‘Internationalising’ a Masters’ programme (MBA) Case Study

1. ‘Internationalising’ a Masters’ programme (MBA) Case Study BMAF Internationalisation SIG Workshop at MMU Dr Phil Kelly: Liverpool Business School Dr Yvonne J Moogan: Kaplan School of Management, London p.kelly1@livjm.ac.uk & yvonne.moogan@kaplan.co.uk

2. History and Background • Revalidation in 2004- “big changes” • Implementation of 30 credit core modules • Introduction of Group Work/Presentations • Smaller group sizes (max 20) • Extension of contact hours (extra 4hrs wk) • Reflective Learning Assessments • Research Study Skills Annual Duration • Longitudinal Induction /Masterly classes

3. To enable both home and international students to benefit from an enjoyable and satisfying HE learning experience where value is added through a fair and appropriate education system designed and delivered in the context of the diverse and multicultural classroom Aim

4. Research

5. Data

6. Data Previous Study NoPrevious UK study

7. Data

8. Delivery Model

9. action

10. Adjustment… Teachers self-aware Teaching style Creating an effective Environment for IMS More explicit Provide assessment guidance Documentation/ Reading Assessment Group work/ learning activitiesPromoting intercultural interaction/ Participation Student centred activities Cross cultural skills Inclusion/interaction Contact Hours Content… Design Outcomes Class Size Credit Size Sequence Assessment Strategy Integration of global Perspective/ Internationalised Curriculum Pastoral Induction linguistic, cultural and academic support for students… Leadership, Goals/ vision Values, Strategy, Partnerships Benchmarking International recruitment Strategy/ International Office/ Institution Support/ infrastructure/ Budget / International staff Help for students/ teachers, Communication…

11. Module level (Managing the International Organisation) Documentation & Text Book Blackboard Induction(video case) - expectations Delivery(video cases/ group work) Interaction (email) Assessment Practice/ Formative/ Feedback 4 components

12. Multicultural Group-WorkThe Group Allocation Process

13. Why the allocation process is important Findings

14. How MC groups are formed in LBS Classroom, as a larger group, is made diverse at the outset (from division of cohort), Group work policy communicated, Teach Group work, Experience working in groups (encouraged to work with everyone at some stage), Around wk4 assessment groups are formed in accordance with the policy (mixed pair approach), Groups work together for remainder of semester, Groups are assessed part way through and reflect on group work experience at the end, and Group work is 60% of the 30 credit core module.

15. Group allocation & formation Who should form groups & how should this be done? • The mixed pair approach(Mahenthiran and Rouse 2000). • achieves student-buy-in, • higher initial cohesion resulting in quicker productivity and helps provide all students with a favourable team experience through an equitable approach: • the tutor should combine the pairs to meet country and gender diversity goals, • Consequently, such an allocation process is commensurate with business experience goals i.e. a need to work in multicultural and diverse groups, and • This approach should mitigate the risks associated with teacher intervention in the allocation process.

16. Classroom, as a larger group, is made diverse at the outset (from division of cohort).

17. Why adjust? • To minimise shock • To help through transition/ Help adapt • To enable value to be added • To increase satisfaction & performance • To create a context of inclusion & participation • To be fair • To be international

18. ‘Internationalising’ a Masters’ programme (MBA) Case Study BMAF Internationalisation SIG Workshop at MMU Dr Phil Kelly: Liverpool Business School Dr Yvonne J Moogan: Kaplan School of Management, London p.kelly1@livjm.ac.uk & yvonne.moogan@kaplan.co.uk