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INTERNATIONALISATION AT MMUBS

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

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  1. INTERNATIONALISATION AT MMUBS THE METP CASE STUDY

  2. 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

  3. 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

  4. 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.

  5. 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

  6. CHINESE PARTICIPANTS PROGRAMME STRUCTURE IN EUROPE

  7. PRINCIPLES OF TRAINING DESIGN • Keynote lectures + workshops • Electives • Personal development activity • Industrial visits • Guest speakers from industry • Social & cultural activities

  8. 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

  9. 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

  10. 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

  11. 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

  12. ISSUES & REFLECTIONS IThe Chinese Learner Programme design and delivery was underpinned by our worldview of learning & our expectations of Chinese learners

  13. 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)

  14. The Chinese Learning Context Sources: Chan (1999), Kember (2000), Shi (2006)

  15. 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

  16. 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

  17. 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)

  18. 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

  19. 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

  20. 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

  21. 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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