Workshops

Workshop 1: An Educational Framework for Integrating Sustainability Aspects in Business Curricula.
Maximum participants: 15

CV
Harrie van Bommel is member of the Saxion Research Group Sustainable Development. Since 2007 he is, part-time working on a PhD research project concerning the implementation of sustainability in global industrial supply chains and networks.

He is lecturing Environmental Management and Sustainable Business in several national and international bachelor and master programmes and is also coordinator of the (half year) minor/short course "Sustainable International Business".

Objective
Exchange of experiences and views about educational frameworks used for integrating sustainability aspects in business curricula.

Summarized Abstract
At Saxion every year a short course Sustainable International Business is offered. Students participating are from different disciplines, countries and cultures. The course contains a mixture of different educational methods. Besides following (guest) lectures students work on individual assignments and they participate in project groups. In the student groups they work on real-life assignments from international business and related intermediate organisations. Students have to organise the contacts with this organisation, develop a research plan and conduct the research. They learn how to work in an international and interdisciplinary setting. This educational framework is not chosen by coincidence but based on the competences students should develop for working in international business on sustainability aspects. Sustainability is a very complex theme and the challenges that we are facing ask very much for international and interdisciplinary cooperation. That is why this specific educational framework is selected. Students can in a protected environment practice and develop their skills. Real-life projects are selected to motivate students. Working on a real project, instead of a simulated case, drives students to work harder because the work is real and will be used by the organisation they are working for.

Outcome
Inspiration concerning educational frameworks suitable for integrating sustainability aspects in business programmes at higher education institutes in Europe.

Approach
The educational framework used in the short course "Sustainable International Business" at Saxion Universities of Applied Sciences will be presented.

Statements and questions will be put forward to stimulate a discussion with participants in the workshop.

Workshop 2: How to introduce 'Sustainability' into Applied Business Programmes.
Maximum participants: 20

CV
Magda Brijssinck is an International Relations Co-ordinator and member of the Faculty's task force for Sustainable Development. Educated as a philologist, she worked in Suriname as an English teacher and translator for a UNESCO curriculum development project; in Flemish training programmes for the unemployed; in various BA programmes at the University College Ghent; in translation seminars (children's literature) at the University of Leuven; she took a 2-year course in Ecological Philosophy and Politics.

Objective
To raise awareness among participants of the need for business schools to embark on the sustainability movement and to explore the potential in each institute to integrate SD into their programmes.

Summarized Abstract
For the last few decades there has been a growing consensus on the social role of enterprises next to providing employment and making profit. There is increasing concern about a sound balance between social, economic and environmental values. At both the political and academic levels this theme is receiving more and more attention.

No wonder, business schools feel the need to adapt their roles accordingly and to re-think and re-design their curricula.

Various ways aimed at the active involvement of teaching staff and students at the Mercator Faculty of Applied Business, e.g. a research project on how SMEs integrate CSR into their policy and practice, or the Flemish curriculum networks supported by DHO-Vlaanderen, should encourage workshop participants to consider existing and future initiatives in their own institutes that might create a more sustainability-minded context as well as the relevant expertise with a view to meeting the changing needs of the (business) society.

Outcome
Identification of basic conditions and key actors for SD in each participating Space member institute, as well as an inventory of realistic steps to be taken within the next few years towards the integration of 'sustainable development' in the business curricula; the desirability of a SPACE-based Task Force to facilitate the development of an (online) international module for sustainable entrepreneurship.

Approach
A 30-minute overview of awareness-raising initiatives, bottlenecks, plans and achievements in the Faculty of Applied Business of the University College Ghent since mid-2006.

45 minutes' discussion in sub-groups (teams of 4, mixed nationalities) based on a set of questions about information gathering, support, consensus, expertise, leadership, bottom-up/top-down approach, facilities, entrepreneurship, CSR business allies, desired outcomes of adapted curricula.

A 15-minute presentation of the groups' findings with things-to-do for the near future.

Workshop 3: Interactive Business Games (entrepreneurial learning).
Maximum participants: 20

CV
Francis Ascoop is historian and a qualified secondary school teacher. He is working at Hogeschool-Universiteit Brussel (HUB) as a coordinator of innovative projects. These projects concern diversity in schools and the implementation of corporate social responsibility in secondary and higher education and in the workplace.

