Link to abstract
Presenters: Clare O'Donoghue & Stephen Burbidge, Middlesex University
Stephen gathered his data through the use of ‘rich pictures’ were students expressed themselves through icons. He has found this to be a good tool which highlights student’s concerns in their first 2 weeks after their arrival in the UK.
Clare gathered data from 68 completed questionnaires. The first set of questions related to personal data, educational context in which English was learnt and types of academic assessment.
The second questionnaire contained questions ranging from accommodation to wellbeing. The questionnaires offer rich data which gives an in-sight into the experiences of students. A number of analyses have been produced from the questionnaires including pre-arrival anxieties which came true. I highly recommend that you visit the link below to get a fuller picture and believe the results would be beneficial to any one involved with over-seas students.
Betty Sinyinza, CLTE
Showing posts with label report. Show all posts
Showing posts with label report. Show all posts
Friday, 29 June 2012
Thursday, 28 June 2012
Track B: The challenges of mature global distance learners: Lessons from the MUBS online MBA's
Link to abstract
Presenters: Dr Simon Best & Dr Kristian J Sund, Middlesex University
What a lively and thought-provoking session! Kristian and Simon shared their experiences of teaching and managing the MBA in Shipping and Logistics and the MBA in Oil and Gas respectively. The MBA in Shipping and Logistics was launched in 2009 and was designed to equip current and future maritime leaders with the skills, knowledge and tools they need to manage their business successfully. The programme focuses on major topics such as maritime administration, ship finance, risk management, maritime economics and trade, maritime law etc. The online mode of delivery has provided a wealth of experience for teaching and administrative members of staff. Kristian placed particular emphasis on the roles and responsibilities of the tutor, the administrative requirements for successfully running such an international programme and the importance of authoring high quality learning materials.
Simon provided an overview of the MBA in Oil & Gas, which was launched in 2011 and is delivered exclusively online over 24 months. The programme is designed and delivered so that students can accelerate their professional development without having to pause their career or take long periods out from their work which in many cases takes place on oil rigs. He also shared with the audience his belief that face-to-face and online teaching are almost mutually exclusive in terms of some of their key teaching prerequisites.
It was very interesting to compare the experiences of running two exclusively online programmes and draw on their similarities and differences. Perhaps most importantly, Kristian and Simon outlined future research plans on factors that lead to students satisfaction and achievement; they intend to look into the quality of tutoring and devise ways of measuring the quality of online tutoring. They are interested in both quantitative and qualitative aspects of student learning for example type of posts, frequency of student participation and response time to students. The session was well-received and contributions from the audience highlighted the relevance of the teaching practices currently developed at the Business School.
Mike Mimirinis, CLTE
Presenters: Dr Simon Best & Dr Kristian J Sund, Middlesex University
What a lively and thought-provoking session! Kristian and Simon shared their experiences of teaching and managing the MBA in Shipping and Logistics and the MBA in Oil and Gas respectively. The MBA in Shipping and Logistics was launched in 2009 and was designed to equip current and future maritime leaders with the skills, knowledge and tools they need to manage their business successfully. The programme focuses on major topics such as maritime administration, ship finance, risk management, maritime economics and trade, maritime law etc. The online mode of delivery has provided a wealth of experience for teaching and administrative members of staff. Kristian placed particular emphasis on the roles and responsibilities of the tutor, the administrative requirements for successfully running such an international programme and the importance of authoring high quality learning materials.
Simon provided an overview of the MBA in Oil & Gas, which was launched in 2011 and is delivered exclusively online over 24 months. The programme is designed and delivered so that students can accelerate their professional development without having to pause their career or take long periods out from their work which in many cases takes place on oil rigs. He also shared with the audience his belief that face-to-face and online teaching are almost mutually exclusive in terms of some of their key teaching prerequisites.
It was very interesting to compare the experiences of running two exclusively online programmes and draw on their similarities and differences. Perhaps most importantly, Kristian and Simon outlined future research plans on factors that lead to students satisfaction and achievement; they intend to look into the quality of tutoring and devise ways of measuring the quality of online tutoring. They are interested in both quantitative and qualitative aspects of student learning for example type of posts, frequency of student participation and response time to students. The session was well-received and contributions from the audience highlighted the relevance of the teaching practices currently developed at the Business School.
