the public institutions are
successful the people have high quality services raising their
living standards. It is Essential for organizations to identify the
public who affect or are affected by the organizations decision.
An organization cannot function alone and it requires the
support of all the stakeholders. A critical element of developing
strategic leadership is the analysis of the stakeholders. It helps
to determine how to strengthen the relationship for optimum
gain (Joyce & JOYCE, 1999, p. 32).
There are two broad types of stakeholders, internal and external
stakeholders. Internal stakeholders impact the organizational
function from within. For instance, employees and board
members are internal stakeholders. External stakeholders
influence the organization from without. Examples of external
stakeholders are communities and the media. They have a stake
in determining the value of the organization. The level of
influence, amount of power, level of interest and capabilities of
the stakeholders vary (Marr & Creelman, 2011, p. 79). They
have strong, moderate or low influence and interests in the
organizational function. Some are highly active while others are
latent and apathetic. It means that the stakeholders cannot be
treated equally in any given project. The have to be classified
into different categories through stakeholder analysis.
Classifying them helps the organization to develop successful
strategies for enhancing the relationships (Joyce & JOYCE,
1999, p. 34).
below is a classification of the internal and external
stakeholders, the influence/interest grid and stakeholders

9. influence diagram for this project of developing strategic
leadership in public institutions.
List of internal and external stakeholders
Internal Stakeholders
External Stakeholders
· Managers
· Employees
· Corporate leaders
· Stockholders
· Board members
· Suppliers
· Creditors
· experts
· Clients
· Community partners
· Government
· Trade unions
· Activist groups
· Media
· Opinion leader
· public

10. grid
High
KEEP SATISFIED
Stockholders
Board members
INFLUENCE

11. MANAGE CLOSELY
Employees
Experts
Managers
Suppliers
Creditors
Government
Corporate leaders
LowMONITOR
(MINIMUM EFFORT)
Public
Society
Trade unions
Activist groups
KEEP INFORMED

12. Media
Opinion leaders
Community partners
Low
High
INTEREST
Stakeholders influence diagram
KEY
Unidirectional influence
Bidirectional influence
L
low influence
M
medium influence
S
strong influence

13. Employees
Manager
Opinion leaders
Experts
M
M
L
M
L
L
S
L
S
S
S
S
S
S
SS
Organization
Community partners
Government
Clients
Creditors
Suppliers
Board members
Stockholders

14. Corporate leaders
Media
Trade unions
Activists
References
Joyce, P., & JOYCE. (1999). Strategic Management For The
Public Services. Open University Press.
Marr, B., & Creelman, J. (2011). More with less: Maximizing
value in the public sector. New York, NY: Palgrave Macmillan.
S
Policy implementation grid
Stakeholder
Stake or interest
resources
Action channels open to stakeholder
Probability of participation and the manner of doing so
Influence as a product of resources and participation
Implication for implementation strategy
Action plan elements
Supportive stakeholders

15. Opposing stakeholders