This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. L inguistic and I ntercultural P reparation of S tudents for the workplace EAIE Basel 2006

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 LIPS Project network FH Koblenz, RheinAhrCampus Remagen (Projektkoordinator) Mykolo Romerio Universitetas, Vilnius Hochschule Fulda, Fulda Umeå Universitet, Umeå Institut inter.research e.V. Fulda Ceram Sophia Antipolis, France Universidad de León, León Pesci Tudomanyegyetem, Pécs Universitá Cattolica del Sacro Cuore Milano DAAD, Bonn (silent Partner) Visus Ottica de Elena Pellaschiar, Trieste EURO P.A. Bruxelles, JEUNE - Entrepreneurs de I'Union, Bruxelles Global Brain Network Fulda FGULEM - La Fundación General de la Universidad de Léon y de la Empresa ILT Cologne Things English AB, Umea Houses of Notaries Vilnius, Lithuania

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3 Rafael de Paz, University of León, Spain Pat Shrimpton, University of Umea, Sweden Dr. Laurent Borgmann, Univ. of Appl. Sciences Koblenz, Germany Dr. Veronica Colwell, Univ. of León, Spain Thomas Berger, Institute inter.research Fulda, Germany

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4 We need your help! Write down ONE thing your outgoing students need to reflect on? (e.g. “Importance of punctuality in the new workplace”)

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5 LIPS in a nutshell Online course Podcast Guidelines Key Communicative situation

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 6 Key Communicative Situations 1.Preparing the first impression – Letter + CV. 2.Projecting the image you want – My new hat 3.First contact with employer 4.First face-to-face meeting at the workplace 5.Noticing different rules and conventions 6.Empowering the newcomer 7.Dealing with difficulties 8.Reporting

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7 Thank you for your help!

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 8 Key Communicative Situations 1.Preparing the first impression – Letter + CV. 2.Projecting the image you want – My new hat 3.First contact with employer 4.First face-to-face meeting at the workplace 5.Noticing different rules and conventions 6.Empowering the newcomer 7.Dealing with difficulties 8.Reporting

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 9 Components of LIPS Online Course Learning activities based on KCS Introduction & reflection activities Video episodes to provide a framework + Guidelines + Podcast “Absolutely Intercultural“

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 10 Video episodes to provide a framework a virtual student introduces each module connects the modules

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 11 Module structure Name Aim Document about requirements Starter / reflective activities Central learning activities Related activities Report on learning outcomes for portfolio

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 12 A sample module Name: “Empowering the newcomer” Aim: to empower the intern Document: Equipment: digital camera Time limit: 2 hours Deadlines: 48 hours later

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 13 Central learning activity Fieldwork: documenting, e.g., Learning Outcome opticians’ shops in your town in preparation for your new position in an optician’s shop abroad

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 14 Our podcast “Absolutely Intercultural” Mobile learning (breaking away from computer) Audio learning (listening as opposed to reading) Motivational factor (human voice) Real life reports (accompanying the topics of modules) Intercultural eye-openers (training perception of nuances) Virtual community (putting learners into contact) visit:

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 15 Implementation What has LIPS to offer to my university?

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 16 Visions Some of our visions which help us get the energy for running the project: I hope that the LIPS project will...

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 17 The Whitaker Brothers

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 18 Practical exercise A practical exercise concerning personal space How close do you stand to people in your own country? Welcome to “Toe-to-Toe”-country – let us meet the locals!

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 19 Time for Questions!