Mike Mimirinis, CLTE
Track H: Developing communication strategies to support remote teaching teams
Link to abstract
Presenters: Cathy Minett-Smith & Kirsteen Macdonald, Middlesex University
The challenges of supporting remote teaching teams are manyfold, and the roles of staff in developing a strategy to deal with them is often unclear. Cathy and Kirsteen explained how important the role of the module leader is as part of an international team, and suggested that in most cases there is a genuine desire to develop an effective partnership with staff overseas. However, there is an element of academic staff who are frustrated with the effort involved in including international students in their curricula, and are generally of the opinion that the phrase 'my students' refers only to their UK students.
It was explained that it is not easy to build relationships with remote teaching staff when the teams change so often, and lack of time and differing calendars can make communication difficult. When communication does occur, it is usually by telephone or email, which can be quite limiting. We were split into groups and given scenarios to discuss. Issues were raised such as consistent and fair marking while being aware of cultural differences, and the varying expectations that module leaders have of module co-ordinators.
The session highlighted the need for improved, natural communication with remote teaching teams. Tools such as online chat, video conferencing and lecture capture were discussed. It was emphasised that so-called 'virtual teams' consist of real people and communication should reflect that. The end goal would be to move away from the 'parent/child' relationship that exists between module leaders and overseas tutors, and towards a more collaborative team effort.
Paul Smith, CLTE
Presenters: Cathy Minett-Smith & Kirsteen Macdonald, Middlesex University
The challenges of supporting remote teaching teams are manyfold, and the roles of staff in developing a strategy to deal with them is often unclear. Cathy and Kirsteen explained how important the role of the module leader is as part of an international team, and suggested that in most cases there is a genuine desire to develop an effective partnership with staff overseas. However, there is an element of academic staff who are frustrated with the effort involved in including international students in their curricula, and are generally of the opinion that the phrase 'my students' refers only to their UK students.
It was explained that it is not easy to build relationships with remote teaching staff when the teams change so often, and lack of time and differing calendars can make communication difficult. When communication does occur, it is usually by telephone or email, which can be quite limiting. We were split into groups and given scenarios to discuss. Issues were raised such as consistent and fair marking while being aware of cultural differences, and the varying expectations that module leaders have of module co-ordinators.
The session highlighted the need for improved, natural communication with remote teaching teams. Tools such as online chat, video conferencing and lecture capture were discussed. It was emphasised that so-called 'virtual teams' consist of real people and communication should reflect that. The end goal would be to move away from the 'parent/child' relationship that exists between module leaders and overseas tutors, and towards a more collaborative team effort.
Paul Smith, CLTE
Track J: What is university education for? England and South Africa compared
Link to abstract
Presenters: Mariette Jones & Maureen Spencer
Maureen and Mariette gave us a very topical and thought provoking presentation. They started by providing a context of higher education today, positioning our uni in current UK and global political context. They also discussed liberal education and how these ideas influence our and our students expectations of what universities should do. They shared with us the initial findings of their research project where they investigated the views of students in the UK, Mauritius and South Africa regarding the role of universities. Surprisingly the student responses were very similar, even though the students themselves represented distinct groups and had different cultural backgrounds.
Agi Ryder, CLTE
Presenters: Mariette Jones & Maureen Spencer
Maureen and Mariette gave us a very topical and thought provoking presentation. They started by providing a context of higher education today, positioning our uni in current UK and global political context. They also discussed liberal education and how these ideas influence our and our students expectations of what universities should do. They shared with us the initial findings of their research project where they investigated the views of students in the UK, Mauritius and South Africa regarding the role of universities. Surprisingly the student responses were very similar, even though the students themselves represented distinct groups and had different cultural backgrounds.
