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DOMAIN:
|
Education
for Citizenship
|
MODEL:
|
Hybrid
course (anthropology and business)
|
STRATEGY:
|
Independent
design and delivery
|
COLLEGE:
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Butler
County Community College, Kansas
|
CONTACT:
|
Jack
Oharah (316/322-3108)
|
Career Preparation Innovation
This course presents cultural anthropology adapted to the world of business in
an attempt to aid students in understanding the complexities of operating in
foreign markets.
Description (Course Outline)
International Business Culture (3 credits)
Texts
Terpstra, Vern, & David, Kenneth. (1991). The Cultural Environment of
International Business (3rd ed.), Cincinnati, OH: South-Western Publishing
Co.
Do's and Taboos Around the World: A Reader by the Parker Pen
Company (2nd ed.). (1990). New York: John Wiley & Sons.
Course Objectives
At the completion of this course, students should be able to
- Define cultural systems.
- Compare and contrast different cultures.
- Identify differing language connotations and their effect on business
transactions and international policies.
- Examine the role of education, values, and religion in shaping cultural
behavior.
- Analyze policy implications of cultural differences.
Course Content
| Unit l. | Basics of Culture: Define culture; Analyze intercultural communications problems |
| Unit 2. | Language: Define language; evaluate international differences in language; identify the influence of languages on international business |
| Unit 3. | Education: Define education; evaluate effects of cultural training; identify international differences in education; analyze relationship of education and country policies; analyze relationship of education and company policies |
| Unit 4. | Religion: Define religion; compare international differences in religion; discuss policy implications for the multinational firm |
| Unit 5. | Values: Describe role of values in the economy; illustrate values towards time; illustrate values toward work, wealth, and achievement; illustrate values toward change |
| Unit 6. | Technology: Define technology; identify international differences in technology; explain policy implications for host countries; illustrate policy implications for multinational companies |
| Unit 7. | Social organization: Explain unfamiliar social organizations; describe implications of foreign social organizations for the multinational firm |
| Unit 8. | Political environment: Define global-level concepts; define country-level concepts; analyze political environment and the multinational firm |
DOMAIN:
|
Job
Specific/Foundation/Citizenship/Generic Technical
|
MODEL:
|
Infusion
of core competencies into existing courses
|
STRATEGY:
|
Across-state
design; independent implementation
|
| COLLEGE: |
New
Hampshire Technical Institute |
| CONTACT: |
Diane
Miles (603/524-3207)
or Jeff Rafn (603/271-2722)
|
Career Preparation Innovation
Using multiple focus groups in campuses across the state, the New Hampshire
Technical College system designed a set of core competencies for all students
at two-year institutions. Individual faculty identify which competencies are
addressed directly or indirectly in each course. Assessment of competency is
related to field of study.
Description
Core Competencies--New Hampshire Technical College system
1.00 Human Relationship Skills: Identify personal and professional
ethical standards, stated and implied; analyze ethical and moral issues; use
time management skills to meet schedules and deadlines; demonstrate observance
of rules and standards appropriate to the environment; recognize conflict
management skills to promote growth and positive outcomes; use praise and
criticism as a basis for personal and professional development; participate as
a team member to implement and evaluate a plan; evaluate role as a team member;
discuss how perceptions about individual and group differences (e.g., gender,
intellectual, physical, emotional, values, geographic, ethnic, and
socioeconomic) affect judgment and relationships; work independently with
periodic supervision and feedback.
2.00 Communication Skills: Demonstrate the skills to construct meaning
from multiple sources; demonstrate the ability to read, comprehend, and retain
professional and nonprofessional materials; document work performed within the
fields of study; write directions which are understandable and accurate; write
correspondence and reports as required by the fields of study; use correct
grammar, language, spelling, and punctuation; present views which are informed,
logical, and organized; make an effective presentation to a group; write
research papers using standard criteria (e.g., MLA, APA, and so on);
participate cooperatively in one-on-one and group discussion; demonstrate
public speaking skills; apply the elements of successful interview techniques;
apply techniques of successful job application process; use active listening
skills with various audiences; follow written and oral directions; select
resources appropriate to the research topic; integrate materials from resources
in oral and/or written presentations; demonstrate awareness of various
audiences and purposes for both written and oral communications.
3.00 Critical Thinking: Analyze an issue or problem before commenting,
writing, or judging; examine issues by identifying assumptions; predict results
from an analysis of a situation or problem; categorize information; sort
relevant from irrelevant data; integrate new information with known concepts;
use research and resources in decisionmaking processes; propose possible
solutions to identified problems; develop long- and short-term goals;
prioritize tasks and responsibilities; create plans to meet goals; select
strategies to achieve plans; implement strategies and plans; evaluate
strategies and plans to meet goals from a variety of perspectives; evaluate
credibility of information sources; compare actual practice with the ideal; and
apply specific information learned to solve problems.
