University of Victoria INTRODUCTIONS Brian Leacock Teaching - PowerPoint PPT Presentation

WELCOME University of Victoria

INTRODUCTIONS Brian Leacock Teaching Professor / Associate Director, International Gustavson School of Business, University of Victoria

WHERE ARE WE? Victoria, British Columbia

WHERE ARE WE?

FACULTIES AND PROGRAMS UVIC

CLASSROOM EXPERIENCES

Gustavson School of Business

The world looks different from here.

Outline  International Pillar of GSB  Reflective Learning by Design (E3) Model  Conceptual Framework  Activities  Implications  Discussions  Wrap Up

International Programs – the Mandate To ensure that every member of the School (students, faculty, staff) understands the importance of “stepping out of the Canadian frame” and has the opportunities to do so.

People What does is mean to be International ? Programs Places

At Gustavson we have conceptualized “ being international ” as: a) Are we international in what we do? (Programs) b) Are we international in who we are? (People) c) Are we international in where we have an impact? (Places)

Programs People Places Degree Programs Faculty BCom Faculty diversity Institutional Impact MGB Faculty mobility Exchange (40 countries) MBA Faculty short visit Alumni (42 countries) PhD -------------------------- NAFSA sessions Double degrees Students ------------------------------ ------------------------ 3-pronged approach Research Impact Non-degree Programs -------------------------- International ISIBM Staff conferences ISU (with WU) Staff Exchange Guest professorships ----------------------- Lunch & Learn IB research Exec Program Hunan University EMBA International Programs, People, Places

Direct Context Experience Creation Content Enrichment Content Enrichment Student Perspective Internationalization

 Internationalization of Curriculum  International Business: Com 361, IB series  IB 218, IB 418 (“study abroad” trips) Content Enrichment Internationalization

 BCI Students (20%), MBA (65%)  MGB Students (international cohorts)  Incoming Exchange Students (40+ countries)  Diversity of Faculty and Staff (25 languages)  Comprehensive and Holistic Support Services Context Creation Internationalization

 International Exchange (90%)  31 in Asia  4 in Middle East North Africa  8 in South, Central and Mexico  42 in Europe  Field Schools (IB 418, IB 218)  International Co-ops  Considering 100% International Experience Direct Experience Internationalization

Reflective Learning by Design (E3) - Objective “To improve learning by providing students with a structured platform to reflect on their international exchange and help them connect their exchange experience to their academic and career goals”.

Quote “We do not learn from experience. We learn from reflecting on experience.” John Dewey

Quote “Reflective practice, while often confused with reflection, is neither solitary nor a relaxed meditative process. To the contrary, reflective practice is a challenging, demanding, and often trying process that is most successful as a collaborative endeavor.” Osterman, KK, and Kottkamp, R.B. 1993

REFLECT (E3) Overview – Reflective Learning by Design Conceptual Framework, Activities, and Implications

REFLECT (E3) Conceptual Framework Experiential Learning Cycle

 Exchange: A transformative learning experience that provides unique opportunities for cultural, personal, academic and professional development.  Are students aware of the transformation?  Can students be proactive and deliberate in this transformation through reflected learning?  Do they know how to apply what they have learned to their future careers? Conceptual Framework the Need

 Intercultural Competency Development  How to increase the students’ awareness of themselves as cultural beings?  How to enhance their awareness of others in their own cultural context?  How to develop their capacity to bridge the cultural differences between the self and the other? Conceptual Framework the Need

Kolb’s Learning Styles (1974) Model Based on Processing/Perception Continuums Kolb’s Learning Styles Design Considerations

Concrete Experience  Introduce concepts of culture / personal cultural framework / self awareness of cultural frame Exchange to New Cultural Group  Direct experience with new cultural context  Embrace, celebrate, and struggle with the differences Engage in a Reflective Exercise  Reflection directly linked to cultural self awareness, work place competencies, and sustainability Encourage Active Experimentation  Present opportunity for students to absorb, reflect, reconceptualise, experiment, and then begin again

ETHNORELATIVE ETHNOCENTRIC STAGES STAGES DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY P A A I D M DENIAL POLARIZATION MINIMIZATION ACCEPTANCE ADAPTATION INTEGRATION Developmental Model of Design Considerations Intercultural Sensitivity

Design Learning Principles Process Learning Process Design Principles Reflect (E3) Design Considerations

 Build on prior coursework/experience  Link to future coursework/activity  Address B-A-V (behaviours, Design Learning attitudes, values) Principles Process  Suitable for a suite of Design Principles activities  Reflective, has “staying power”  Straight forward, easy to undertake  Interesting, fun and not too time-consuming Reflect (E3) Design Considerations

Priming Pre-International Engaging Contextualizing During Sojourn Contrasting Post-International Reflecting Reflect (E3) Design Considerations

REFLECT (E3) Activities Learning in an Unfamiliar Environment

Return Report PDO 2018 Overseas Photo Contest Pre-departure Sustainability Blog Return Why Me? Why Exchange? WPS PDO 2017 University Specific Experience Reflect (E3) Design Considerations

Forum, PDO, Why Me? Why University reflection Exchange? Specific Meetings Establish Expectations Pre-departure

Establish Expectations Pre-departure

Exchange Forum 2016 Photos

Sustainability Reflect reflection Blog Photo Reflection in the Field During Exchange

Look at your current photos you have taken (or go out and take a new one!) and choose one that has really captured a special moment for you while on exchange. It may be a certain city view, meeting a local, trying a new food item, etc. It can be anything you want, but it has to have had an impact on you. In 50 words, tell us how it has impacted your life, mindset, or outlook of the world. Reflect Photo During Exchange

Do you know what the largest contribution to emissions is at the Gustavson School of Business? Yes, you guessed it… EXCHANGE! With a school so focused on real world, hands on, international experience it becomes very difficult to minimize these emissions. Without the amazing international exchange program provided by the Gustavson School of Business, this academic journey would not be the same. This is exactly why we are introducing this blog. We are going to try, collectively as a student body, to ‘offset’ our emissions. We want to try to counterbalance our emissions from exchange by creating meaningful, thought provoking and exciting dialogue supplemented with photographs, videos, social media and web based material. The environmental impact that your exchange can have on the world doesn’t have to be a negative one. Our goal is to make it positive on a sustainable level. We want you to share your international experience with all the incoming and outgoing exchange students in the hopes to better understand how different cultures are reacting, exploring, and pushing the boundaries of sustainability. BUT WAIT. Don’t just post the good stuff. If there is something you or your host country can improve on… share it. But keep in mind we are not here to criticize but rather improve through sharing and discussing. Your entry should be approximately 250 words and include a photo. Sustainability Blog During Exchange

Reflection in the Field Collaborative Learning

Reflection in the Field Student Example

Competency Work Place reflection Development Skills Reflection in the Field During Exchange

Developing cross cultural competencies is one of the critical outcomes from an exchange term abroad. Please reflect on the skills that you are developing and craft a several line summary (between 75 and 125 words) that would fit nicely into a LinkedIn profile, resume, or cover letter. This process of articulating your enhanced cultural competencies will also be beneficial during your next job interview. Competency During Exchange Development

Reflection in the Field Student Example

PDO 2017 International reflection Report Reflection Upon Return Post Exchange