Agi Ryder, CLTE
Wednesday, 27 June 2012
Track L: A view of internationalisation
Link to abstract
Presenter: Dr David Killick, Leeds Metropolitan University
‘I don’t care what these international students have to say’ interestingly, (and perhaps, given the flavour of the conference, thankfully) this quote was not directly from Dr Killick himself. Instead, and of importance to Dr Killick’s talk, it was a quote proffered by one of his students. The student offered this view upon completion of a piece of group work in which they had worked within consciously created multi cultural groups. Interestingly the student was studying language and was about to embark upon a year studying abroad. In offering this quote, Dr Killick far from trying to ‘out’ a racist student instead cleverly used this quote to cause his audience to recognise that the incorporation of an international identity into a student’s life is a complex and difficult task.
Dr Killick proceeded to offer an introductory framework by asking ‘Internationalisation, by whom, to whom and why’? He stated that the we are pre-conditioned by the discourse of internationalisation into thinking about mostly geographical and business related issues and endeavours namely; overseas campuses, exchanges, partnerships and mobility. He also challenged the audience by reminding us that still, internationalisation may have negative connotations to domestic students and if we are to move on in this area we need to understand these views and why they occur.
Dr Killick next shared the work which Leeds Met have been carrying out in order to counter act the potentially negative student view of internationalisation as well as to produce global graduates. Leeds Met have incorporated internationalisation when defining their graduate attributes. The ‘global outlook’ attribute incorporates 2 areas; Inclusivity and Global relevance. Leeds Met has stated that the development of graduate attributes is not separate from discipline knowledge and so is to be embedded within the curriculum. In conjunction with the idea of constructive alignment Leeds Met looked at rewriting learning outcomes to encourage the development of graduate attributes.
This exercise started with Dr Killick’s team authoring generic ‘global outlook’ learning outcomes from which teaching teams then created discipline specific learning outcomes (examples of each were offered and are available within the slides).
Dave Westwood, CLTE
Presenter: Dr David Killick, Leeds Metropolitan University
‘I don’t care what these international students have to say’ interestingly, (and perhaps, given the flavour of the conference, thankfully) this quote was not directly from Dr Killick himself. Instead, and of importance to Dr Killick’s talk, it was a quote proffered by one of his students. The student offered this view upon completion of a piece of group work in which they had worked within consciously created multi cultural groups. Interestingly the student was studying language and was about to embark upon a year studying abroad. In offering this quote, Dr Killick far from trying to ‘out’ a racist student instead cleverly used this quote to cause his audience to recognise that the incorporation of an international identity into a student’s life is a complex and difficult task.
Dr Killick proceeded to offer an introductory framework by asking ‘Internationalisation, by whom, to whom and why’? He stated that the we are pre-conditioned by the discourse of internationalisation into thinking about mostly geographical and business related issues and endeavours namely; overseas campuses, exchanges, partnerships and mobility. He also challenged the audience by reminding us that still, internationalisation may have negative connotations to domestic students and if we are to move on in this area we need to understand these views and why they occur.
Dr Killick next shared the work which Leeds Met have been carrying out in order to counter act the potentially negative student view of internationalisation as well as to produce global graduates. Leeds Met have incorporated internationalisation when defining their graduate attributes. The ‘global outlook’ attribute incorporates 2 areas; Inclusivity and Global relevance. Leeds Met has stated that the development of graduate attributes is not separate from discipline knowledge and so is to be embedded within the curriculum. In conjunction with the idea of constructive alignment Leeds Met looked at rewriting learning outcomes to encourage the development of graduate attributes.
This exercise started with Dr Killick’s team authoring generic ‘global outlook’ learning outcomes from which teaching teams then created discipline specific learning outcomes (examples of each were offered and are available within the slides).
Dave Westwood, CLTE
Track K: Internationalisation and pedagogy
Link to abstract
Presenter: Aftab Dean, Leeds Metropolitan University
Aftab Dean has been researching aspects of university branding, international student recruitment and their experience for a number of years and has compiled a large amount of compelling data and expertise in this field. I last attended a presentation that he gave at a Business School promoted conference back in September 2010.