4.00 Global Perspective: Demonstrate awareness of the effect(s) that
cultural differences have on world and personal perspectives; demonstrate
awareness of the development of cultural institutions and values; demonstrate
an awareness of current events and social issues; and discuss the changing
position of the United States and other nations.
5.00 Mathematical Processes: Perform operations with rational numbers,
percents, signed number, and ratios/proportions; solve linear equations; solve
word problems involving linear equations; estimate/extrapolate to solve
problems; interpret data accurately from tables, graphs, and charts; and use
calculators and/or computers to solve mathematical problems.
6.00 Scientific Processes: Discuss the impact of science on society;
apply scientific method to solve problems; document observations of measurable
phenomena.
7.00 Technical Skills: Describe what constitutes ethical behavior and
legal requirements for a specific field of study; apply the technical skills of
the field of study; apply principles for providing a safe working environment
(e.g., local standards, national codes, government regulations, and so on);
operate equipment safely; demonstrate basic computer proficiency relevant to
the needs of the field of study; use policies and procedures consistent with
the mission of the organization; and demonstrate use of required instruments
related to a field of study.
8.00 Learning Skills: Discuss the value of lifelong learning; assess own
learning style, recognizing strengths and weaknesses associated with learning
style preferences; identify one's own academic strengths and areas of growth;
use determined strengths/weaknesses as a basis for current academic and future
plans; and develop personal strategies for test preparation and test-taking.
| DOMAIN: | Job Specific/Foundation/Citizenship/Generic Technical |
| MODEL: | Infusion of core competencies into existing courses |
| STRATEGY: | Jointly developed; independently implemented |
| COLLEGE: | Washtenaw Community College, Michigan |
| CONTACT: | Pat Cygnar (313/973-3374) |
Career Preparation Innovation
College identifies core competencies which are used in place of general
education requirements for graduation.
Description (Transcript Recording Form)
Instructors determine which core competencies they wish to meet within a
course, with all competencies required to be offered within a degree sequence.
The 24 core elements are listed on the student's transcript alongside
courses completed and attempted and grades and credits earned. Students select
courses within their preferred sequence to encompass all of the core elements.
The college catalog lists the core elements met by each course to assist
students in planning courses and programs.
Sample Grade Report
TERM:
CORE ELEMENTS ASSESSMENT:
_ 01 Critical Reading/Effective Speaking
|
_
02 Using Information Sources
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_
03 Written Expression
|
_
04 Basic Mathematics
|
_
05 Mathematical Problem Solving
|
_
06 Elementary Statistics
|
_
07 Using Concepts and Ideas
|
_
08 Developing Ideas
|
_
09 Problem Solving Analysis/Solutions
|
_
10 Recognizing Facts from Fallacies
|
_
11 Using Computer Systems
|
_
12 Computer Ethics and Laws
|
_
13 Awareness of Artistic Experience
|
_
14 Variety of Human Experience/Humanities
|
_
15 Principles of Scientific Inquiry
|
_
16 Human Biological Principles
|
_
17 Natural Sciences & Environment
|
_
18 Principles of Technology
|
_
19 Technological Systems
|
_
20 Technology/Society/Environment
|
_
21 Methods of Social Sciences
|
_
22 Democratic Principles and Values
|
_
23 American Institutions
|
_
24 The Global Community
|
DOMAIN:
|
Systems/Generic
Technical
|
MODEL:
|
Cluster/Linked
courses
|
STRATEGY:
|
Independent
faculty designed and delivered
|
COLLEGE:
|
College
of Du Page, Illinois
|
CONTACT:
|
Gary
Drafke (708/858-2800, ext. 2592)
|
Career Preparation Innovation
The Business Simulation Project was designed by an independent instructor and
encompasses seven Business, Management, and Marketing classes linked together
through a fictitious business.
Description (Course Outline)
The Business Simulation
The Business Simulation Project at the College of DuPage combines several
educational methods to uniquely solve problems in education and in business.
The project encompasses seven Business, Management, and Marketing classes
linked together; a simulated business; application of course materials;
realistic communications; teamwork and crossfunctional teams; active,
collaborative, and mastery learning; emphasis on higher-level cognitive
processes (application, analysis, synthesis, and evaluation); and integrated
computer usage and personal productivity software. Students enrolling in a
Business Simulation course receive the same credit and cover the same material
as they would in a more traditional, or lecture, section. The difference is in
the way they learn and the context in which the materials are applied.
