In Unit 2, we introduced the three contexts within which a SEAP team will work as they develop their project, together with questions or challenges which might occur during the process of building your team. We’ll return to this now and think about how it can help Fatima (and us) in terms of creating a project which addresses a community need in her new role within the museum and art gallery. You should also have a stakeholder map which was generated as part of Unit 1, where you produced an initial overview of who may be involved in Fatima’s new project.
In Unit 7, we demonstrated the Relationship as process tool with Fatima’s journey as a student. The questions in Unit 8. can help you to prepare the relationship with partners in advance.
As a part of learning from this module, you will be asked to complete your stakeholder map before moving to the next series of lessons. So, here is an example of one of the AMASS partner’s stakeholder map. After brainstorming the stakeholder network map, as shown in figure1, it is necessary to locate each group or individual on the Stakeholder matrix map. In doing so, researchers can set the communication plan to engage with each stakeholder appropriately.
Using the questions, we have suggested for Fatima’s SEAP with colleagues at a museum (Case 2 – Fatima as a museum employee), try to fill the Relationship as process map with your projects. Fatima’s example for case 2 is summarised in one document as a reference below.
You can use the same form from Unit 5, which can also be downloadable here.
Now, you can anticipate the project partnership further to the entire project. Try to use what you have done in the Activity 5.1 in Unit 8.5