Aftab was pleased to be able to report on a study that he had recently completed that was based on the successful recruitment and enhancement of learning for Indian students from which he has been able to draw some significant conclusions. This work started with his involvement in reviewing NSS data from an international student perspective on behalf of the HEA. He presented a huge amount of data as graphs and tables that looked very interesting, but were difficult to assimilate in this time restricted presentation.
One of the most interesting aspects of this study is that Aftab was able to look not only at India as a single entity, but had broken the country down into 4 geographical regions that he discovered had their own identifiable separate needs and concerns in respect of their higher education experience. This would allow his university to both target recruitment more accurately as well as tailor the student experience to suit these needs.
The presentation covered important issues such as the time it takes for international students to acclimatise to a UK-based institution. He noted the impact of growing competition and the development of India’s own higher education system, combined with the UK border agencies recent stance on student visas.
In addition Aftab had identified some significant ‘pull factors’ that explain why international students chose a British based education and broken these down into 9 catagories (all beginning with C). Perhaps unsurprisingly the most important category was 'Career' that headed up the key concern from a wide range of responses. Further to this he had identified some significant differences between the learning preferences of home and international students, with the former preferring individual tasks and assignments and with the latter expressing a preference for group work and the use of social media as an education tool. Both groups wanted the programmes to make use of YouTube and visual media within the curriculum.
In conclusion Aftab has evolved an enhancement process for working with international students called M.A.T.E.S. This is an holistic approach that incorporates the roles of Market, Advertising, Training, Engagement and Support in the consideration of an international student’s entire higher education experience.
Mike Seignior, CLTE
Presenter: Aftab Dean, Leeds Metropolitan University
Aftab Dean has been researching aspects of university branding, international student recruitment and their experience for a number of years and has compiled a large amount of compelling data and expertise in this field. I last attended a presentation that he gave at a Business School promoted conference back in September 2010.
Aftab was pleased to be able to report on a study that he had recently completed that was based on the successful recruitment and enhancement of learning for Indian students from which he has been able to draw some significant conclusions. This work started with his involvement in reviewing NSS data from an international student perspective on behalf of the HEA. He presented a huge amount of data as graphs and tables that looked very interesting, but were difficult to assimilate in this time restricted presentation.
One of the most interesting aspects of this study is that Aftab was able to look not only at India as a single entity, but had broken the country down into 4 geographical regions that he discovered had their own identifiable separate needs and concerns in respect of their higher education experience. This would allow his university to both target recruitment more accurately as well as tailor the student experience to suit these needs.
The presentation covered important issues such as the time it takes for international students to acclimatise to a UK-based institution. He noted the impact of growing competition and the development of India’s own higher education system, combined with the UK border agencies recent stance on student visas.
In addition Aftab had identified some significant ‘pull factors’ that explain why international students chose a British based education and broken these down into 9 catagories (all beginning with C). Perhaps unsurprisingly the most important category was 'Career' that headed up the key concern from a wide range of responses. Further to this he had identified some significant differences between the learning preferences of home and international students, with the former preferring individual tasks and assignments and with the latter expressing a preference for group work and the use of social media as an education tool. Both groups wanted the programmes to make use of YouTube and visual media within the curriculum.
In conclusion Aftab has evolved an enhancement process for working with international students called M.A.T.E.S. This is an holistic approach that incorporates the roles of Market, Advertising, Training, Engagement and Support in the consideration of an international student’s entire higher education experience.
Mike Seignior, CLTE
Track G: International students' learning journey
Link to Abstract
Presenters: Salma Ibrahim, Shelia Karsan, Bob Fisher, Luciano Celini, Middlesex University
The team has given us a wonderful overview of the work they have been doing on the BA International Business Administration (BAIBA) programme. This programme is taken by students all over the world and the challenges of supporting the academic needs of such a diverse group was discussed. One of the key points highlighted was the need to recognize the power of collaboration and that students don’t learn in silos. Collaboration was also necessary on the behalf of the programme team in order to co-ordinate the input of staff from Learning Resources, the LDU, Student Achievement Advisors, and Academic Assistants. The feedback received from students showed that they appreciated all the support offered and helped them gain more confidence and improved the various skills expected from graduates in the 21st century.