CV
Guy Walraevens gained a Master degree in Applied Economic Sciences at the University of Antwerp. Until today he is a lecturer in Accountancy topics at the HUB (Hogeschool Universiteit Brussel). Since 1992 he has run his own consultancy company and since 2000 he is the financial director in the consultancy company STRATEGUS.

Objective
Practice-oriented education for a diverse group of students.

Summarized Abstract
A challenge for all institutes of higher education is to prepare their students in the best possible way for the evolving global world. At the HUB this is realised through the educational concept of 'entrepreneurial learning'.

Students gain theoretically structured knowledge and learn through the process of trial-and-error and practice-based situations how to put the subject matter into practice. Amongst the initiatives that ensure practice-oriented education are interactive business games. A business game is a simulation exercise. This means that the participants direct a firm in a fairly realistic, but protected environment. During the workshop, we would like to focus on two examples: ECOMAN and MVO aan het roer.

Students put entrepreneurial spirit and skills into practice, such as problem solving, creative thinking, negotiating, communication skills, time management, etc. The presented business games are innovative in different ways. In the HUB, ECOMAN is played in mixed teams, where students of degree programmes in Dutch and in English play together. Hereby, students learn how to interact in different languages. Moreover, they experience how to relate to different cultures and are being prepared for the workplace and its diversity. The strength of MVO aan het roer lies in its approachability. Economic knowledge is not needed to be able to be successful in the game.

Outcome
The workshops will give an introduction to the educational concept of entrepreneurial learning, followed by a series of practical demonstrations in which participants are given an insight in the overall concept of the presented business games (ECOMAN¸ about policy making in a company, and MVO aan het roer, about Corporate Social Responsibility). The stress will be on the learning process and the acquired entrepreneurial competences, as well as the applicability of both games for a diverse group of students.

Approach
In the workshop we will present the underlying ideas of the business games. It will help participants to clarify and map their existing understanding on the topic and will provide material, ideas and experiences to help them develop similar initiatives. In this workshop, participants will be given the opportunity to experience one or both simulations games.

Workshop 4: How to introduce Innovative Approaches in Business Schools.
Max. participants: 30

CV
Dr. Katalin Illes is the Director of International Partnerships (Cambridge), at Ashcroft International Business School, Anglia Ruskin University in the United Kingdom. She is a passionate promoter of international business and management education, an experienced public speaker, facilitator and executive coach who incorporate lecturing, research and consultancy in her career. Dr Illes is a leader and developer of innovative, creative, trust based networks and partnerships.

CV
Thomas Thijssen is Director of the Graduate School of Saxion Hospitality Business School, reader on the topic of experience in hospitality and leisure. His research interests are on (social) entrepreneurship, innovation, learning, and human centred experience design.
He is the Chair of the SPACE European Research Area Section.

CV
Ole Faaborg has been Chair of SPACE EuroBusiness for years and is now Dean of the Business School of UCN University college Northern Denmark. Many members also meet Ole when they go to the EAIE conferences where he chairs EBS. 
The Cirius organisation in the Danish Ministry have appointed Ole Bologna Expert and adviser.

Objective
The session aims to establish networks and action-based frameworks of SPACE participants who would like to support each other in the introduction and achievement of innovative approaches and new future learning outcomes in business education.

Summarized Abstract
Business schools constantly need to develop new competences to prepare students for the challenges of the ever-changing business environment.
The session presents three different examples of how to introduce incremental or radical changes into the business curricula:

• Trust-building in business education 
• How governments tackle the problem and what institutions can do 
• Experience economy and quality of life 

It is an interactive session and participants will get an opportunity to discuss the challenges that these approaches might present both for faculty members and students in their own academic environment.

Outcome and Approach
Part 1
The workshop begins with a series of Socratic questions on teaching and learning and how they are perceived and valued in society. The audience is asked to reflect on personal experiences of teaching and learning in higher education institutions and consider whether our methods of teaching and learning are 'suited' to the third millennium.

