coil practice integrated international...

Prof. Dr. Patricia Núñez University of Monterrey - UDEM

Prof. Dr. Bianka Lichtenberger

Prof. Dr. Jürgen Bleicher

COIL

Practice Integrated

International Management

7th COIL Conference, March 19th – 20th 2015, New York

Baden-Wuerttemberg Cooperative State University - DHBW

http://creativecommons.org/licenses/by-nc/4.0/


- 2 - BLIC Blended Learning International Collaboration - 2 -

Table of Contents

1. BLIC Network & Program

The BLIC Network

The BLIC Program

2. BLIC Entry-Level “Go Global I”

3. BLIC Advanced Development Stages

4. Summary




The BLIC Network

Prof. Dr. Canan Madran

Dοkuz Eylul University

Prof. Dr. Patricia Núñez

University of Monterrey

Prof. Dr. Nela Filimon

University of Girona

Prof. Dr. Allen Engle

Eastern Kentucky University

Prof. Dr. Michal Mensik

Moravian University College Olomouc

Prof. Dr. Michael Koniordos

Piraeus Technological University

Stephanie Ashford MSc TESP

Baden-Wuerttemberg

Cooperative State University (DHBW)

Prof: Dr. Myles Wakeham

Cape Peninsula University of Technology

Prof. Dr. Bianka Lichtenberger

Baden-Wuerttemberg


Prof. Dr. Jürgen Bleicher

Baden-Wuerttemberg





The BLIC Program

Experience realistic international business

settings in the classroom

Learn how to establish and maintain long

term international business relationships

Encourage students and faculty to expand

their international network and to increase

participation in study abroad

A methodological core concept builds the

basis for all BLIC courses

The set of BLIC courses includes entry

level courses and advanced level courses




Table of Contents



Benefits & objectives

Progress

The idea

Conceptual approach


4. Summary




Benefits & Objectives

International Business

Learn business models and concepts in international business

Analyze international value chains in regards to performance,

sustainability and growth

Solve problems / work creatively and apply innovative approaches

Intercultural Management

International communication skills

Intercultural competence

Global network

Technology Rich Learning Environment

Moodle

Web conferences

Facebook

……




„Growing Sustaining and Normalizing COIL“ Roadmap / Progress

Ste

ps

2014

First Pilot Courses

approx. 160 Students

2 universities

6 lecturers

Scheduled Courses

approx. 280 Students

5 universities

7 lecturers

Objectives

continuation

of Existing Partnerships

initiation

of Additional Courses

enhanced concept

increased BLIC network

2015

First Pilots &

Founding of BLIC

Enhanced

Learning Experience

Long Term Partnerships

Expansion of BLIC Program

2016

BLIC

Workshop

BLIC

Workshop

BLIC

Workshop

COIL

Conference




The Idea

BLIC Go Global I Video

www.dhbw.de/blic



http://www.dhbw.de/blic


Enriching the Learning Experience at Different Levels

Program Management in Industry

Courses Cohort 1 Cohort ..

Cohorts Course A (UdM) Course A (DHBW) Course… (DEÜ)

Teams

1. Team India

2. Team China

3. Team U.S.A.

4. Team Brazil

5. Team Great Britain

1. Team India

2. Team …

3. Team

4. Team

5. Team

Local Teams

1.Team India (UdM)

2.Team China (UdM)

3.Team U.S.A. (UdM)

4.Team Brazil (UdM)

5.Team GB (UdM)

1.Team India (DHBW)

2.Team China (DHBW)

3.Team U.S.A. (DHBW)

4.Team Brazil (DHBW)

5.Team GB (DHBW)

1.Team India (DEÜ)

2.Team …. (DEÜ)

3.….

4.….

5.….




