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
Wednesday, 27 June 2012
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
Participant video feedback
Ashley Hoolash, MDX Mauritius Campus
Dr Dirk Wilderboer, MDX London
Dr David Law, Edge Hill University (part 1)
Dr David Law, Edge Hill University (part 2)
Track C: Raising awareness of cultural differences & appreciation of advantages & challenges of working with a diverse group
Link to abstract
Presenter: Malcolm Clay, Learner Development Unit, Middlesex University
Malcolm began with an introduction to the issues raised in teaching diverse groups of international students, the most obvious being the language barriers. He discussed some of the ways he attempts to get students with very little English to start talking in class, whether it was the uses of a single word or getting the students to describe things to each other. Other than that there were cultural differences and the difficulties that arise in attempting to get different groups to mix and work together. He described the way students of the same nationality would naturally gravitate towards each other and group themselves together.
He pointed out that the most important issues to be aware of not only concern differences in language and culture, but also in terms of learning styles and academic standards. Whereas students (and teachers) in the UK are used to certain styles of education, the different modes of teaching and learning in China, for example, offer up a lot of issues and problems for Chinese students. He described the difficulties in getting Chinese students to participate in class discussions and explained the need for telling his students the importance of learning to “speak up” while learning a new language.
“To sum up we need to be aware of the cultural reasons which might hold back the progress of the student and we need to put in place methods to circumvent common problems which impede the students."
One of his main resources in getting students to relax with one another, to be more comfortable and confident speaking up in class and to work together is by using humour. If a point can be put across to the students more easily and more effectively using word play, jokes, or games, then this was “very, very important in the class to create a good affect.”
The session ended with an exercise in which the audience were put into groups of three or four. They were given a printout with a picture of an onion which represented the various cultural layers which make up and impact on their personality. After discussing the commonalities and differences with their group, the important “differences” were offered up as discussion points for the whole class.
Angus Macdonald, CLTE
Presenter: Malcolm Clay, Learner Development Unit, Middlesex University
Malcolm began with an introduction to the issues raised in teaching diverse groups of international students, the most obvious being the language barriers. He discussed some of the ways he attempts to get students with very little English to start talking in class, whether it was the uses of a single word or getting the students to describe things to each other. Other than that there were cultural differences and the difficulties that arise in attempting to get different groups to mix and work together. He described the way students of the same nationality would naturally gravitate towards each other and group themselves together.
He pointed out that the most important issues to be aware of not only concern differences in language and culture, but also in terms of learning styles and academic standards. Whereas students (and teachers) in the UK are used to certain styles of education, the different modes of teaching and learning in China, for example, offer up a lot of issues and problems for Chinese students. He described the difficulties in getting Chinese students to participate in class discussions and explained the need for telling his students the importance of learning to “speak up” while learning a new language.
“To sum up we need to be aware of the cultural reasons which might hold back the progress of the student and we need to put in place methods to circumvent common problems which impede the students."
One of his main resources in getting students to relax with one another, to be more comfortable and confident speaking up in class and to work together is by using humour. If a point can be put across to the students more easily and more effectively using word play, jokes, or games, then this was “very, very important in the class to create a good affect.”
The session ended with an exercise in which the audience were put into groups of three or four. They were given a printout with a picture of an onion which represented the various cultural layers which make up and impact on their personality. After discussing the commonalities and differences with their group, the important “differences” were offered up as discussion points for the whole class.
Angus Macdonald, CLTE
Monday, 25 June 2012
Presenter profile - Track F: Evangelos Moustakas
Post-Graduate Exchange Programme in US (Middlesex University in London, Loyola University Chicago)
Dr Evangelos Moustakas is an expert in the area of e-Marketing and Social Media and Chair of the Special Interest Group in e-marketing at the Academy of Marketing in the UK. Evangelos holds a doctorate in e-marketing from Middlesex University, a Master of Science in e-Commerce and two Undergraduate degrees in Business Administration and Accounting. He has authored over a dozen research publications and presented his work at International Conferences. He is a regular, invited columnist to several practitioner IT and Digital Technology magazines and keynote speaker at International Conferences in Europe, US and the Middle East.
