Internationalisation at mmubs
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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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Internationalisation at mmubs

INTERNATIONALISATION AT MMUBS

THE METP CASE STUDY


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


Internationalisation at mmubs

CHINESE PARTICIPANTS PROGRAMME STRUCTURE IN EUROPE


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


Internationalisation at mmubs

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


Internationalisation at mmubs

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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