We aim to raise questions and share personal experiences trying to explore a broad range of issues of learning and teaching needs. Our ambition is to offer something thought provoking to all, including the brains that require mathematical precision and the butterfly minds that need lots of action to stay interested in any topic. We do not offer rules or ready-made answers only honest reflections on our different journeys. We hope to inspire you and invite you to think about our universal problems, discuss them both with colleagues and students and develop your unique answers and solutions to teaching and learning in business and management schools.

Part 2
The education policy procedures of a country will be discussed and experience from 20 years of advisory work will be used to inform the participants of the stakeholder attitudes to creating new and innovative programmes in higher education.
Inroads for enthusiastic institutions are described and strategies developed in discussions with the audience.

Part 3
This part will be highly interactive discussing three major questions with the participants about experience economy and quality of life:

1. What is the most meaningful personal experience in your life?
2. What is the most meaningful social experience in your life?
3. What is the most meaningful economic experience in your life?

Frameworks are offered to place human experience in a quality of life setting.

Workshop 5: Online Language Learning and Cultural Preparation for Residence Abroad.
Maximum participants: 20

CV
Dr. Riana Walsh: Doctoral research 'Language development and the Year Abroad' University College Dublin. Co-editor 'Ab initio language learning - a guide to good practice in universities and colleges. The example of German' CILT/DAAD/Goethe Institute publication. Quality Manager Leonardo da Vinci EU project VOCAL (Vocationally Orientated Culture and Language) on-line linguistic and cultural preparation for work placement abroad.

CV
Kristin Brogan is a lecturer in German since 1994 at ITT. She was responsible for LdV mobility from 1996 until 2005 as a placement coordinator. Since 2003 she has been involved with EU funded projects in the area of on-line language modules. Since 2005 she is registered as a PhD student. She is also the coordinator of the Vocal project.

Objective
Familiarising lecturers with on-line language materials to enhance student mobility and work placement abroad.

Summarized abstract
Research in the area of Study and Work Placement abroad has consistently concluded that pre-departure preparation is essential to the success of a Residence Abroad Period. The VOCAL project (Vocationally Oriented Culture and Language - www.vocalproject.eu) is a practical and innovative pedagogic response to this need for language and cultural preparation in advance of placement abroad.

These web-based language learning materials present the general topics of Travel, Accommodation, Socializing, Emergencies, At Work. The LSP (Language for Specific Purposes) component presents materials relating to the topics of Business, Tourism, Banking & Services and Engineering.

This partnership consists of 10 European countries, a combination of 12 partner countries and 11 languages including Irish.

Outcome
Participants will have contributed to a discussion on Best Practice in pre-departure linguistic and cultural preparation for mobility students on Work Placement and/or Study Abroad. Participants will be able to explore the on-line material and discuss possible examples of how to integrate on-line materials into language and inter-cultural preparation of their students/ trainees/ colleagues for a stay abroad. Provision of feedback relating to such web-based materials.

Approach
Interactive, collaborative and discussion based.

Workshop 6: Intercultural Training: Interactive ICT Tools for Entrepreneurs.
Maximum participants: 20

CV
Vilhelmine Brauna is an internationally experienced professional Intercultural Communication trainer, consultant and lecturer. She is a licensed partner of Richard Lewis Communications.
Vilhelmine is a lecturer at the BA School of Business and Finance in Latvia where she conducts courses of IC as a constituent part of their Bachelor's and International MBA programmes. She has experience of working internationally in delivering lectures, leading workshops and taking part in projects as a material developer and project coordinator.

CV
Valda Polakovska is an ICC content developer and has worked as a teacher of English for 36 years teaching General and Business English for adult learners. For 12 years she has worked as a teacher trainer in different projects and workshops in cooperation with the British Council in Riga and Ministry of Education in teaching methodology for English language teachers of secondary schools.

CV
Richard Jack - B.Phil(Ed), Senior Project Manager, is an Ex-Secondary school Science teacher and Educational Consultant, with extensive experience at Crystal in a wide range of Educational and Training projects both in the UK and Europe.
Richard's key Project Management roles within Crystal over the last ten years include the co-ordination of national and international projects, feasibility studies and research programmes, as well as the authoring, editing and design of numerous award winning learning materials and programmes.