His presentation at the Learning Planet Event will be delivered electronically from the Kingdom of Saudi Arabia.(Using a product called Adobe Connect)
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| Evangelos Moustakas |
His presentation at the Learning Planet Event will be delivered electronically from the Kingdom of Saudi Arabia.(Using a product called Adobe Connect)
Friday, 22 June 2012
Presenter profile - Track I: Nosheen Rachel-Naseem
Enhancing our students' experiences with a Student Exchange
Nosheen Rachel-Naseem, Student Exchange Manager
Nosheen Rachel-Naseem is a PhD student at Middlesex, currently at the writing up stage of her thesis on the introduction of student peer mentoring to Universities in Pakistan. Nosheen is also the Student Exchanges manager for the University. After completing her Masters in Chemistry at the University of the Punjab in Lahore, Pakistan, she taught Chemistry at O and A level at Lahore Grammar School, as well as teaching Science Education at Ali Institute of Education to pre- and in-service teachers. She joined Middlesex to take a Masters in Education: Leadership, Management and Change, after which she began her PhD in the School of Arts and Education. Inspired by the effectiveness of peer-mentoring in UK HE and after experience as a mentor with the Aimhigher and Student Associate Schemes here at Middlesex, she developed her PhD project with the aim of bringing these benefits to HE in Pakistan where such schemes to enhance student support were non-existent.
Through her work in international education, and especially in the student exchange area, she has gained considerable expertise in both the principles and the practice of student mobility in higher education. As one of the presenting team on the topic of student exchange as an enhancement of the student HE experience, she will bring detailed knowledge of the benefits of this cost-effective and highly valued strategy for enriching the lives of students, for increasing employability for those taking part in exchanges, and in the benefits to the University of supporting a much expanded scheme of student exchange at Middlesex, particularly as the 2020 target approaches for 20% participation of all HE students across the EU in cross-border student mobility.
Nosheen’s research interests are: The emotional and social development of young people, including counselling and student needs in specific cultures; Comparative analysis of student support services in higher educational institutions in developed countries and their implementation in developing countries. Management of change and measuring the impact of change in educational institutions in developing countries through action research. Management in Education for Sustainable Futures and Global Citizenship. Policy and Practice, Learning and Teaching in Science Education.
Information on the student exchange programme at Middlesex can be found here
Nosheen Rachel-Naseem, Student Exchange Manager
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| Nosheen Rachel-Naseem |
Through her work in international education, and especially in the student exchange area, she has gained considerable expertise in both the principles and the practice of student mobility in higher education. As one of the presenting team on the topic of student exchange as an enhancement of the student HE experience, she will bring detailed knowledge of the benefits of this cost-effective and highly valued strategy for enriching the lives of students, for increasing employability for those taking part in exchanges, and in the benefits to the University of supporting a much expanded scheme of student exchange at Middlesex, particularly as the 2020 target approaches for 20% participation of all HE students across the EU in cross-border student mobility.
Nosheen’s research interests are: The emotional and social development of young people, including counselling and student needs in specific cultures; Comparative analysis of student support services in higher educational institutions in developed countries and their implementation in developing countries. Management of change and measuring the impact of change in educational institutions in developing countries through action research. Management in Education for Sustainable Futures and Global Citizenship. Policy and Practice, Learning and Teaching in Science Education.
Information on the student exchange programme at Middlesex can be found here
Presenter profile - Track H: Cathy Minett-Smith & Kirsteen Macdonald
Developing communication strategies to support remote teaching teams
Kirsteen Macdonald - Senior Educational Developer, Centre for Learning and Teaching Enhancement
Kirsteen joined Middlesex in 2001, and was based first in the Business School and since 2008 in the Centre for Learning and Teaching Enhancement. She has extensive experience of advising and supporting the use of learning technologies and the virtual learning environment both for MDX London colleagues and partners and branch campuses (Dubai and Mauritius). She has also taught on the MDX International Foundation Programme and has experienced some of the challenges of co-ordinating the delivery of a module running simultaneously in London and Dubai. More recently Kirsteen has been working closely with programme teams on the development of online distance education programmes where communication and collaboration are central to the success of the programmes and a key player in terms of student satisfaction.
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| Kirsteen Macdonald & Dr Cathy Minett-Smith |
Kirsteen joined Middlesex in 2001, and was based first in the Business School and since 2008 in the Centre for Learning and Teaching Enhancement. She has extensive experience of advising and supporting the use of learning technologies and the virtual learning environment both for MDX London colleagues and partners and branch campuses (Dubai and Mauritius). She has also taught on the MDX International Foundation Programme and has experienced some of the challenges of co-ordinating the delivery of a module running simultaneously in London and Dubai. More recently Kirsteen has been working closely with programme teams on the development of online distance education programmes where communication and collaboration are central to the success of the programmes and a key player in terms of student satisfaction.
Thursday, 21 June 2012
Presenter profile - Track E: Lois Smith
The view from over here: Branch campuses and their role in the development of Middlesex as a global education provider
Lois Smith moved to Dubai from the UK in 1994, which prompted a career change from nursing to teaching. Starting as an English language teacher, she soon moved into higher education to teach academic skills, and then worked on developing a university Foundation programme. At the same time she completed a Masters degree in Adult Education and Training as a distance student. After that, she pursued her interests in adult education through her role as an educational developer at the offshore campus of an Australian university. She introduced the University’s tertiary teaching qualification for academic staff at the offshore campus, and successfully ran this programme for 5 years. At the same time she continued to work in academic development through various initiatives to support student learning.