Standardized Conceptual Approach

Case: Foreign Trade and Investment Campaign of the Ministry for Economic Affairs

Management Team: manager of an organization responsible for international expansion

Bidding Process

Phase 1

Bidding Process

Phase 2

Bidding Process

Phase 3 Presentation

Business Consultants: specialists service provider problem solver




Handbook

Questionnaire

Modular and Flexible Assignments Tailored to

Participating Universities


Bidding Process

Phase 1

Bidding Process

Phase 2

Bidding Process


Project

Order Country

Profile

Template

Status

Report I

Cash Flow

Statement P & L

Balance

Sheet Status

Report II

Finance

Plan Recommen

dations






Key Position

JobVacancy

Lessons

Learned

Handbook

Questionnaire

Marketing

Plan


Bidding Process

Phase 1

Bidding Process

Phase 2

Bidding Process


Project

Orga Basic Idea

for

Expansion Company

Profile

Project

Order Country

Profile

PESTLE

Status

Report I

Response

Finance

>Plan Status

Report II

Bidding

Docu Presentation

Template

Status

Report I

Cash Flow

Statement P & L

Balance

Sheet Status

Report II

Finance

Plan Recommen

dations

Clear Roles, Responsibilities & Tasks

as Critical Success Factors






Overview Assignments Conceptual Approach

Assignments Management Team

No Assignment Milestone

1 Company Profile (including basic idea for expansion

& project organization)

10% 1

2 Status Report I 5%

2 3 PESTLE 10%

4 Marketing Plan 15%

5 Status Report II 5%

3 6 Response Finance Plan 5%

7 Key Position / Job Vacancy 10%

8 Finance Plan 5%

4 Bidding Documentation (65%)

9 Presentation 25%

10 Lessons Learnt 10%

No Assignment Milestone

1 Country Profile 1

2 Project Order

3 Status Report I

2 4 Templates Finance Plan

5 Questionnaire Finance Plan

6 Handbook Finance Plan

7 Status Report II

3 8 Balance Sheet

9 Profit & Loss

10 Cash Flow Statement

11 Recommendations 4

Assignments Consulting Team




Example of an Assignments and Assessment Criteria Conceptual Approach

Marketing Plan 15%

Word document (5 - 10 pages, excl. table of contents, appendix & references) providing background & complementary

information to your presentation. The documentation should enable jury members to learn how convincing your “Marketing

Plan” is in terms of boosting exports of products and services & enhancing international awareness and recognition.

Assessment Criteria Max.

points

Points

awarded

Introduction of Topic

Clear outline of the aim and scope/focus 1

Use of Literature

Use of adequate and timely academic literature

Clear definitions of terms and explanations of concepts/models 2

Conceptual Framework, Practical Relevance, and Substantive Value

Marketing Plan 3

Analysis, Reflection, Originality of Ideas, and Discussion

Critical reflection of theory (e.g. strengths/weaknesses of the theory) and how it relates to the topic

Discussion of implications 2

Formal Aspects

Logical and coherent structure

Clear layout and presentation (neat and legible)

Correct use of grammar, spelling, punctuation and syntax, using a style that is readable & intelligible.

Accurate and appropriate use of academic register and subject-related terminology

2




Questionnaire

LCA *1)

Bidding Process

Phase 1

Bidding Process

Phase 2

Bidding Process


Business Consultants: Specialists Service Provider Problem Solver

Project

Order

Country

Profile

Concept

LCA *1)

Status

Report I

LCA *1)

Draft

Status

Report II

LCA *1)

Recommen

dations

Flexibility Facilitates Partnerships Based on Strengths Conceptual Approach

*1) LCA = Life Cycle Assessment

Response

LCA*1)




Example Collaboration Schedule 2015

Eastern Kentucky University (US) - DHBW VS (Germany)

Estern Kentucky University DHBW Villingen-Schwenningen

Pre

Milestone Submissions Project Order March 28th Country Profile April 7

Milestone

Meeting I

Submissions Company Profile April 10th Company Profile HR April 10th

Videoconf. April 7 / 10:30 – 11:30 am April 7 / 3:30 – 4:30 pm

Milestone

Meeting II

Submissions 4 Key Job Profiles April 24th HR SWOT

Details Job Profiles

April 17

April 27

Videoconf. April 28/ 10.30 – 11.30 am April 28 / 3:30 – 4.30 pm

Post

Milestone

Final Team

Report and

Presentation

Final Team Report and Presentation

Legend: V1 = Version 1




The Learner-centric Approach is Supported by a

Technology-rich Learning Environment

Learning Delivery

Channels

Program Management in Industry

Cohort Course Team Local Team

Moodle

Course material

Discussion forum

Wiki

Assignments

Docu database

Web conferences

Mail

Facebook

…




Two Examples from 2014 Courses

From: Aksu , E., Baston, M. , Goerke, J., & Ketterer, V. (2014). Impressions and Recommendations from a Student’s Perspective [PowerPoint slides].