Objective
The purpose of the workshop is preliminary demonstration and subsequent discussion of 1-2 templates developed by Interact Project group for ICC training of entrepreneurs.

The workshop will start with a brief overview of the approach, work process and results. The demonstration exercise, in the form of training simulation, will cover one ICC topic or issue represented in 1-2 ICT templates. The ICT templates will be supported by the Learner's Handbook. The Interact Project group will also propose their ideas for modifications and content management of the given templates and will appreciate comments and suggestions from workshop participants for final revisions and improvements of the Interact training tool.

Summarized Abstract
INTERACT or the full name of the project being Intercultural Training: Interactive ICT Tools for Entrepreneurs is a an EU-funded multilateral GRUNDTVIG Project and part of Life Long Learning program meeting some of the European education priorities, such as increasing effectiveness of adult education programs and promoting intercultural dialogue.

Interact is aimed at creating an interactive multimedia learning environment for improving and developing Intercultural communication (ICC) skills of the European SMEs.

The project outputs are targeted at a wide range of professionals - entrepreneurs, business managers, HR managers and employers, as well as ICC and management trainers. As indirect target groups, the project outputs will address business and management students, as well as academic staff at business schools providing ICC training. Read more at www.interact-icc.com

Outcome
Needs analysis and research on ICC awareness.

Approach
Introduction on topic, authors, workshop procedure

1. Brief insight Project work and Material development
2. Demonstration of templates
3. Training simulation in groups. The participants are divided into 4 groups, 2 groups work with the same template. Each group has 1 observer, the workshop facilitators provide practical assistance.
4. Observers report on the process, challenges, suggestions.
5. Summarising  the findings and conclusions of the workshop

Workshop 7: Cross Cultural Workshop China.
Maximum participants: 40

CV
Monika Krause is a trainer for intercultural communication with China.
Her degrees (MA) are from Free University in Berlin in Sinology, Economics and Communication Science, and she studied in Shanghai and Taipei.

Her business background includes project management for large corporations, notably Siemens.
From 2005 to 2008, Monika lived in Southern China. She is native German. She speaks English and Chinese.

Objective
Based on intercultural communication science and from my own experiences in living, studying and working several years in China, this workshop will provide you with essential knowledge about key aspects of Chinese business activity and cultural behaviour.

Summarized Abstract
The "Cross-Cultural Workshop China" will provide you with essential knowledge on key aspects of Chinese business activity and cultural behaviour.
Examples are receptions, dress code, invitations, gifts, eating out, rituals, symbols, habits, basic "do's and don'ts".

Correct communication as well is an important part when dealing with Chinese counterparts - you will learn about the moral concepts behind it.
The Cross Cultural Workshop China will help you - in an interactive way - to reflect how we, as Westerners, tend to react to Chinese cultural behaviour, and to develop strategies on how to resolve misunderstandings and conflict situations.

Outcome
In an interactive way of learning we will discuss numerous practical examples.
The basis of Chinese culture is Confucianism and Daoism. We will refer to these principles and learn, in a practical way, how they can be found in modern daily life in China.

Approach
Role plays, discussion of case studies, such as:

1. First impression in business contact with Chinese business etiquette (Reception, Form of address, Business cards, Dress code, Invitations, Gifts, Eating out, Smalltalk, Rituals, Symbols, Body language)
2. Communication typical of China (e.g. Concept of high and low context communication culture and Examples of common misunderstandings and conflict situations in communication)
3. The value system behind - Confucianism and Daoism (face, contacts -"guanxi"-, hierarchy, harmony, individualism and group orientation, dealing with time and space)
4. Different perceptions in negotiation procedures
5. Key differences in attitudes of Westerners and Chinese (Chinese View of Westerners and Westerner's View of Chinese)

Workshop 8: How does the Cooperation of 5 Networks contribute to prepare Business Professionals for the changing Global Workplace.
Maximum participants: 40

CV
Greta Vandeborne has a dual background in applied linguistics and business administration. She has a working experience of more than 30 years at several companies and at the University College in Gent, Belgium as a lecturer, trainee coordinator and supervisor.

