Addressing Racial, Economic and Educational Inequalities through Our University Network: Difference between revisions

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To facilitate the dialogue process, a Triggering Question was formulated as “What initiatives/ac- tions could the communities of faculty/staff/students around the Open Society University Network take that would contribute towards narrowing racial, economic, and educational inequalities?” The Triggering Question and the goal of the process were communicated to all participants one week before the initial online Co-Lab virtual session. In response to this question, the participants put forth 40 proposals of initiatives/actions capable of addressing the challenge. Using a bottom-up clustering approach, the participants identified 10 “dimensions”. Community Building was the most common dimension that appeared in 8 actions, to be followed closely by Funding and Schol- arships and Accessible Education (each with 5 actions). Raising Awareness appeared in 4 actions closely followed by Admissions and Outreach, Educational Resources and Support, Democracy, Advocacy and Human Rights, and Employment Opportunities each of which appeared in 3 actions. Following a selection of ideas using preference voting, the participants used Interpretive Structural Modeling to explore whether one idea could support another, thus constructing a tree of influences.
To facilitate the dialogue process, a Triggering Question was formulated as “What initiatives/ac- tions could the communities of faculty/staff/students around the Open Society University Network take that would contribute towards narrowing racial, economic, and educational inequalities?” The Triggering Question and the goal of the process were communicated to all participants one week before the initial online Co-Lab virtual session. In response to this question, the participants put forth 40 proposals of initiatives/actions capable of addressing the challenge. Using a bottom-up clustering approach, the participants identified 10 “dimensions”. Community Building was the most common dimension that appeared in 8 actions, to be followed closely by Funding and Schol- arships and Accessible Education (each with 5 actions). Raising Awareness appeared in 4 actions closely followed by Admissions and Outreach, Educational Resources and Support, Democracy, Advocacy and Human Rights, and Employment Opportunities each of which appeared in 3 actions. Following a selection of ideas using preference voting, the participants used Interpretive Structural Modeling to explore whether one idea could support another, thus constructing a tree of influences.
[[File: OSUN_Tree.png|thumb|center|upright=3.0|alt=Influence tree 2 from the Option SDDP of the OSUN Co-Laboratory.| Influence tree 2 from the Option SDDP of the OSUN Co-Laboratory.]]


Out of the 40 ideas generated, the influence tree revealed that those that one should give priority (because they leverage on others) included projects, proposed by students themselves, that would directly benefit disadvantaged students and that could be implemented rapidly and at low cost:
Out of the 40 ideas generated, the influence tree revealed that those that one should give priority (because they leverage on others) included projects, proposed by students themselves, that would directly benefit disadvantaged students and that could be implemented rapidly and at low cost:
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12 ideas were structured to create the influence MAP shown below. <br>
<br>
[[File:CSD_Platres_Map_1.jpg|thumb|center|upright=3.0|alt=Influence tree 1 from the Option SDDP of the Civil Society Dialogue Co-Laboratory.|Influence tree 1 from the Option SDDP of the Civil Society Dialogue Co-Laboratory]]
<br>
According to the participants of the Platres / peace revival Co-Laboratory, the options with the greatest positive influence on bridging the gap between the two communities in Cyprus were: <br>
* Idea #4, Have more positive and independent media on both sides<br>
* Idea #15, Make possible for Turkish Cypriots to use rights arising from the Cyprus constitution and EU membership<br>
The Knowledge Management Team later structured an additional 15 ideas to create the influence MAP shown below. <br>
<br>
[[File:CSD_Platres_Map_2.jpg|thumb|center|upright=3.0|alt=Influence tree 2 from the Option SDDP of the Civil Society Dialogue Co-Laboratory.|Influence tree 2 from the Option SDDP of the Civil Society Dialogue Co-Laboratory]]
<br>
According to the revised MAP of the Platres / peace revival Co-Laboratory, the options with the greatest positive influence on bridging the gap between the two communities in Cyprus were: <br>
* Idea #8, Create sustainable incentives in crossing and cross-border activities<br>
* Idea #73, Use structured methodology to construct a comprehensive plan for the settlement of the Cyprus problem<br>
The two most influential options identified in the first MAP moved higher up in the MAP, thus still important
The Co-Laboratory was facilitated by [[Yiannis Laouris]], [[Marios Michaelides]], [[Ilke Dagli]], and [[Tatjana Taraszow]].
In sum, the participants of the dialogue reported satisfaction that their voices have been heard and documented, therefore they communicated their expectations for follow-up activities to address the diagnosis of their needs.<br> 


The full report can be downloaded from [[Media:| here]]. <br>
The full report can be downloaded from [[Media:| here]]. <br>
The full paper is available from [http://www.springerlink.com/content/tu2870qnx285210u/fulltext.pdf Open Access]


==Sponsor and partners==
==Sponsor and partners==
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