Leeds University Business School Realignment of course design

Leeds University Business School Re-alignment of course design for LUBS 9001 Academy of Innovation lunchtime seminar ‘Let’s talk about teaching’(CT, 1. 01) 28 th January, 2020 at 12: 00 -14: 00 Maria Hussain, Faculty International Tutor

LUBS 9001 context - LUBS 9001 for Study Abroad students Faculty ‘module’ – 120 credits Students are usually on a ‘full’ workload at partner institution LUBS 9001 assignment component: Pass/fail to progress to final year- with pass, merit, distinction variants - Most students pass the year Leeds University Business School

Learning outcomes 2017 -19 Learning outcomes (2017 -2019): Objectives This module aims to provide students with the opportunity to develop skills and knowledge that will enhance their employability and global & cultural citizenship by studying at a partner institution and living overseas. Learning outcomes Upon completion of this module students will be able to: - Demonstrate and evaluate their ability to cope with a significant change in environment and adapt to a new culture and learning paradigm - Demonstrate a deeper understanding of the country in which they are studying Leeds University Business School

Assessment 2017 -2019 • Reflective Essay (Pre-Departure) (1000 words 20%): Write an essay about your upcoming Year Abroad. The essay must contain: Your goals (academic, personal and professional) for the Year Abroad The challenges and opportunities you expect to encounter • Reflective Essay (Mid-Year) (1000 words 20%): Write a reflective essay on your Year Abroad so far. Your reflective essay aims to record your reactions to experiences that you find interesting, puzzling, exciting, irritating, or otherwise significant. The essay should contain specifics about cultural observations, your own cultural adjustment, rewarding or frustrating exp • Reflective Essay (Re-Entry) (2500 words 60%) : Write a reflective essay on your Year Abroad. Your reflective essay aims to record your reactions to experiences that you find interesting, puzzling, exciting, irritating, or otherwise significant. The essay should contain specifics about cultural observations, your own cultural adjustment, rewarding or frustrating experiences or events, etc. expriences or events, etc. Leeds University Business School

Learning outcomes 2019 -2020 Objectives This module aims to provide students with the opportunity to develop intercultural competency through immersion in a new cultural context and to develop critical skills that will enhance employability in an increasingly globalised world. Learning outcomes Upon completion of this module students will be able to: - Better understand new cultural contexts demonstrated through critical observation and development of intercultural skills. - Demonstrate an awareness of international cultural practices shown through greater flexibility in interpreting and being able to adapt to new and challenging contexts. - Apply critical skills related to employability; demonstrated through greater resourcefulness and ability to problem solve more dynamically in an international context. - Critically reflect on a range of international experiences as a result of enhanced global citizenship. Leeds University Business School

Re-designed assessments 19 -20 Reflective Essay (Pre-Departure 10%) assessment (500 words): Write an essay about your upcoming Year Abroad. The essay must contain: • Your goals (academic, personal and professional) for the Year Abroad • The challenges and opportunities you expect to encounter • Perceptions about the culture you will be entering. Leeds University Business School

Re-designed assessments 19 -20 Multi-modal assignment (Mid-Year 30%) assessment (Photograph+750 critical commentary): Photograph: Take an original picture during your first term on your study abroad programme that demonstrates one of the principal learning outcomes of the module below: Principal learning outcomes: Students will develop an increased; • Understanding of their new cultural context demonstrated through critical observation and development of intercultural skills • Awareness of cultural practices demonstrated through greater flexibility in interpreting and being able to adapt to new and challenging contexts • Set of transferable critical-skills related to employability demonstrated through greater resourcefulness and ability to problem-solve more dynamically in an international context Critical reflective commentary: Write a critical commentary that demonstrates how the photograph addresses your chosen learning outcome. Remember to demonstrate this using examples from your experience(s) so far. Leeds University Business School

Re-designed assessments 19 -20 Reflective Essay (Re-Entry) assessment (3000 words 60%) Respond to the two parts of the assignment brief in two clear sections. (i) Provide a summary of your experience, focusing on three main areas of intercultural competency development; your knowledge of the ‘host’ culture, your increased adaptability/ open-mindedness and development of critical thinking skills such as ‘problem solving’ and ‘reflection’ demonstrated through discrete examples. (ii) Drawing on examples from part (i) explore how your study abroad year experience has enhanced your employability and your academic portfolio. Furthermore, ensure that you make reference to future academic and/or professional goals. Leeds University Business School

Creative constructive alignment Rationale behind changes to assessment: - Constructive alignment between learning outcomes and assessments More creative approaches to ‘reflection’ INSTA generation! A picture can speak 1, 000 words Greater explicit tracking of ‘intercultural competence development’ Greater emphasis on students ‘making sense’ of their SA experience to enhance graduate learning outcomes/attributes and being able to articulate this more clearly Leeds University Business School

So far Feedback: - Initial cycle 19/20 - Quite positive feedback from colleagues and student seem to be engaging well with the assignments - More creative approaches to ‘reflection’ - Hope to gather some adhoc feedback from students in situ after the final submission date Leeds University Business School

References Biggs, J. and Tang, C. 2011. Teaching for Quality Learning at University: What The Student Does, 4 th edn. Open University Press: Society for Research into Higher Education. Deardorff, D. 2015. ‘A 21 st Century Imperative: integrating intercultural competence in Tuning. ’ Tuning Journal for Higher Education. (3) pp. 137 -147. Deardorff, D. K. 2006. ‘Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization’, Journal of Studies in International Education, 10(3), pp. 241– 266. Johnson, L. 2017. ‘In Pursuit of Intercultural Competency During Study Abroad’ Capstone Collection. pp. 1 -45 Williams, T. 2009. ‘The reflective model of intercultural competency: a multidimensional, qualitative approach to study abroad assessment’. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), pp. 289 -306. Leeds University Business School

Questions? My details: Maria Hussain, Faculty International Tutor Email: M. Hussain 1@Leeds. ac. uk Extension: 36923 Leeds University Business School