After completing a PhD in Educational Research from Lancaster University, UK, she joined Middlesex University’s offshore campus in 2008 where she has taught on a range of programmes and has worked towards bringing new programmes to that campus. She is currently the campus Teaching and Learning Coordinator and the Programme Coordinator for the MA Education (Leadership, Management and Change) and the PGCertHE. Her main research interests lie in transnational higher education, particularly in its impact on academic work practices and identities.
The conference session will present the branch campus perspective on Middlesex as a global university, and it will be centred around 2 short videos featuring academics and students at the Dubai and Mauritius campuses talking about how they see Middlesex in global terms. They also talk about what being part of Middlesex means to them and how academic standards are maintained across campuses, which is a key factor in the success of a global university. Participants in the session will be given the opportunity to reflect on their own understanding of being part of a ‘global’ university and how that affects their academic work practices.
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| Lois Smith |
After completing a PhD in Educational Research from Lancaster University, UK, she joined Middlesex University’s offshore campus in 2008 where she has taught on a range of programmes and has worked towards bringing new programmes to that campus. She is currently the campus Teaching and Learning Coordinator and the Programme Coordinator for the MA Education (Leadership, Management and Change) and the PGCertHE. Her main research interests lie in transnational higher education, particularly in its impact on academic work practices and identities.
The conference session will present the branch campus perspective on Middlesex as a global university, and it will be centred around 2 short videos featuring academics and students at the Dubai and Mauritius campuses talking about how they see Middlesex in global terms. They also talk about what being part of Middlesex means to them and how academic standards are maintained across campuses, which is a key factor in the success of a global university. Participants in the session will be given the opportunity to reflect on their own understanding of being part of a ‘global’ university and how that affects their academic work practices.
Friday, 15 June 2012
Presenter profile - Track B: Kristian Sund & Simon Best
The Challenges of Mature Global Distance Learners: Lessons from the MUBS Online MBAs
Dr Simon Best, Programme Leader MBA Oil & Gas
Simon began his working life as a chef, and has spent most of his career working in a number of different countries such as Bermuda, USA, Germany, Austria, Italy and the Sudan before migrating to Australia. In Australia he changed careers and started or bought a number of small businesses. This included a news agency and general store, guest house and market research agency. Looking for a third career change Simon went to Griffith University and took an undergraduate degree in Adult and Vocational Education majoring in Human Resource Development. After a short spell teaching in a private college Simon completed his MBA online through the University of the Sunshine Coast. This was one of the first online degree courses in the world. While completing his MBA, Simon worked as a small business management consultant.
On completion of his MBA he started his own consultancy, working with micro entrepreneurs and small business owners. During this time Simon completed his PhD through Swinburne University of Technology. In 2008 he relocated to Vietnam and started a consultancy there. This focused on executive coaching and training for clients such as UNESCO, Linfox, The Vietnamese Chamber of Commerce and Industry, and the Ministry of Agriculture and Rural Development. Simon joined Middlesex in September 2010. His research interests are quite broad and currently include investigating the notion of necessity versus opportunity, entrepreneurship, improvisation and bricolage and learning by small business owners.
Dr Kristian J Sund, Programme Leader MBA Shipping & Logistics
Kristian has a Ph.D. in Management and M.Sc. in Economics from the University of Lausanne in Switzerland and is currently Principal Lecturer in Strategic Management at Middlesex University Business School, where he teaches strategy to both undergraduate and MBA students. He leads the online distance-learning MBA in Shipping & Logistics and has been involved in executive education for close to ten years, both as an educator and a program director. Kristian is passionate about teaching but also research, where his current focus is on managerial and organisational cognition. He has edited three books in the last three years, in the areas of e-governance strategy, and postal sector strategy and is a member of the Advisory Council of the Royal Mail Group and in general tries to work regularly with the outside world.
In terms of teaching, over the last three years Kristian has worked hard at improving attendance rates, as he believes high attendance is linked closely to high general achievement (in fact his own data states that there is a relatively high 45% correlation between seminar attendance and exam performance on his undergraduate module). The result has been an attendance rate of over 75% this academic year (with a cohort of 260 students). Kristian has also focused his attention on the issues related to group work and hopes to introduce online peer assessment within the foreseeable future.
In this session, the two online distance education programme leaders will share their experiences of working with module leaders and tutors in online learning. We will share best practice (and worst practice), based largely on student feedback and achievement and hope to stimulate a discussion about what constitutes “excellence” in online teaching and learning.
