Welcome to Perspectives on International CoopInternship Programs A

Welcome to. . . Perspectives on International Co-op/Internship Programs: A Panel Discussion CED Session 363

Presenters Ken Little, Georgia Tech Mary Kordys, Siemens Gayle Elliott, Univ. of Cincinnati Karl Zimmer, General Cable

Game Plan Why? How? What Next?

Why offer int’l co-op/internships? Benefits For Students For Industry For Schools For Profession

Benefits for Students • • Prepare for global economy Master a foreign language Enhance employability upon graduation Gain vital cross-cultural exposure Improve communication skills Grow personally and socially Expand engineering skills and ability to practice discipline in other cultures

Benefits for Industry • • • Attract highly-motivated students Establish ties with key universities Gain employees with global perspective Gain employees with language skills Develop future leaders for your company

Benefits for Universities • Gain world-wide visibility • Increase the flow of technology between the institution and industry • Foster students’ critical thinking skills • Offer a value-added education to attract best students • Meet ABET requirements

Work Abroad Programs Upgrade Entire Engineering Profession Resulting in. . . • Flexible, adaptable workforce that can respond to other cultures’ methods of analyses and problem-solving • Engineers who understand global context of economics/international commerce • Engineers who better understand global health, environmental, and security issues

How? • Models to emulate • Tips for success

What next? • Future goals • Research needed

Georgia Tech Degree Designators Cooperative Plan International Plan • Georgia Tech was established in 1885 with a dedication to hands-on, experiential education. • The cooperative education program, in existence at Tech since 1912, is recognized as an academic program that helps the institute produce graduates who will “have an impact. ” • Thus, until 2005, “Cooperative Plan” was the only degree designator Georgia Tech would add to a graduate’s diploma. • Newly approved “International Degree Plan”

International Plan • Strategic vision is to “define the technological research university of the 21 st century and educate the leaders of a technologically driven world. ” • Focus on developing globally-minded graduates • Goal: Increase % of undergraduates with international experience from 35% to 50% by 2010 • Offer new “International Plan”

Georgia Tech’s International Plan: Three components • Four required courses – Before international experience: 1. Global economics, 2. international relations, 3. course about specific country/region – 4. Culminating or capstone course in final year tying international experience to student’s discipline • Language Proficiency – based on test rather than coursework • International Experience – 2 terms, not less than 26 weeks, of study abroad, co-op/internship, or research. Any two of these three.

International Plan: How is it unique? • University-wide template for the plan – general requirements consistent across all disciplines • Tailored to each discipline (courses, location and nature of overseas experiences; capstone course/ final year design course) • A degree-long program that is integrated into the student’s plan of study • Students receive a designator on their diploma (e. g. , B. S. in Electrical Engineering: International Plan)

International Co-op at Georgia Tech • One or more of four required work terms set outside U. S. • Georgia Tech co-ops’ work abroad counts toward International Degree Program • Co-ops completing Co-op AND International requirements receive both designators on degree

Typical International Co-op Schedule at Georgia Tech • Students complete first year in school • Students begin/continue studying foreign language during school terms • Students work first 3 co-op assignments in the USA • Test determines level of language fluency • Work final 2 co-op assignments back-to-back at non U. S. location; length > 6 months

International Co-op/Modern Languages Program - Typical Alternation Schedule: Co-ops work three semesters in USA while learning 2 nd language. Study abroad one semester using 2 nd language. Remain abroad working back-to-back semesters in major field. Finish degree requirements at Georgia Tech.

International Models Used • Work exchange placements with partner universities • Academic/work exchanges with partner universities • Home country placements • Branch location placements • Students find own job • Consortium placements

Role of Work Abroad Advisor • Works with employers and partners to develop work abroad opportunities • Reviews resume and advises for international resume/CV format • Guides interns and co-ops through work visa process • Confirms registration in int’l co-op or internship course • Monitors work performance and academic progress throughout international work experience

The Right Student for an International Assignment Must BE: • A close match to the job requirements • A good ambassador, open to new cultures • Flexible, adaptable, selfreliant, and motivated • Outgoing, mature, reliable, and independent

The Right Student for an International Assignment Must HAVE: • Third or fourth year academic standing & high g. p. a. • Relevant technical skills; prior work experience helpful, especially when with the same employer • Host country language • Good communication and social skills • Enthusiasm for and commitment to the goals of an international education

Top Three Tips for Universities: • Develop relationships with multinational companies that can use co-ops in domestic assignments before sending them to a branch in another country. • Determine locations your students desire to work internationally and assess them for employability of your students. If compatible, seek partnership with a similar university in that country to set up work exchanges or academic/work exchanges. • Establish clear criteria for student selection and develop a structure of support to prepare students prior to their international assignments.

