Developing Global Competencies through Networked Student International Collaboration
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Experiencing international business environments is more effective than reading about them. This presentation will demonstrate methods for using readily available collaborative technology to connect students from different countries together so that they develop skills, including cultural understanding, in working on global virtual teams.
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Developing Global Competencies through Networked Student International Collaboration
- 1. Developing Global Competencies through Networked Student International Collaboration Ashley Elmore, PhD - Assistant Professor, Marketing Janice Warner, PhD – Dean, School of Business
- 2. Public Opinion Supports International Education Global Competence as a 21st Century Imperative Experience is the best builder of global competence International Education & Global Competence
- 3. COIL: What and Why? 3 Internationalizes a campus. Promotes globally-integrated learning and world engagement without leaving campus. Pushes in, rather than pulls out. Non-invasive learning component is integrated into curriculum that already exists. Facilitates global peer reflections on shared readings, peer-to-peer interviews, collaborative problem-solving, debates and/or discussions, project work, etc. Draws on research conducted by The American Council of Education, NAFSA: Association of American Educators, and SUNY’s Center for Collaborative Online International Learning.
- 4. Faculty Cohort Model to Internationalization Globally-Integrated Student Learning Reciprocal Global Partnering COIL: A Window to the World
- 5. Academic Advantages Personal Growth & Increased Empathy Intercultural Knowledge and Skills Problem-Solving & Negotiating Skills Enhanced Global Perspective Professional Development & Networking What Students and Faculty are saying about COIL
- 6. Part 1 Pre-collaboration work Part 2 Introduction to the collaboration Part 3 Student collaboration Part 4 Final review and reflection Business Across Borders
- 7. Part 1 - Pre-collaboration
- 8. Part 2 - Introduction to the collaboration
- 9. Part 3 - Student collaboration
- 10. Part 4 – Final Review and Reflection
- 11. Pilot sites St. Augustine University, Mbeya, Tanzania Universidad Católica de El Salvador 11 Mercy Beyond Borders, San Francisco, CA Baggot Street, Ireland National Taipei University of Education East Timor, Mercy International Association Honduras, Mercy International Association
- 12. Comparative Marketing Study UNICAES: Universidad Católica de El Salvador Conducted Environmental Analysis Investigated 5Ps of Marketing Enhanced Knowledge of Culture 4 Steps in Action: Comparative Marketing 5P’s Project
- 13. • Robert Letovsky: Adjunct UNICAES: Universidad Católica de El Salvador • Profesor at Saint Michaels University Part 1:Pre-collaboration
- 14. Part 2 – Introduction to collaboration
- 15. Research El Salvador and select company Asynchronous Communication: Email Establish common time for Skype call Part 2 -Introduction to collaboration
- 17. Part 3 - Student collaboration • Can be achieved using simple technologies such as skype • Allow for technology issues
- 18. Part 4 – Final Review and Reflection
- 19. Part 4 – Final Review and Reflection
- 21. Pre-Survey Post-Survey Compare expectations, gauge previously knowledge, evaluate learning Discover areas for improvement Research
- 22. Survey Results Pre-Interview Survey Post Project Reflection
- 23. Survey Results Pre-Interview Survey Post Project Reflection
- 24. Current knowledge of selected company’s business practices in the USA
- 25. Survey Results
- 26. • Language Barrier Areas for Improvement
- 27. • Secure a translator Areas for Improvement https://www.youtube.com/watch?v=F9gXnCX4fs0
- 28. Survey Results Pre-Interview Survey Post Project Reflection
- 29. • Less detailed assignment/rubric Areas for Improvement
- 30. A partner teacher in another school An idea that enhances what you are teaching Shared workspace for students A space for posting information Video or Audio conferencing technology International Collaboration Center (ICC) How to Get Started 30
- 31. • A high tech room like our ICC is useful but…. Not necessary. • Video or Audio conference - Google Hangouts, Skype or other conferencing technology • A space for posting information accessible by all involved in the COIL component (Blackboard Learn, website, etc.) • Shared workspace for students (Google Drive) • An idea that enhances what you are teaching • A partner to collaborate with who is flexible and can work with you through issues liking timing. What is needed?