Agi Ryder, CLTE
Presenters: Salma Ibrahim, Shelia Karsan, Bob Fisher, Luciano Celini, Middlesex University
The team has given us a wonderful overview of the work they have been doing on the BA International Business Administration (BAIBA) programme. This programme is taken by students all over the world and the challenges of supporting the academic needs of such a diverse group was discussed. One of the key points highlighted was the need to recognize the power of collaboration and that students don’t learn in silos. Collaboration was also necessary on the behalf of the programme team in order to co-ordinate the input of staff from Learning Resources, the LDU, Student Achievement Advisors, and Academic Assistants. The feedback received from students showed that they appreciated all the support offered and helped them gain more confidence and improved the various skills expected from graduates in the 21st century.
Agi Ryder, CLTE
Track E: The view from over here: Branch campuses and their role in the development of Middlesex as a global education provider
Link to abstract
Presenter: Dr Lois Smith
Dr Lois Smith is Head of the MA Education Programme, and Teaching and Learning Coordinator at Middlesex University, Dubai. The aims of Lois’s workshop were to look at branch campuses’ perceptions of teaching & learning and to raise awareness of their place in a ‘global’ University (Middlesex). She pointed out that whilst Trans-National Education (TNE) tends to have a ‘hub & spoke’ approach, with fly-in, fly-out faculty, Middlesex has gone beyond that model and established full offshore campuses in Mauritius and Dubai.
The first question posed to the workshop attendees was “What does Middlesex as a ‘global’ University mean to you?” (This led to some discussion of what actually constituted global & how it differed from ‘international’ – some definitions were offered but no agreement reached & that one will run and run.) Some responses to the question included the observation that individuals at the Hendon ‘chalk face’ don’t really sense the ‘global’ until they actually encounter colleagues from the branch campuses. It was pointed out that those involved in the VLE are well aware of the global nature of the University but only in a ‘virtual’ sense. There was general agreement that London is somehow ‘Head Office’ and the campuses’ awareness of each other is very unbalanced – i.e. branch campuses are far more aware of London than vice versa.
Lois asked us then to consider academic standards & quoted Wilkins (2011) who found that 73% of UK international students felt quality to be higher in the UK than in branch campuses. This, she added, was a common perception. The next question was “How are Academic standards maintained at branch campuses?” The two questions were put to staff at Mauritius and Dubai & we were shown their responses on video.
Summary of staff responses on the ‘global’ nature of Middlesex:
Summary of student responses:
Reference
Wilkins, S. and Huisman, J. (2011). International student destination choice: the influence of home campus experience on the decision to consider branch campuses. Journal of Marketing for Higher Education, 21 (1), pp. 61-83.
Celia Cozens, CLTE
Presenter: Dr Lois Smith
Dr Lois Smith is Head of the MA Education Programme, and Teaching and Learning Coordinator at Middlesex University, Dubai. The aims of Lois’s workshop were to look at branch campuses’ perceptions of teaching & learning and to raise awareness of their place in a ‘global’ University (Middlesex). She pointed out that whilst Trans-National Education (TNE) tends to have a ‘hub & spoke’ approach, with fly-in, fly-out faculty, Middlesex has gone beyond that model and established full offshore campuses in Mauritius and Dubai.
The first question posed to the workshop attendees was “What does Middlesex as a ‘global’ University mean to you?” (This led to some discussion of what actually constituted global & how it differed from ‘international’ – some definitions were offered but no agreement reached & that one will run and run.) Some responses to the question included the observation that individuals at the Hendon ‘chalk face’ don’t really sense the ‘global’ until they actually encounter colleagues from the branch campuses. It was pointed out that those involved in the VLE are well aware of the global nature of the University but only in a ‘virtual’ sense. There was general agreement that London is somehow ‘Head Office’ and the campuses’ awareness of each other is very unbalanced – i.e. branch campuses are far more aware of London than vice versa.
