University of Victoria INTRODUCTIONS Brian Leacock Teaching - - PowerPoint PPT Presentation

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University of Victoria INTRODUCTIONS Brian Leacock Teaching - - PowerPoint PPT Presentation

Aug 27, 2023 18 likes •721 views

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

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University of Victoria

WELCOME

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INTRODUCTIONS

Brian Leacock

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

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Victoria, British Columbia

WHERE ARE WE?

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WHERE ARE WE?

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FACULTIES AND PROGRAMS

UVIC

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CLASSROOM EXPERIENCES

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Gustavson School of Business

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The world looks differentfrom here.

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Outline

  • International Pillar of GSB
  • Reflective Learning by Design (E3) Model

 Conceptual Framework  Activities  Implications

  • Discussions
  • Wrap Up
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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.

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What does is mean to be International?

Programs Places People

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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)

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International

Programs, People, Places

Programs Places People

Degree Programs BCom MGB MBA PhD Double degrees

  • Non-degree Programs

ISIBM ISU (with WU)

  • Exec Program

Hunan University EMBA Faculty Faculty diversity Faculty mobility Faculty short visit

  • Students

3-pronged approach

  • Staff

Staff Exchange Lunch & Learn Institutional Impact Exchange (40 countries) Alumni (42 countries) NAFSA sessions

  • Research Impact

International conferences Guest professorships IB research

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Student Perspective

Internationalization Content Enrichment Context Creation Direct Experience Content Enrichment

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Content Enrichment

Internationalization

  • Internationalization of Curriculum
  • International Business: Com 361, IB series
  • IB 218, IB 418 (“study abroad” trips)
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Context Creation

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
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Direct Experience

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
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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”.

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Quote

“We do not learn from

  • experience. We learn

from reflecting on experience.” John Dewey

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Quote

“Reflective practice, while

  • ften 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

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REFLECT (E3)

Overview – Reflective Learning by Design

Conceptual Framework, Activities, and Implications

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REFLECT (E3)

Conceptual Framework

Experiential Learning Cycle

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Conceptual Framework

the Need

  • Exchange: A transformative learning

experience that provides unique

  • pportunities 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?

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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

  • ther?
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Kolb’s Learning Styles

Design Considerations

Kolb’s Learning Styles (1974) Model

Based on Processing/Perception Continuums

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Concrete Experience

  • Introduce concepts of culture / personal cultural

framework / self awareness of cultural frame

Exchange to New Cultural Group Engage in a Reflective Exercise

  • Direct experience with new cultural context
  • Embrace, celebrate, and struggle with the

differences

  • 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

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DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY

DENIAL POLARIZATION MINIMIZATION ACCEPTANCE ADAPTATION INTEGRATION

ETHNOCENTRIC STAGES ETHNORELATIVE STAGES

D P M A A I

Developmental Model of Intercultural Sensitivity

Design Considerations

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Reflect (E3)

Design Considerations

Design Principles Learning Process Learning Process Design Principles

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Reflect (E3)

Design Considerations

Design Principles Learning Process

  • Build on prior

coursework/experience

  • Link to future

coursework/activity

  • Address B-A-V (behaviours,

attitudes, values)

  • Suitable for a suite of

activities

  • Reflective, has “staying

power”

  • Straight forward, easy to

undertake

  • Interesting, fun and not too

time-consuming Design Principles

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Reflect (E3)

Design Considerations Priming Engaging Contextualizing Contrasting Reflecting Pre-International During Sojourn Post-International

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REFLECT (E3)

Activities

Learning in an Unfamiliar Environment

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Reflect (E3)

Design Considerations

Return

Experience

Pre-departure

Why Me? Why Exchange? PDO 2017 University Specific

Overseas

Photo Contest Sustainability Blog WPS

Return

Report PDO 2018

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Establish Expectations

Pre-departure

Why Me? Why Exchange? Forum, PDO, University Specific Meetings

reflection

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Establish Expectations

Pre-departure

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Exchange Forum 2016

Photos

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Reflection in the Field

During Exchange

Reflect Photo Sustainability Blog

reflection

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Reflect Photo

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.

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Sustainability Blog

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.

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Reflection in the Field

Collaborative Learning

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Reflection in the Field

Student Example

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Reflection in the Field

During Exchange

Work Place Skills Competency Development

reflection

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Competency Development

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.

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Reflection in the Field

Student Example

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Reflection Upon Return

Post Exchange

International Report PDO 2017

reflection

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Reflection Upon Return

Post Exchange

  • Write a report as a resource for future

students deciding where to go on exchange.

  • Visa
  • Courses
  • International Services
  • Housing
  • Campus Facilities
  • Social Events / Recreation
  • Travelling
  • Co-op
  • Cost/Expenses
  • Safety
  • What to Bring
  • Language
  • Food
  • Culture
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REFLECT (E3)

Additional Activities

Unanticipated Self Reflection (Blogs and Articles)

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REFLECT (E3)

Implications

Challenges and Questions

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Reflect (E3)

Discussions

  • Should Reflective Learning by Design be

mandatory or optional?

  • How to engage faculty members?
  • How to give effective feedback to participants?
  • How to handle the volume of submissions?
  • Should it be moved to a credit course?
  • How to measure success?
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REFLECT (E3)

Measuring Intercultural Competencies

  • Global Mindset Inventory (GMI)
  • Developmental Model of Intercultural Sensitivities (DMIS)
  • Cultural Intelligence (CQ)
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Global Mindset Inventory

Thunderbird School of Global Management

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DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY

DENIAL POLARIZATION MINIMIZATION ACCEPTANCE ADAPTATION INTEGRATION

ETHNOCENTRIC STAGES ETHNORELATIVE STAGES

D P M A A I

Developmental Model of Intercultural Sensitivity

Milton Bennett

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Intercultural Development Inventory

Mitch Hammer

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Cultural Intelligence

David Livermore

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Gustavson School of Business

THANK YOU