Top Three Tips for Employers: • Hire students as domestic co-ops and identify specific expectations to be considered for international assignments on later work terms • Hire international students to work in the US as co-ops, then send them to your facilities in their home country. • Identify a reliable employee in the host country who can serve as the student contact person.

Contact: Debbie Gulick International Practicum Coordinator Division of Professional Practice The Georgia Institute of Technology Atlanta, GA 30332 -0260 Phone: +404 -385 -7344 Fax: +404 -385 -4147 debbie. gulick@profpractice. gatech. edu www. profpractice. gatech. edu

Recommended Approaches for Developing an International Intern/Coop Program Business Process Support - CF

Agenda ü Siemens Facts/Figures ü Employer Perspective: Why participate in formal co-op programs ü Formal Co-op Program Elements ü Brief Overview of International Co-op/Intern Programs ü GA Tech/TUM Model ü Purdue’s GEARE Program ü Measures of Success ü Top three tips for Universities ü Top three tips for Employers ü What’s next

A Global Powerhouse Siemens AG: Worldwide figures for fiscal 20051 (U. S. GAAP)2 § Global Player in 190 Countries § Employs 460, 000 people § Sales: $96 billion; profit $5. 9 billion § § Infrastructure Company Medical, Transportation, Communications, Power Generation, Lighting, Automotive, Building Technologies, Water Filtration, Automation § Research and Development: $6. 6 billion Dedicates more than 47, 000 employees to global R&D Derives 75% of total sales from products and services developed in the last five years 1 Fiscal Year October 1 – September 30

A World Leader in Electrical Engineering and Electronics Siemens AG: Comparing the top ten in fiscal 2004 $144. 6 € 119. 0 Total sales (in billions)* $94. 5 € 77. 8 $89. 8 € 73. 9 Sales in Electrical Engineering & Electronics – Solutions & Services (in billions)* $91. 3 € 75. 2 $81. 9 € 67. 4 $82. 3 € 67. 7 *Average annual exchange rate for FY 2004: € 1. 00 =$1. 215 $79. 7 € 65. 6 $77. 4 € 63. 7 $59. 8 € 49. 2 $74. 8 € 61. 6 $71. 1 € 58. 5 $67. 9 € 55. 9 $53. 0 € 43. 6 $66. 2 € 54. 5 $59. 5 € 49. 0 $37. 5 € 30. 9 GE IBM Siemens Hitachi Hewlett. Packard Matsushita Sony Samsung Electronics $52. 7 € 43. 4 $47. 5 € 39. 1 $47. 1 € 38. 8 Toshiba Dell

The USA is Siemens' Second Largest Market Siemens in the USA: Key statistics for fiscal 2005 (U. S. GAAP) • Sales $18. 8 billion* • Orders $20. 8 billion* • U. S. sales account for 20 percent of worldwide sales • 70, 000 employees in all 50 states • 6, 945 employees and $900 million dedicated to R&D • 11, 000 U. S. patents** • Some $3 billion invested in U. S. acquisitions in the past year . * Sales/Orders by U. S. Operating Companies exclusive of transactions with affiliated companies ** As of 11 -30 -05.