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| Dr Simon Best & Dr Kristian J Sund |
Simon began his working life as a chef, and has spent most of his career working in a number of different countries such as Bermuda, USA, Germany, Austria, Italy and the Sudan before migrating to Australia. In Australia he changed careers and started or bought a number of small businesses. This included a news agency and general store, guest house and market research agency. Looking for a third career change Simon went to Griffith University and took an undergraduate degree in Adult and Vocational Education majoring in Human Resource Development. After a short spell teaching in a private college Simon completed his MBA online through the University of the Sunshine Coast. This was one of the first online degree courses in the world. While completing his MBA, Simon worked as a small business management consultant.
On completion of his MBA he started his own consultancy, working with micro entrepreneurs and small business owners. During this time Simon completed his PhD through Swinburne University of Technology. In 2008 he relocated to Vietnam and started a consultancy there. This focused on executive coaching and training for clients such as UNESCO, Linfox, The Vietnamese Chamber of Commerce and Industry, and the Ministry of Agriculture and Rural Development. Simon joined Middlesex in September 2010. His research interests are quite broad and currently include investigating the notion of necessity versus opportunity, entrepreneurship, improvisation and bricolage and learning by small business owners.
Dr Kristian J Sund, Programme Leader MBA Shipping & Logistics
Kristian has a Ph.D. in Management and M.Sc. in Economics from the University of Lausanne in Switzerland and is currently Principal Lecturer in Strategic Management at Middlesex University Business School, where he teaches strategy to both undergraduate and MBA students. He leads the online distance-learning MBA in Shipping & Logistics and has been involved in executive education for close to ten years, both as an educator and a program director. Kristian is passionate about teaching but also research, where his current focus is on managerial and organisational cognition. He has edited three books in the last three years, in the areas of e-governance strategy, and postal sector strategy and is a member of the Advisory Council of the Royal Mail Group and in general tries to work regularly with the outside world.
In terms of teaching, over the last three years Kristian has worked hard at improving attendance rates, as he believes high attendance is linked closely to high general achievement (in fact his own data states that there is a relatively high 45% correlation between seminar attendance and exam performance on his undergraduate module). The result has been an attendance rate of over 75% this academic year (with a cohort of 260 students). Kristian has also focused his attention on the issues related to group work and hopes to introduce online peer assessment within the foreseeable future.
In this session, the two online distance education programme leaders will share their experiences of working with module leaders and tutors in online learning. We will share best practice (and worst practice), based largely on student feedback and achievement and hope to stimulate a discussion about what constitutes “excellence” in online teaching and learning.
Presenter profile - Track G: Bob Fisher
International Students' Learning Journey
Bob Fisher, Senior Lecturer in English for Academic Purposes
BA in English & Related Literature (York University); DTEFLA (Barcelona); MA in TESOL (Institute of Education, London University).
Roles
Bob has worked as a lecturer for Pre-sessional, In-sessional and Foundation courses at Middlesex since 2004. He has also worked at the Universitat d’Auutonoma de Barcelona, the Institute of Education, Imperial College and Brunel University. He has been Postgraduate Pre-sessional Coordinator at Middlesex since 2007.
Professional Interests
He has written course materials for the Pre-sessional and IFP and his academic interests include Socio-cultural Theory, cross-cultural awareness, corpus linguistics and phonology.
Conference presentations include 'Pre-sessional Listening Assessment – microskills testing or an integrated approach?' BALEAP Professional Interest Meeting, Glasgow University, 2009.
Bob's Co-Presenters: Salma Ibrahim, Sheila Karsan, Bob Fisher & Luciano Celini
Bob Fisher, Senior Lecturer in English for Academic Purposes
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| Bob Fisher |
Roles
Bob has worked as a lecturer for Pre-sessional, In-sessional and Foundation courses at Middlesex since 2004. He has also worked at the Universitat d’Auutonoma de Barcelona, the Institute of Education, Imperial College and Brunel University. He has been Postgraduate Pre-sessional Coordinator at Middlesex since 2007.
Professional Interests
He has written course materials for the Pre-sessional and IFP and his academic interests include Socio-cultural Theory, cross-cultural awareness, corpus linguistics and phonology.
Conference presentations include 'Pre-sessional Listening Assessment – microskills testing or an integrated approach?' BALEAP Professional Interest Meeting, Glasgow University, 2009.
Bob's Co-Presenters: Salma Ibrahim, Sheila Karsan, Bob Fisher & Luciano Celini
Wednesday, 18 January 2012
Presentations and Workshops
There are a few slots available for the parallel workshops/presentations streams. Please look out for a second call for papers in the coming weeks.
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