Lois asked us then to consider academic standards & quoted Wilkins (2011) who found that 73% of UK international students felt quality to be higher in the UK than in branch campuses. This, she added, was a common perception. The next question was “How are Academic standards maintained at branch campuses?” The two questions were put to staff at Mauritius and Dubai & we were shown their responses on video.
Summary of staff responses on the ‘global’ nature of Middlesex:
- Students from all over the world
- Multi-cultural faculty and students
- Students learn how to deal with diverse cultures
- Many nationalities give a ‘global’ vibe
- Staff apply ‘expected’ standards (Lois pointed out branch campuses would like to be more involved in setting those standards)
- Staff try to avoid dumbing down and maintain rigour
- Appraisal designed to keep standards high
- Emphasis on CPD
- Assessment procedures clear & transparent
- Co-ordinate with London colleagues to maintain high standards
- Many exams marked in London (some discussion that this could be a two-way process)
- Staff keep up to date with latest developments in subject matter and pedagogy
Summary of student responses:
- Getting a British education was key factor
- Diversity of staff and students
- Strong identity with a British university but also having a global reach
- Felt the combination of a British degree and an international context made them more employable
- Quality maintained by having the same academic standards as London.
Reference
Wilkins, S. and Huisman, J. (2011). International student destination choice: the influence of home campus experience on the decision to consider branch campuses. Journal of Marketing for Higher Education, 21 (1), pp. 61-83.
Celia Cozens, CLTE
Track I: Enhancing our students' experiences with student exchange
Link to abstract
Presenters: John Hammond, Caroline Reid, Nosheen Rachel-Naseem, Sophie Ball, Dominic Lenaghan and Matilda Filolli
Caroline, John, Nosheen, Sophie, Dominic and Matilda delivered a fantastic session highlighting the importance of student exchange and the significant role it can play in enhancing the student experience. The session covered how an exchange could be incorporated into the curriculum and drew on the extensive experience of the speakers and the many years they share of organising, promoting and participating in student exchange. The session went some way to dispel many of the myths that have grown up around the difficulties of organising and managing student exchange and showed that the benefits to both student and institution far outweigh any perceived problems of fitting exchange into the Universities academic structures, it is in fact surprisingly straight forward.
The session also highlighted the need to encourage more of our students and staff to take up this unique opportunity as although Middlesex has over 130 partners and an exceptional student exchange programme we still receive far more students than we send out. With the introduction of fees an exchange is an incredibly effective way of adding value to a student’s degree and of developing vital employability and skills, it is something that can give a real edge to our students in an increasingly globalised, mobile and competitive jobs market.
If the audience was left in any doubt of the benefits of exchange the compelling account from two Middlesex students, Dominic and Matilda, further highlighted the huge benefits to be gained. Both students had very different experiences but shared a common belief that it had fundamentally changed them and allowed them to develop as both individuals and learners.
I, for one, will be taking away how important this is for us as an institution and will be doing my best to arrange my own exchange in the coming year......yes staff can go on exchange too.
Alex Chapman, CLTE
Presenters: John Hammond, Caroline Reid, Nosheen Rachel-Naseem, Sophie Ball, Dominic Lenaghan and Matilda Filolli
 |
| Caroline Reid, Dominic Lenaghan & Nosheen Rachel-Naseem, |
Caroline, John, Nosheen, Sophie, Dominic and Matilda delivered a fantastic session highlighting the importance of student exchange and the significant role it can play in enhancing the student experience. The session covered how an exchange could be incorporated into the curriculum and drew on the extensive experience of the speakers and the many years they share of organising, promoting and participating in student exchange. The session went some way to dispel many of the myths that have grown up around the difficulties of organising and managing student exchange and showed that the benefits to both student and institution far outweigh any perceived problems of fitting exchange into the Universities academic structures, it is in fact surprisingly straight forward.
The session also highlighted the need to encourage more of our students and staff to take up this unique opportunity as although Middlesex has over 130 partners and an exceptional student exchange programme we still receive far more students than we send out. With the introduction of fees an exchange is an incredibly effective way of adding value to a student’s degree and of developing vital employability and skills, it is something that can give a real edge to our students in an increasingly globalised, mobile and competitive jobs market.