Major Production Locations Around the World* C. I. S. North America Europe Asia. Pacific Middle East Africa South America 96 72 61 44 14 North America Germany Europe excl. Germany Asia. Pacific South America 4 Middle East, Africa, C. I. S. *Production locations grouped by economic region

Historical Perspective • Decentralized recruiting strategy – every operating company acted independently • Relied heavily on traditional college recruiting strategy - successfully managing Campus Development Programs - Full-time entry-level rotational leadership development programs - Very expensive to organization (approx $100 K per trainee per year) • Overall successful in meeting hiring goals, but lacked alternative strategic approach for building technical talent pipeline within Siemens • Reactive approach vs. proactive approach • College recruiting focused on meeting domestic business needs as opposed to global business needs • Domestically driven; lacked international focus • Lacked comprehensive strategy in building talent pipeline - Interns/Co-ops viewed as supplemental labor as opposed to technical pipeline of talent - Domestic and international intern programs not linked • Limited diversity initiatives to grow minority talent pipeline • Recruiting strategy limited in attracting entry-level talent that is culturally and internationally prepared for a global workplace

Why Have a Formal Co-op Program? Key Advantages/Benefits: Ø Strategic initiative to build technical pipeline for the future: Ø Campus Development Program and/or Direct Hire openings Ø Provides entry-level talent that is culturally, linguistically and technically prepared to work for a global company Ø Students gain valuable experience in field of study/industry Ø Students receive academic credit Ø Cost effective program for company § Allows managers to ‘shop’ before they ‘buy’ candidates § Students become ambassadors/recruiters for company § Reduces need formal campus recruiting activities Ø Allows employer to continue strengthening relationships with key core Siemens schools Ø Concept works with all disciplines/functions (not just engineering) Ø Can integrate an international component into concept (work & study abroad)

Formal Co-op Program Elements (The How) Selection Criteria § Student must be full-time undergrad student; minimum GPA 3. 0 § Targeting Sophomores/Juniors § Student must be enrolled as full-time co-op student to receive school credit § Must possess following competencies: leadership, strong communication skills; internationally oriented; strong work ethic, strong PC skills and second language ability Rotational Assignments § Divisional participation § Six months in length (best practice) §(example: June through December or January through June) § Requires student to work through entire semester as opposed to taking coursework § Flexible based on student’s availability (ie work Jan-May) to be able to take summer school Program Funding Central Services H. R. §Campus recruiting costs Hiring Manager § Hourly wages § Housing Subsidy/Relocation § Travel (if required) § Training (if required) Administrative Program Elements § College Recruiting to coordinate “front end” of college recruiting: campus interviews/offers/new hire administration/relocation/housing. §Program owned by divisions (headcount) §Hiring Manager/H. R. to provide mentors / training / leadership development offerings / networking activities § Hiring Manager/Student responsible for PDP feedback discussion/evaluation §Hiring Manager/H. R. to handle exit administration upon completion of assignment §H. R. / Hiring Manager/Student to evaluate effectiveness of program at end of first pilot

International Co-op/Modern Languages Program Example of Established Concept with GA Tech/TUM • Co-ops work one or two terms in USA while learning 2 nd language. • Study abroad one semester using 2 nd language. • Remain abroad working back-to-back semesters in major field. • Finish degree requirements at GA Tech.

LBAT (Language for Business & Technology) Program » German 3691 – Business Communication » German 3692 – German Business Culture » German 3693 – German Science & Technology

LBAT Excursions

GEARE; Purdue, TH Karlsruhe Model Global Engineering Alliance for Research and Education Sophomore Junior Senior Jan. Feb. Mar. Apr. May. Jun Jul Aug. Sep. Oct Nov. Dec Purdue GEARE Karlsruhe GEARE Purdue - Karlsruhe Germany Design Team Internship Orientation Proj. #1 Candidate US Courses + Selection Internship Purdue Design Team Proj. #2 Karlsruhe - Germ. Karlsruhe - Vordip Purdue US Candidate Courses + Intern- Design. Exam Design Team Selection Internship Orientation ship Team Prj. #1 s Proj. #2 Note: Karlsruhe students will miss first couple of weeks of summer semester to finish the spring semester at Purdue. Additional Features: Revenue- and graduation-time neutral for participating students 1 st semester at Karlsruhe, 2 nd semester at Purdue Work in small teams of Karlsruhe and Purdue Students, e. g. . 2 + 2 or 3 + 2 Industry-inspired projects Design phase at Karlsruhe (April through July) Prototype construction phase at Purdue (January through April)

Measures of IEP Success ØUniversities: Ø Competitive edge for attracting freshmen for top engineering and business schools Ø Develop ‘worldly’ talent Ø Growth in program size/language students Ø Industry: Ø Reduce costly college recruiting expenses Ø Allows for development of technical talent pipelines Ø Accelerated assimilation rates for entry-level grads Ø Joint grant writing ØLong-Term Relationships Ø With Corporate and Academic Partners Ø With Graduates Ø Corporate Hires

