1. 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 ‘Internationalising’ a Masters’ programme (MBA) Case Study BMAF Internationalisation SIG Workshop at MMU

2. ►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 History and Background

3. Aim 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

4. RESEARCH

5. Data

6. Previous Study No Previous UK study Data

8. Delivery Model

9. ACTION

10. Policy Programme Module 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… Teachers self-aware Teaching style Creating an effective Environment for IMS More explicit Provide assessment guidance Documentation/ Reading Assessment Group work/ learning activities Promoting intercultural interaction/ Participation Student centred activities Cross cultural skills Inclusion/interaction Contact Hours Content… Ad just ment…

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

12. Multicultural Group-Work The 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 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. Who should form groups & how should this be done?

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. 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 ‘Internationalising’ a Masters’ programme (MBA) Case Study BMAF Internationalisation SIG Workshop at MMU