If the audience was left in any doubt of the benefits of exchange the compelling account from two Middlesex students, Dominic and Matilda, further highlighted the huge benefits to be gained. Both students had very different experiences but shared a common belief that it had fundamentally changed them and allowed them to develop as both individuals and learners.
I, for one, will be taking away how important this is for us as an institution and will be doing my best to arrange my own exchange in the coming year......yes staff can go on exchange too.
Alex Chapman, CLTE
Track F: Post-graduate exchange programme in US (MU London, Loyola University Chicago)
Link to abstract
Presenter: Dr Evangelos Moustakas, Middlesex University
Since October 2006, an International Exchange Program has been organised for graduate students between the Business School Marketing Department and Loyola University of Chicago. The current collaboration has been initiated by Dr. Raymond Benton Jr. (Professor at Loyola University Chicago) and Dr Evangelos Moustakas (Middlesex University in London). More specifically, during 2007, 2009, 2010 and 2011, a group of graduate students of Middlesex University have been accompanied to Chicago. Students had the opportunity to attend lectures and workshops at the School of Business Administration (Department of Marketing) of Loyola University Chicago. Graduate students from both Universities were given the opportunity to attend Marketing classes and take part in professional residential visits which included Microsoft Technology Centre, Google Corporation, Chicago Bulls' United Centre Arena and Chicago Board of Trade, as well as research workshops at the University of Illinois in Chicago and at the Columbia University in Chicago.
Evangelos shared his experiences with interested conference delegates, describing how the trip had been planned, funded and delivered as well as discussing possibilities for further improvement. He was able to answer questions from delegates about cultural differences and give evidence how exchanges can improve employability chances, confidence and achievement for Middlesex students.
Carole Davis, CLTE
Presenter: Dr Evangelos Moustakas, Middlesex University
Since October 2006, an International Exchange Program has been organised for graduate students between the Business School Marketing Department and Loyola University of Chicago. The current collaboration has been initiated by Dr. Raymond Benton Jr. (Professor at Loyola University Chicago) and Dr Evangelos Moustakas (Middlesex University in London). More specifically, during 2007, 2009, 2010 and 2011, a group of graduate students of Middlesex University have been accompanied to Chicago. Students had the opportunity to attend lectures and workshops at the School of Business Administration (Department of Marketing) of Loyola University Chicago. Graduate students from both Universities were given the opportunity to attend Marketing classes and take part in professional residential visits which included Microsoft Technology Centre, Google Corporation, Chicago Bulls' United Centre Arena and Chicago Board of Trade, as well as research workshops at the University of Illinois in Chicago and at the Columbia University in Chicago.
Evangelos shared his experiences with interested conference delegates, describing how the trip had been planned, funded and delivered as well as discussing possibilities for further improvement. He was able to answer questions from delegates about cultural differences and give evidence how exchanges can improve employability chances, confidence and achievement for Middlesex students.
Carole Davis, CLTE
Track D: Teaching transnationally - The challenges and opportunities of flying faculty visits overseas
Link to abstract
Presenter: Dr Karen Smith, University of Greenwich
Karen presented a talk on Trans National Education (TNE), the challenges facing “Flying Faculty” – the process of teaching and supporting staff from the home institution by flying out to the remote campus for short, high intensity bursts of teaching. Karen described her experience of being thrown in at the deep end as a member of a flying faculty at her University, and her research on Disorientating Dilemmas.
Karen’s description of flying faculty is very similar to Middlesex’s experience of teaching overseas before it established its permanent overseas campuses, such as those in Dubai, Mauritius, and Hong Kong.
John Koushappas, CLTE
Presenter: Dr Karen Smith, University of Greenwich
Karen’s description of flying faculty is very similar to Middlesex’s experience of teaching overseas before it established its permanent overseas campuses, such as those in Dubai, Mauritius, and Hong Kong.
John Koushappas, CLTE
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