Top Three Tips for Universities 1. Establish and develop relationships with multi-national, global organizations in the U. S. and abroad. § Establish personal relationship with University Relations Manager to understand their business needs so that the proper candidates can be identified for them. 2. Prepare students both linguistically and culturally for their experience abroad. It is not enough for the students just to have language ability; they must learn about cultural differences to be successful in a foreign market. 3. Market international exchange programs to Freshman so that they can properly prepare to participate in an international exchange program. Students must be aware that these programs will typically push out their graduation at least one year from a typical bachelor’s degree.

Top Three Tips for Employers 1. Develop relationships with universities that have established and proven international exchange programs that include components of foreign language study in addition to a major area of study such as engineering or business. Best Practice: Avoid ad-hoc requests for international internships from individual students: work directly with Program Director of Exchange Program/Department Head or Professor for student referrals. University will screen students for academic excellence; foreign language ability; maturity, and fit for company/industry. 2. Encourage students to apply six months in advance to coordinate administrative and visa details. 3. Best Practice: Have the student complete a domestic internship first with your operating company before sending them abroad for an international assignment. a. Allows the student to learn about your industry and company culture b. Allows student to develop relationships with colleagues and to set up networking contacts c. Assign the student an official mentor to help navigate them through their internship

Multifaceted Relations between Universities and Siemens What’s next? Recruiting short and long-term ·Workshop training and development ·Equipment Donations for labs ·Career Center Consultation ·Education-to-Careers Course Image/ Student as future Customer Branding ·Computer Donations ·Sponsorship of special events ·Faculty Externships ·Advisory Board Participation ·Engineering Curriculum Development ·Research Project Funding ·Scholarship Programs Knowledge, R&D Business through University Scale: 0 = not important 10 = very important

SBT Siemens Building Technologies Building Education TM We can meet all your facility needs …and help your students succeed. http: //www. building-education. com A Guide to to Educational Partnerships and Long-Term Student Hires A

University of Cincinnati International Co-op Programs (ICP) Gayle G. Elliott, Assistant Professor l Division of Professional Practice l l Karl Zimmer, Plant Manger, General Cable, Jackson Plant

International Co-op Program Structure UC / ICP - five-year curriculum. l One year of co-op experience in the US. l German, Japanese, or Spanish language and culture preparation. l Choice of international electives. l Capstone six-month co-op abroad l Additional international opportunities available. l

UC Structure of ICP Intro to Co-op Orientation to International Co-op Intensive Language ICP Schedule 1 F W S S Freshmen F W 2 S S Sophomore 3 F W 4 S S Pre-Junior 5/6 F W S Junior S F W S Senior

General Cable Overview Headquartered outside of Cincinnati, OH l World leader in manufacture of copper & aluminum wire and cable l $2 billion in sales l 20+ manufacturing facilities in N. America, Oceania, Europe, and China l 8, 000 employees l

UC – General Cable Partnership l Top ten employers – l Alternating terms in multiple sites – – l Consistent availability of candidates is key Students willing to stay for 2+ quarters International co-op assignments in Mexico – l 30 students annually Two Ch. E’s in 2005 Potential international assignments in France, Spain and China.

Tips for Universities l Create a program to utilize and enhance your strengths. l Offer something extra -- make it easy for employers to choose you. – l Expats are no longer the “norm” in business; take care of the administrative side for employers Keep your alumni involved.

Tips for Employers l Why not send students overseas? l While students are overseas, supervisors and colleagues help by taking time to speak their language with American students. l Assess abilities and give students as much responsibility as they can handle. l Don’t get pigeon-holed by students course of study

Why Do It? (from University Standpoint) l Cost is less than full-time employees (with families, relocation costs, etc. ). Co-op Students can fill short-term needs. l Contacts and knowledge from US assignments assist in international environment/project work l Opportunity to evaluate success in an international environment. l. l

Why Do It? (from Employer Standpoint) l Recruiting & Development – l Culture – l Transfer cultural experiences Communication – l Especially for the top students Breakdown traditional barriers ROI – Co-ops can be risk-takers and find the “big solutions”