- 32. The Technology Tandberg equipment. The system provides video over H.323 protocols and audio teleconferencing using traditional land-based telephone lines. AV Bridge: The ability to bridge all inputs to the lectern computer and send over to Skype, Hangouts, etc Four controllable cameras and five screens Tracking camera that follows presenter with the designated lanyard A built-in microphone on each table and video inputs
- 35. System Controls
- 36. Students’ video 36 Filmed, directed and edited by Denielle Balint in Dr. Gina Marcello’s Digital Journalism Class
- 37. Conclusions Successes: High engagement Student satisfaction positive Knowledge Gained: Globally-minded students Challenges: Finding a partner school and faculty willing to spend the time Ensuring there is a reciprocal return Geographical time difference Technology blips and Technology on the other end
- 38. Seeing With New Eyes
Editor's Notes
- Students are eager to study abroad and are interested in the wider world. For business students, building global competence is imperative. Due to the growth of multi-national business, many business employees will find themselves working in or with multi-national businesses. Before employees can be effective working in a multi-national environment, they need the ability to understand the meaning of intercultural interactions and to adapt their behavior to most efficiently and effectively respond in ways that produce positive outcomes. This works best through experience, critical reflection and practice.
- COIL stands for Collaborative On-line International Learning and the term was started by the State University of NY (SUNY). COIL relies on technology to bring groups of student together to collaboratively work on assignments and projects. It is a very creative process, relying on faculty to come up with assignments that enhance learning in their class and on students to figure out how best to collaborate and complete the assignments using the ideas of all involved.
- At Georgian Court, we are using it as the main way to internationalize our campus. Each semester we have a group of interested faculty members work in a cohort to bounce ideas off each other and share contacts. Reactions from the students have been powerful. In addition to helping them apply course concepts to real-world situations, many have been inspired to study abroad, complete service project abroad or just take a faculty-led trip to experience the world directly.
- In the model that we piloted with St. Augustine University in Tanzania, students worked on developing a partnership between two local travel businesses. The focus was on business but the model can work equally well for any subject area where collaboration will enhance understanding.
- Prepare students – help them to understand the cultural and communication norms in the country; Talk about potential challenges – asynchronous work due to time zone difference and class schedules; set up their ids and make sure they know how to use the technology;
- A formal start to the project. An event – perhaps a video conferenced starting meeting of the two classes. Both instructors participate – demonstrates effective collaboration between the two faculty members and ensures that all students hear the same expectations and can ask questions of both faculty members.
- The students work on their own. They are encouraged to set ups hangouts and their shared workspace. Instructors encourage and monitor participation. Emphasize collaboration – open communication, building on each other’s work not just partitioning tasks.
- Two student groups will be selected (or can volunteer) to present their work to both classes. One group is represented by a student from University A and one group is represented by a student from University B. This brings closure to the project, showcases both universities as equal partners, and allows for an open discussion of what went well and what could be improved. If recorded, it can also be used to demonstrate how collaborative on-line international learning through student projects can be implemented.
- Since the spring of 2014’s first pilot, there have been many COIL interactions and ongoing successes
- This slide is the overview of the project
- How to locate a partner? Can be difficult Similar courses Matching expectations Organization/Timeline essential
- Prepare students Understand cultural and communication norms Discuss challenges (time zone difference, technology, translation)
- Stress how any professor can complete this using simple technology
- Discuss email communication and translation
- Discuss blackboard collaborate and features
- Synchronous session Purpose – share results both of the project and of working together All students present Reflect on their own experience Hear successes and pitfalls Brings closure to the project Showcases both universities as equal partners, and allows for an open discussion of what went well and what could be improved