From 1989 she has been involved in the internationalization policy (Socrates, Leonardo, SPACE) and acted as international coordinator for the faculty of Business Administration at the University College of Gent. She has been the Chairperson of the SPACE Education Committee during 6 years.
In 2001 she was appointed as Secretary-General of SPACE, responsible for the organization of 2 annual meetings and the daily and financial management of the association.

CV
Stefan Delplace became the Secretary General of EURASHE in 2004, which he represents in the Bologna Follow up Group and several of its working and coordination groups.
He is also the representative of EURASHE in the 'E4' Group (with ENQA, EUA, ESU) and is a member of various Advisory and Expert groups of the European Commission and of stakeholders organisations in higher education.

He is a graduate of the University of Ghent (Languages and Business studies), and spent some time teaching (in-service training for companies, continuous education, LSP), before specializing in policy towards and activities with partner countries of the E.U., and more recently in the implementation of the Bologna Process.

CV
Yves COURTEAUD, Director, Ecole Supérieure de Commerce et d'Industrie de l'Ain, Bourg en Bresse, France, has been working in the field of Consultancy in management, Assistance in elaborating and implementing Territory Development projects, Training in Company and Higher Education for 30 years.

Since 1978, he has been involved in the designing and the implementation of specific in-company training. From 1988 - 1998, he has achieved many activities within institutions as Chambers of Commerce, professional branches, employment agencies, Ministry of Industry.

He also designed or participated in different European projects. Since 1999, he has been director of ESCI and he is currently the President of the European Union Training and Research E.E.I.G. (European Economic Interest Group) - ULIXES.

CV
John Halder grew up in London, England, where he graduated from the University of London, B.Sc. (Econ.) Honors, Political Science. His higher educational qualifications are in health care administration. He has lived in both England and the United States, the latter since 1979. Prior to his present position, he managed the International Studies Department at Kirkwood Community College, with 400 international students. In that position he represented the college in CCID, and managed the CCID Faculty Exchange Program for the consortium, as well as chairing conference and other committees.

CV
Helena Bijnens holds a Masters degree in Romance languages and specialised in Media- and Information Sciences at K.U.Leuven. In 1999 she started at an audiovisual and elearning company where she worked as a project manager and researcher, in the field of technology enhanced learning. She was involved in several eLearning projects.
In 2005, Helena started working at the University of Leuven, more in particular for EuroPACE, a European non-profit organisation fostering collaboration in eLearning. She manages several EC supported eLearning projects, in particular those on internationalisation, quality in eLearning, digital interactive television, virtual mobility and virtual campuses.

 
Moderator
Birde Berg, Director Berg  International Consulting and Vice-President Ulixes

Objective
During a time of economic, political and educational transition, the ability of educational organizations to transcend national and international boundaries has never been more important.  In the context of "networking", the 5 organizations represent the cutting edge in educational communication across boundaries. 

Moreover, over the past ten years there have been significant changes in conceptualising and approaching mobility.

This workshop will elucidate and expand on the operational goals and objectives, and will show how educational collaboration is beneficial for all, and creates opportunities for a better understanding of how to prepare students and staff to deal with the movements of the workforce in the global market. This workshop will also go deeper into the question if we are to expect a significantly changing mobility pattern and how the 5 networks are dealing with this.

Summarized Abstract
SPACE concluded an agreement of Cooperation with EURASHE, ULIXES, CCID, EuroPACE and this with a view to facilitate the exchange of ideas, students, staff and programmes and to have first-hand information on the Bologna developments both in Europe and the US.

Many activities already take place. European students go to various countries for internships and are introduced to different ways of doing business in other cultures.
American, Canadian and Australian students go to Europe to participate in various programmes e.g. European Marketing and Business Administration.
Projects on how to do business in a different culture are supported by members of the networks. There are many initiatives of developing an innovative way of virtual mobility and this to meet the new mobility tendencies.

Outcome
To illustrate the importance of "networking between networks" and stimulate participants to develop broader partnerships to meet the new challenges on the changing global workplace for the benefit of students and staff. Three specific areas have been chosen to stimulate the discussion between participants: Internships (linked to new mobility trends), Joint Programmes and Entrepreneurship.