Impressions and Recommendations

from a Student’s Perspective

BLIC Workshop 2014: Feedback Students

From: Aksu , E., Baston, M. , Goerke, J., & Ketterer, V. (2014).

Impressions and Recommendations from a Student’s Perspective

[PowerPoint slides].




Table of Content




Development Stages

Increased Number of Involved Parties

A more intensive and complete set of learning delivery channels in

combination with ………………

• …………an increased Face to Face Time

4. Summary




Expand 2015

Universities No of Students

DHBW Industry ~ 105

DHBW Internat. Semester ~20

Eastern Kentucky Univ. ~ 90

University of Monterrey ~ 20

Doluz Eylül University ~ 25

Moravian University ~ 20

Total ~ 280




Development Stages

BLIC Video II

www.dhbw.de/blic



http://www.dhbw.de/blic


Increased Number of Involved Parties

=

Increase of

diversity in roles

and participants

vs

stronger impact of

intercultural

aspects in

communication and

collaboration




A more intensive and complete set of learning delivery

channels in combination with ………………

Knowledge Skill Behavior

COMPUTER-BASED TRAINING

COMPUTER-BASED SIMULATIONS

TOOLBOX

LEARNING BITES / LITERATURE

FAQ`S

INFORMAL FORUM

SELF-STUDY MATERIALS

CLASSROOM TRAINING

Knowledge transfer including updating knowledge upon major changes and eQuizzes for (self-) monitoring and evaluation.

Lectures Process related basic

knowledge transfer.

Fundamental improvement of system knowledge incl. assessments for (self-) monitoring

and evaluation).

To transfer basic facts and knowledge. They are edited for an easy and independent usage.

General reference to learning bites in order to keep information retrievable and usable in practice-integrated study periods.

Knowledge exchange between learners in order to gain additional insights and value through peers.

To keep individual knowledge up-to-date with basic and current research, methods and tools.

Listed questions and answers, which are commonly asked according a certain topic.

EXPERT NETWORK

COACHED PROJECTS

WIKI / COLLABORATION

EXPERT`S DIRECTORY

link real life project tasks and circumstances with a continuous support from experts in the companies

Fundamental answers on individual questions answered by dual partners

Website allowing users to add and update content on the site, thus creating a knowledge base.

Alphabetical or classified listing of names and other relevant data.

Behavior Skill Knowledge



http://batterie-info.de/Thema/wp-content/uploads/2010/02/ipad-gewinnspiel.png


…………an increased Face to Face Time




Table of Content




4. Summary




Summary BLIC Entry-Level “Go Global I”

Clear objectives (develop competencies in international

business and intercultural management supported by a

technology rich learning environment) provide direction

2014: First pilots & founding of BLIC

2015: Enhanced learning experience with about 280 students

2016: Strive for long term partnerships & expand BLIC program

A short film provides an overview of the concept and

helps to motivate students and lecturers

Working on different levels enriches the learning experience




Summary BLIC Entry-Level “Go Global I”

Standardized conceptual approach with clear roles roles,

responsibilities & tasks as critical success factor

Modular and flexible assignments tailored to participating

universities

The learner-centric approach is supported by

a technology-rich learning environment

The increased number of cultural diverse backgrounds,

participants and roles requires an even more complete set

of learning delivery channels including face-to-face time




Questions for discussion

What is an appropriate degree of standardization

respectively degree of flexibility to facilitate collaboration?

Student feedback highlighted the critical role of quality and willingness of peer

collaboration. How to minimize the risk for quality in this issue?



coil practice integrated international...

Documents