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Unitec Teaching & Learning Symposium 25 September 2007

Unitec Teaching & Learning Symposium 25 September 2007. Engaged student learning: Analysing immigrants’ business information sources Prue Cruickshank Unitec Business School. Presentation.

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Unitec Teaching & Learning Symposium 25 September 2007

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  1. Unitec Teaching & Learning Symposium 25 September 2007 Engaged student learning: Analysing immigrants’ business information sources Prue Cruickshank Unitec Business School

  2. Presentation Describes a communication team project (Professional Communication 5430 - Bachelor of Business) which incorporates students’ own cultural knowledge, and curriculum learning in a ‘real world’ situation of immigrant business people.

  3. Goals • Deliver generic communication curriculum • Value diverse knowledge • Challenge all students • Extend critical thinking • Develop critical self analysis • Appreciate immigrants’ challenges

  4. ‘Just in time’ delivery of curriculum – communication process, intercultural, interpersonal including assertiveness, active listening & interviewing, team development, negotiating, conflict resolution, business writing, presenting. Assessment Reflective self analysis of own communication performance in first 3 weeks in teams Team report (Mark shared but subject to peer assessment) Team presentation to class – marked individually. Final exam: may include question on team process “Just in time learning”over 10 weeks

  5. Learning about ourselves & others Practical discussions in class, in teams, in the workplace. Work/Project Class discussion Team discussion Self awareness Different cultures, experiences, languages, values

  6. Team Project Requirements • Form diverse teams of 4 (culture, gender, age, languages, experience, etc) • Set own standards of behaviour & performance • Find a willing immigrant business person • Research potential relevant information sources • Interview business person • Write a report for that person (Considerable effort & skills necessary to achieve this) • Present information to the class

  7. International Team ExamplesStudents from …. • Russia, Myanmar, NZ, & China, analyse the journey of a Chinese immigrant thwarted in employment, who opens his own restaurants. • NZ, Philippines, India, Romania, & Nigeria, analyse a Polish immigrant’s progress in operating a plastering business. • India, Iraq, China, Thailand track success of a Chinese fruit retailer. • China, & Solomon Islands analyse a Chinese Satellite TV developer.

  8. Interviews reveal… • Immigrants’ information sources: • Before arriving in New Zealand • On arrival in New Zealand • Opening & operating their business • Expanding their business • Role of • family and friends • The Internet • Agents • Barriers encountered & strategies used.

  9. Communication Team Project • Provides meaningful interactive learning environment - • Requires application of all communication skills • Requires students active participation • Highlights the importance of communication skills in business • Values immigrants’ contributions & challenges

  10. The HEAL ProjectHolistic, experiential, action learning • Holistic: Emotional involvement – interacting with team members under pressure. • Experiential: Learning by doing – communicating with team members, researching, writing. Critically reflecting in writing on their communication skills, attitudes & adjustments. Proving feedback to non-performing peers. • Action Learning: Critiquing daily communication & improving whenever possible. Cyclical. Encouraged to learn from others’ best practice. Providing constructive critical feedback on other teams’ draft reports - share knowledge.

  11. Learning outcomes • Curriculum • Students required to effectively apply a wide range of communication skills within teams to complete the project. (Peer assessment). • Inclusiveness • Teams encouraged to develop a positive, inclusive culture which respects and values others. (Guidelines) • Real world action learning • Seek immigrant business person to interview. Team interview. Performance in diverse team. Gain knowledge of immigrants’ challenges & how overcome. Report sent to person interviewed for feedback. (Final report to interviewee) & Presentation to class.

  12. Bibliography • Howard Gardner (1983) Frames of the Mind; (1993) Multiple Intelligences: The Theory in Practice • Daniel Goleman (1995) Emotional Intelligence • (self awareness, persistence, motivation,empathy & social deftness.) • Patricia Cross (1992) Pedagogical advantages of vocational education • Linda Conrad (1995) Value of authentic assessment • McNeill & Payne (1996) Value of co-operative learning • Molnar (1993) Tinto (1987) Value of social integration

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