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INTERNATIONALISATION AT MMUBS. THE METP CASE STUDY. Session Outline. The METP Programme Objectives + Structure MMUBS Contribution to METP Programme Evaluation Issues + Reflections The Chinese Learner Programme’s Contribution to Internationalisation The Wider Legacy.

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session outline
Session Outline
  • The METP Programme Objectives + Structure
  • MMUBS Contribution to METP
  • Programme Evaluation
  • Issues + Reflections
    • The Chinese Learner
    • Programme’s Contribution to Internationalisation
    • The Wider Legacy
eu china managers exchange training programme metp
EU-China Managers Exchange + Training Programme (METP)
  • 5 year intergovernmental cooperation project between EU + China
  • Provided support for exchange + training
    • Involved training + work placements for 450 Chinese and European Managers
  • Total funding 23m Euros
objectives of metp
Objectives of METP
  • To support China\'s reform process and to promote mutual understanding between China and EU through the development of human resources.
  • To meet the demand for EU-China cooperation in improving the management and intercultural exchange capacity of key players in the profit and non-profit sectors.
project structure partners
Project Structure & Partners
  • 5 Intakes: Rigorous selection in Beijing + Brussels, intercultural training in Beijing, Language training, Business Programme and Internship in China (Europeans) , Management Training and Internship in EU (Chinese) , final debrief for all in Beijing
  • EU Manager Training 200 participants
    • University of International Business + Economics (UIBE)
    • China Council for Promotion of International Trade ( CCPIT)
  • Chinese Manager Training 250 participants
    • 3 EU Business Schools: ESCP Europe; Solvay Business School (SBS-ULB); MMUBS
    • 4 logistics partners : UK, Italy, France , Belgium
principles of training design
PRINCIPLES OF TRAINING DESIGN
  • Keynote lectures + workshops
  • Electives
  • Personal development activity
  • Industrial visits
  • Guest speakers from industry
  • Social & cultural activities
staffing the project in manchester
STAFFING THE PROJECT IN MANCHESTER
  • Academic & practitioner
  • Engagement was voluntary & off timetable
  • Inclusive
  • Project team: mix of Western & Chinese staff
  • Engagement of the wider Business School
slide9

TYPICAL PROGRAMME AT MMUBS

WEEK 1

Contemporary Business Context

Personal Skills & Effectiveness

Welcome Dinner

Organisational Learning & Knowledge Management

Electives

Leadership

Organisational Culture

Organisational Case Study

Managing Individuals

Industrial Visit

Teams & Organisational Effectiveness

Personal Skills & Effectiveness

slide10

TYPICAL PROGRAMME AT MMUBS

WEEK 2

Performance Management

Transfer of HRM Systems in MNCs

Organisational Case Study

Talent acquisition

Industrial Visit

Human Capital Development

HR Business Game

Reward Management

HR & Change

Personal Skills &

Effectiveness

Electives

Farewell Dinner

evaluation
EVALUATION
  • Informal ongoing feedback
  • End of 2 week programme reaction questionnaire
  • Consortium review meetings
  • End of full programme evaluation session conducted by METP Project team in Beijing
  • End of project Impact Study
issues reflections i the chinese learner
ISSUES & REFLECTIONS IThe Chinese Learner

Programme design and delivery was underpinned by our worldview of learning & our expectations of Chinese learners

learning worldview
LEARNING WORLDVIEW

‘Taken-for-granted frameworks of

expectations, attitudes, values and beliefs about how to teach or learn successfully and about how to use talk in interaction among other aspects of learning’ ( Jin & Cortazzi, 2006)

the chinese learning context
The Chinese Learning Context

Sources: Chan (1999), Kember (2000), Shi (2006)

traditional chinese education system
TRADITIONAL CHINESE EDUCATION SYSTEM
  • Traditional Chinese learning system conditioned students to:
    • Accept teachers as almost omniscient & non-criticisable
    • Accept that basic knowledge has to be deeply internalised & highly mastered before independent thought or creativity possible
    • Master rote learning & reproduce what teachers/text books say
    • Become more visually(concrete) rather than verbally(abstract) centred learners
traditional chinese learners
TRADITIONAL CHINESE LEARNERS
  • This approach leads to:
    • Highly motivated learners with high expectations of tutor’s ability to transmit knowledge
    • Acquisition of a vast store of knowledge through rote memorization at expense of creativity
    • Belief that questioning the teacher ,expressing opinions or seeking explanations is disrespectful
    • Preference for concrete, practically applicable & proven methods rather than abstract theory
    • Rejection of learner/problem centred approach
an unwarranted stereotype
AN UNWARRANTED STEREOTYPE?
  • Role learning not entirely superficial- mechanical repetition followed by a deeper understanding, reflection and integration
  • Independent thought & reflection underpin Confucianism & lead to receptiveness to new ideas

(Kember, 2000; Kennedy, 2002)

issues reflections ii the chinese learner
ISSUES & REFLECTIONS IIThe Chinese Learner

SUPPORT FOR STEREOTYPE

  • Motivated to learn
  • Preference for concrete

rather than abstract

  • Demonstrated high respect for tutors
  • Did not criticise or challenge in class

SUPPORT AGAINST STEREOTYPE

  • Reacted positively to learner centred activities
  • Demonstrated reflection
  • Much more ‘techno savvy’
  • Did challenge in class
issues reflections iii internationalisation
ISSUES & REFLECTIONS IIIINTERNATIONALISATION
  • Internationalisation of HRM/OB Faculty
    • Participation in recruitment activity in China
    • Programme delivery
    • Development of contacts & case material
    • Working with EU partners
  • Internationalisation of wider MMUBS staff particularly support staff
issues reflections iv legacy
ISSUES & REFLECTIONS IV LEGACY
  • Academic Human Capital Development
    • Understanding Chinese learners
    • Successful project design, management & delivery particularly in terms of future EU/Sino activity
    • METP as a research site
  • Academic Social Capital Development
    • Contacts + networks
  • A Successful Project
references
REFERENCES

Chan, S (1999) ‘The Chinese Learner- a question of style’, Education and Training , 41(6/7):294-305

Jin, L and Cortazzi, M (2006) ‘Changing practices in Chinese Cultures of Learning’ Language, Culture & Curriculum, 19(1): 5-20

Kember, D (2000) ‘Misconceptions about the learning approaches, motivation and study practices of Asian students’, Higher Education , 40(1) :99-121

Kennedy, P (2002) ‘Learning cultures and learning styles: myth- understandings about adult (Hong Kong ) Chinese learners’ International Journal of Lifelong Education, 21(5) : 430-451.

Shi, L (2006)’The Successors to Confucianism or a New Generation: A Questionnaire Study on Chinese Students Culture of Learning English’ Language, Culture & Curriculum, 19(1): 122-147

www.metp.net.cn

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