Approach

1    short introduction on Bologna by EURASHE and CCID (European and American vision)

2    3 Case Studies will illustrate how to enhance the cooperation for the benefit of students:

2.1  Internships: presentation of an internship CCID - Ulixes case - online demonstration of the blended SPACE online InterCultural Communication course for students to meet the cultural differences - EuroPACE virtual internship example  - policy on changed Mobility trends by EURASHE.

2.2  Joint Programmes: presentation of the SPACE Eurobusiness diploma taken by a CCID student combined with virtual expert seminars by international business people by EuroPACE - policy on joint programmes criteria by EURASHE.

2.3  Entrepreneurship: project where CCID and SPACE work together, where Ulixes is represented by SMEs and EuroPACE organises support functions for the exchanges - policy on sustainable entrepreneurship by EURASHE.

3    Interactivity: delegates will have the opportunity to discuss (seen in the framework of the Bologna process):

3.1  the obstacles there are/ could be in their country/organisations for the above mentioned activities
3.2 come up with suggestions to overcome the obstacles

Workshop 9: Evaluating Business Faculty: the Practical Aspects: SPECIAL WORKSHOP INTENDED  FOR DECISION MAKERS! Maximum participants: 40

CV
Dr Savvas Savvides holds a Ph.D. Economics from the New York University, USA.

His Present Positions:

• Vice-President of SPACE
• Dean, School of Business, European University Cyprus (2001-2008)
• Contributing Editor, Journal of Business and Society
• Editor, Scientific Journals International
• Member of Core Group, European Science Foundation (ESF)
• Member of SPACE ERA Committee (European Research Zarea).

Prior to serving as Dean of the School of Business of the European University Cyprus for the period 2001-2007, he worked for 14 years with a large banking group in various managerial positions. His research interests are: savings and growth, asymmetric information, economics and ethics in e-commerce, e-banking, real estate economics, and the demand for life insurance.

Objective
The proposed workshop intends to tackle this very important and sensitive issue, which is of interest both for academic administrators at the university level as well as at school level (rectors, deans, chairs, programme coordinators) as well as for academic staff (instructors and researchers). The workshop intends to provide a proven, research-based, effective and step-by-step procedure for designing and running such faculty evaluation systems that both reflect, and respond to, the unique characteristics and mission of the HEI or business school.

Summarized abstract
It is recognized that in business, performance evaluation / review / appraisal systems seek, among others, to identify development needs, to evaluate individual performance (for remedial action and reward purposes), to identify and acknowledge good performance, to enhance management-staff communication, and to enhance productivity.  In business schools, in principle, academic merit evaluation systems have broadly the same objectives.

Around the world there is an increasing pressure on business schools, and Higher Education Institutions (HEIs) in general, from national education administrators, from national and international accreditation agencies, from university governing bodies (Boards or Councils), and legislators for greater accountability in higher education. Thus, in order to ensure the highest quality in educational experiences for the students, these education stakeholders are mandating, among other things, for the implementation of comprehensive faculty evaluation systems.

Approach and Outcome
Whether you are an academic leader / head (dean, chair, programme coordinator, etc) responsible for evaluating faculty and/or using faculty evaluation results to enhance professional growth and/or make critical personnel decisions, or you are a faculty member or a researcher at a HEI you will want to attend.Whether you are seeking to design an evaluation system for the first time, or improve your current one, or simply you want to share experiences with other colleagues within SPACE, there will be practical examples and handouts of description of performance attributes, scoring worksheets, academic activities planning sheets, etc.

Participants will be sharing experiences and identifying areas for improvements in Break-out Groups.

Examples of presentations and discussions:

1  Evaluation Systems-Some theoretical aspects: such as Objectives of Academic Evaluation Systems and Initial comments / positions of participants... 

2   Fairness Vs. Practicality of Evaluation Systems: such as Activity Areas for Evaluation, Defining Excellence (in Teaching and Research), Fairness and Practical Issues...

3   Designing and Implementing a Faculty Evaluation System for a Business School: such as Faculty Self-Evaluation, How business school deans and chairs can get "objective" information for "fair" evaluation, Linking Faculty Evaluation to Faculty Development, Instructional Improvement and Professional Growth, Pitfall to be avoided.