Lisbon presentation final

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Information about Lisbon presentation final
Travel-Nature

Published on March 18, 2008

Author: brod

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13th Annual EDiNEB Conference 14-16 June 2006, Lisbon (PT):  13th Annual EDiNEB Conference 14-16 June 2006, Lisbon (PT) The Benefits of Developing Alliances: A Case Study from the SPACE Network John Troy Greta Vandeborne Head of School Accounting & Economics Secretary-General Napier University, Edinburgh (UK) of SPACE President of SPACE Structure:  Structure What is SPACE ? The SPACE Eurodiplomas The Eurobusiness exams Value of a networked European Business Studies Programme The ICC module and value for business students How European cooperation can be heightened through Virtual Mobility Development of a “Call for Papers” The future of SPACE and EDiNEB 1 WHAT IS SPACE?:  1 WHAT IS SPACE? 1.1 History Network created in 1989 by 5 HE establishments in 5 European countries. June 2006: 70 members in 25 countries, including 1 US associate membership. In 2002: associate membership between SPACE and EURASHE - www.eurashe.be In 2005: associate membership between SPACE and EDiNEB - www.edineb.net 1.2 Structure:  1.2 Structure Three management bodies: The Board: 5 persons The Council: country representation & Board: 1 vote per country The Annual General Meeting (AGM): representing all members: one vote per member institution More formal system than EDiNEB 1.3 Main Objectives:  1.3 Main Objectives Developing and harmonizing professional competences Stimulating flexibility in European higher education for students mainly in Business Administration & Languages Business Studies and Management International Marketing European Studies and Intercultural Communication Tourism and Hospitality Management 1.4 Specific Objectives:  1.4 Specific Objectives Formulating common standards for examinations Awarding common European diplomas Exchanging staff and students Developing online programmes and exams Creating a quality educational network Assisting members to set up network projects Stimulating research 1.5 Main Activities:  1.5 Main Activities Online Developments EFP (European funded Projects) Eurobusiness Eurolanguages Tourism & Hotel Management SWAP: (Stages, Work Placement and Practice) Joint Degrees ICTC Promotion ERA (European Research Area) 2 SPACE EURODIPLOMAS:  2 SPACE EURODIPLOMAS EuroLanguages Diploma EuroBusiness Diploma The diplomas are awarded to candidates who fulfil the academic requirements and who have passed the examinations controlled by the SPACE Examination Board. Use of ECTS is encouraged and supported. Eurotourism & Hotel Management Diploma 2.1 SPACE EuroLanguages Diploma:  2.1 SPACE EuroLanguages Diploma is meant for students with an understanding of the European Union and of general economic concepts fluency in at least two European languages other than their native language information technology skills The course is also designed to enhance international competence and cross-cultural awareness 2.2 SPACE EuroBusiness Diploma:  2.2 SPACE EuroBusiness Diploma is meant for students with a professional approach in commercial education with emphasis on Marketing and Management fluency in one foreign language emphasis on competences rather than knowledge (multiple assessment) introduction of ECTS credits and scale 2.3 SPACE EuroTourism & Hotel Management Diploma:  2.3 SPACE EuroTourism & Hotel Management Diploma Pilot project has been carried out in 2005 AGM March 2006: this new diploma was fully adopted Work placement: special offer in the Dominican Republic for Hotel Management students 3 THE EUROBUSINESS EXAMS:  3 THE EUROBUSINESS EXAMS 3.1 Benefits Excellent proof of international competences Backed by 60 European Institutions Valuable alone or as extra diploma International career opportunities 3.2 Exam Structure:  3.2 Exam Structure Day at the Office Business Dialogue Elective Projects 3.3 Accreditation:  3.3 Accreditation The SPACE Eurobusiness Diploma is not the product of a single body, but is internationally developed,established and recognised by more than 60 HE Institutions. A Level Evaluation Committee (LEC) ensures the uniform level of marking of the Eurobusiness exam papers. 3.4 Feedback from Students:  3.4 Feedback from Students NOEA, Institute of Applied Management, Aalborg, DK: “We decided that taking the Eurobusiness diploma while studying would improve our chances for a successful international career. The exam system is good and it has been fun to participate.” QUESTIONS:  QUESTIONS Would this diploma work in your institution as an “extra” for students who meet the criteria? 4 VALUE OF A NETWORKED EUROPEAN BUSINESS STUDIES PROGRAMME:  4 VALUE OF A NETWORKED EUROPEAN BUSINESS STUDIES PROGRAMME 4.1 Benefits Students studying a common or similar programme Drawing on European experience Awareness of cultural differences Student & staff mobility 4.2 Problems:  4.2 Problems Agreement on syllabus content Different quality assurance frameworks Different attitudes to work experience Overcoming “competition” for students QUESTIONS:  QUESTIONS Given the various constraints outlined above is a common syllabus possible or desirable? What are the alternatives to work experience in an economically competitive educational sector? 