developing autonomy and employability: the european challenge berlin 2006-08. students as...
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![Page 1: Developing Autonomy and Employability: The European Challenge Berlin 2006-08. Students as consultants, tutors as clients](https://reader038.vdocument.in/reader038/viewer/2022103123/56649d7b5503460f94a5f5e8/html5/thumbnails/1.jpg)
Developing Autonomy and Employability:
The European ChallengeBerlin 2006-08.
Students as consultants, tutors as clients
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Nick Nunnington e3i Associate Director
Project Manager
Principal Lecturer in Corporate
Real Estate
Steven Skinner Hallam student
BSc. Business Property Management
Final Year
Participant in the European Challenge
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What is the Challenge
– Students and staff from 9 universities in 8 countries.
– Provides an intensive, authentic experience for undergraduate/postgraduate students from related degree courses (e.g. real estate, facilities management, property management and business) by setting them a complex inter-disciplinary, international professional assignment.
– Interprofessional, international student groups work together as consultants for a fictional global finance company seeking to establish a new European Headquarters.
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Why does the Challenge drive employability?
it pushes all the current topical employability buttons:• internationalisation - non UK centric - challenges a UK perspective• team working (cross cultural)• autonomy and self reliance• commercial awareness• client management• communication, motivation . . .
– “hit the ground running” (What do graduates do 2005) – competitive, intensive and demanding – raises profiles – CV’s and interview– It’s FUN – yes FUN - “work hard – play hard”
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So Steven?
Is it intensive ? - how does it compare to a conventionally taught module ?
What makes it a special experience ?
Is it fun? Why is this important ?
What was it like working with people from USA / Eastern Europe you had never met before ?
Why do you think it drives employability ?
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The Process
– Over two weeks the students collectively apply their knowledge by assessing the company's requirements and analysing potential premises in nine cities (incl. Vienna, Bratislava, Warsaw, Munich, Amsterdam and Prague).
– Students visit premises, interview local agents, and conduct field research in these cities. This provides each group with relevant, real data.
– Each group draws up a report and makes a professional presentation to the company board comprising tutors and employers.
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– Employability enhancement is at the heart of the project.
– Evidence from past students that it has directly contributed to gaining employment.
– Develops many standard employability skills but also very contemporary ones – such as working in a multi-national cross cultural team.
– Puts AUTONOMY – the first feature of Sheffield Hallam's Employability Framework at the heart of its pedagogy.
The Process
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Students as consultants, tutors as clients
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So Steven?
There was only 50 minutes of traditional teaching – and that was a briefing – the rest was through role play – how does that work ?
Was it realistic ?
What skills did this approach help develop ?
You had to prepare a lot of material beforehand and become an “expert” was this effective ?
How has this prepared you for work ?
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Stage 1
Each Group of 8 students workAutonomously on a knowledge “theme”:e.g. Space PlanningIn their home University
Semester 1: October - December
Outputs
1: Poster Presentation2: Briefing Paper3: At least 3 “new” objects for their own Blackboard site.
MOTIVATION : the students know they will be the expert consultants in Berlin
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Stage 2
A team building exercise in their new multi-national teams e.g.a Polish, Dutch, English, Irish,German and Danish student working Together.
Inter Semester Break – January
Outputs
The students present their expert findings to all the student groups,Distribute their briefing paper and Signpost their Blackboard resources
MOTIVATION : the students on day one are setting out theirprofessionalism and commitment. PLUS National Pride ?
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Stage 3Students produce a strategic briefof their clients requirements HARD DATA plusSOFT DATA Role play interaction with tutors as clients.
Inter Semester Break – January
Outputs
The students fully appreciatethe role of a consultant and develop essential client management skills
MOTIVATION : the students find the role play challengingas tutors are briefed with conflicts = reality!
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Stage 4Students fly out to one of 10 capital cities on the clients shortlist – workingwith real companies and having Presentations from real inward Investment agents the students visit Potential buildings and undertake aDetailed and objective evaluation
Inter Semester Break – January
Outputs
The students are exposed to the realities of building appraisalin a non familiar environment
MOTIVATION : the students are working in unfamiliar territory with real professionals
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Stage 5Students complete their building Selection and make a final Presentation in front of invited Professionals HR professionals.
Inter Semester Break – January
Outputs
The students make a very high quality presentation and final report
MOTIVATION : the students know that jobs are on offer !
The Final
Report
The Final
Presentation
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Seeing, hearing, doing
LEARNING
A Students Perspective
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Dissemination
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Phase 2
The European Challenge DV D
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Next Steps
• DVD Take 2
• Internationally available courseware SHU/CETL/CEBE branded.
• Inclusion in the Matrix – deployment on business courses.
• Entry into e-learning competitions.
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Questions