5 THE ICC MODULE AND VALUE FOR BUSINESS STUDENTS:  5 THE ICC MODULE AND VALUE FOR BUSINESS STUDENTS 5.1 General rationale Growing awareness of the need to introduce understanding of cultural diversity to students studying for business qualifications and to students wanting to go abroad. Concentrating on European cultural differences: SPACE has expertise since 1989 5.2 Project Objectives:  5.2 Project Objectives Equalising the level of ICC studies in 60 HEI, thus enhancing mobility. Offering a European assessment level through a joint certificate in ICC, in line with the Bologna declaration. Creating a sense of European citizenship and awareness of European culture in students - which is not per se the same as promoting Europe. Enabling team working among faculty staff and students from ’old’ and ’new’ EU countries. 5.3 Structure ICC Module (1):  5.3 Structure ICC Module (1) How the course is run in the SPACE network How to Use the Forum and Why it Should be Used Section A – Basic Tools Section B – Intercultural Communication  Section C – Country Profiles 5.3 Structure ICC Module (2) 10 Compulsory Blended learning modules::  5.3 Structure ICC Module (2) 10 Compulsory Blended learning modules: Learning Objectives Keywords Country Background Cultural Orientation Value Elements Adjectives Oral Communication Written Communication Dangerous Words Negotiation Styles 5.3 Structure ICC Module (3) 5 additional modules::  5.3 Structure ICC Module (3) 5 additional modules: 10 Bits of Advice Links Supplementary Literature Lesson Summary Assignments Online demonstration: http://space.hogent.be 5.4 First Conclusions:  5.4 First Conclusions Students have identified with ICC concept as part of business curriculum. The standard format for the syllabus and the content make the module attractive for students and lecturers. Early results of surveys with staff and students suggest that the ICC module is a valuable addition to a business curriculum. Incorporating ICC studies relates to more than just a European dimension - doing business is a global requirement QUESTIONS:  QUESTIONS What do you think of this approach and is your programme framework flexible enough to incorporate it? Are the best people to write this material natives or neighbours? How would you do it differently? How valuable do you feel this is? Is it possible to construct a module that can cope with a global variation in content? 6 HOW EUROPEAN COOPERATION CAN BE HEIGHTENED THROUGH VIRTUAL MOBILITY:  6 HOW EUROPEAN COOPERATION CAN BE HEIGHTENED THROUGH VIRTUAL MOBILITY 6.1 Current Mobility facts:  6.1 Current Mobility facts 97,7 % of European students stay at home 2,3 % Erasmus students Goal EC by 2011: 20% students have Erasmus exchange 6.2 Problem and Solution:  6.2 Problem and Solution Problem: what about the remaining 80% of students: those students who do not have an opportunity to participate in Erasmus for social, financial or other reasons?  Solution: Virtual Mobility Definition Types 6.3 How to raise awareness for virtual mobility:  6.3 How to raise awareness for virtual mobility “Being Mobile” Project was developed with 4 partners: EuroPACE, KUL (BE) ATiT, Leuven (BE) ICWE GmbH (DE) Tietgen Business College, Odense (DK) SPACE Network 6.4 “Being Mobile” Activities:  6.4 “Being Mobile” Activities Collection of best-practice VM activities in HE Collection of existing outcomes Dissemination through: website www.being-mobile.net Publication of Handbook Conference day in Vilnius on 31 March 2006 (organized by SPACE) “Virtual Mobility Forum” on 28 November in Berlin: pre-conference day to Online Educa Berlin 2006 6.5 Virtual Mobility Benefits:  6.5 Virtual Mobility Benefits For Students and Teachers: Access to experts and high quality learning materials Access to an international community of teachers Linguistic and cultural diversity For Higher Education Institutions: Finding a working environment for cooperation Staying competitive and attractive Enrichment to regular educational environment QUESTIONS:  QUESTIONS Do you agree that virtual mobility should play a bigger part in higher education and thus can further European cooperation? Do you feel that the Virtual Mobility concept can be integrated into the activities of your organisation/ institution? 7 THE SPACE CONFERENCE IN CYPRUS 21 – 24 March 2007:  7 THE SPACE CONFERENCE IN CYPRUS 21 – 24 March 2007 Development of a “Call for Papers” Development of a “Call for Papers”:  Development of a “Call for Papers” Outcome of new SPACE Committee: ERA (European Research Area) “Learning by Sharing in Higher Education” 3 tracks: Best Practice and Innovation in Business Education Best Practice and Innovation in Learning and Teaching Languages & Intercultural Communication A Perspective on Supporting Students to Achieve Success QUESTIONS:  QUESTIONS What are your experiences of setting up an academic conference theme? What are the problems of integrating “teachers” into research activity? Call for papers open to non-members! 8 THE FUTURE OF SPACE AND EDiNEB:  8 THE FUTURE OF SPACE AND EDiNEB The SPACE network has in the past had more emphasis on teaching co-operation EDiNEB has developed from research experience where individuals in HE share their results with other colleagues What is the value of a shared network experience? QUESTIONS:  QUESTIONS EDiNEB support for the introduction of a conference theme at future SPACE Conferences? Ideas for encouraging teachers to be researchers in pedagogy. How do we overcome “resistance”? What benefits can SPACE offer to the individual EDiNEB member? What is the value of being a SPACE member? CONCLUSIONS:  CONCLUSIONS The benefits of networking are extensive. Sharing experiences with colleagues gives a greater sense of belonging. Promotion of research teams (pure and pedagogic) can come from networking and remove feeling of isolation. Are we “preaching to the converted”? Slide47:  THANK YOU FOR YOUR ATTENTION!

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