The simulated business is the key to linking the seven business courses. It
provides the framework for the interrelationships among the courses and allows
for the material within each course to be applied realistically. The
application of all course material is the key to learning within the business
simulation. Rather than listen to a lecture, the course materials are applied
in a controlled, but realistic setting.
To reinforce the relevance of the course materials during application, each
chapter in the textbook is presented as a solution set for a particular
problem. Students generate solutions which are tested to determine the best one
given the current situation. The philosophy is that the course material is not
a collection of static facts to be memorized, but is a body of knowledge useful
in everyday business life.
The business simulation provides for communications opportunities not possible
in a traditional class. Communication is an element common to all seven courses
and the simulation contains interpersonal as well as intergroup communications.
Interpersonal communication occurs within each department and between
department managers and students within a department. Intergroup communications
occur almost immediately as the students learn that all of the departments are
naturally linked.
Teamwork within the departments and within crossfunctional teams provides for
additional communication opportunities. The teams also answer two major
concerns of business. The business literature contains many calls for students
who can work well with others. Businesses are also calling for people that
understand the perspective from departments other than their own. The business
simulation responds to both concerns. Nearly all of the work performed in the
groups is a team effort. Some assignments require individual effort first,
followed by teamwork, but the team component is always present. Also, a number
of crossfunctional teams must be created. The culmination of the
communications, teams, and the simulation experience usually occurs around the
middle of the quarter when the students realize that there are not seven
autonomous groups, but one company with seven facets.
Educational Component
The business simulation also provides an environment conducive to the
application of three learning concepts: (1) active learning, (2) collaborative
learning, and (3) mastery learning. Passive learning is often used to describe
traditional lecture courses. Active learning requires the student to
participate to a greater degree. The instant and constant application of course
material in the business simulation provides maximum active involvement for the
student (and the faculty). Collaborative learning is also valued for increasing
student involvement. It has been said that one never learns as much as when one
has to teach something. Collaborative learning is applied in the simulation
when, for example, the Production students are required to explain their job
well enough to the Human Resources students that the Human Resources department
is able to prepare an evaluation instrument for the Production department. The
third learning concept, mastery learning, is employed by allowing students to
resubmit most of the unsatisfactory work. Students take feedback from the
faculty and improve on their work until they have mastered the concept or
technique. Rather than failing a test and receiving a lower grade, the
simulation students leave knowing they can apply the material correctly.
Employing active, collaborative, and mastery learning with the application of
all course material in a realistic business setting requires the students to
process information on all six levels of Bloom's cognitive taxonomy. Knowledge
and comprehension are important, but the simulation assignments stress
application, analysis, synthesis, and evaluation. The philosophy is that it is
one thing to be able to identify or repeat a definition, it is another to be
able to apply it, and it is quite another matter to apply it to people in a
setting that is as realistic as possible.
Computer Component
Each department (class) has its own computer, with additional computers for
busy periods. A standard package of easy to use software (word processor,
spreadsheet, and so on) is available on all computers. Different departments
also have special packages for their specific applications. Many of these are
personal productivity and human resource software packages and are unique to
the business simulation classes.
Summation
The Business Simulation Project at the College of DuPage is a combination of
two of the most effective methods of learning. It combines the accumulated
knowledge and theoretical bases of each class, as would be found in any
traditional class with the "on-the-job," apprentice type learning of actually
performing the work. The additional integration of communications,
interpersonal relations, teamwork, modern learning theory, and computer usage,
makes this unique combination a potential model for others--a model that serves
the needs of students, businesses, and educators.
DOMAIN:
|
Job
Specific/Generic Technical/Systems/Foundation Academics
|
MODEL:
|
Capstone
project assessment
|
STRATEGY:
|
Independent
design and delivery
|
COLLEGE:
|
Columbus
State Community College, Ohio
|
CONTACT:
|
Shirley
Palumbo (614/227-2501)
|
Career Preparation Innovation
Capstone projects culminate the Microcomputer and Construction Programs.
Description (Course Outline)
Final Project Microcomputers (5 credits/2 classes/8 lab hours per week)
Students work either in small groups or independently to design and develop
appropriate forms, presentations, data entry, and retrieval procedures using
various mediums for a typical small business system. Students evaluate
appropriate hardware and software for a given system.
- Define Problem: Define the hardware and software problem; define
viable hardware and software alternatives; define existing problems in project;
define database and spreadsheet requirements; identify viable forms management
and management reporting alternatives; create new reports and forms as
required; and utilize communication skills by speaking clearly and actively
listening to conduct interviews of internal and external parties in order to
gather pertinent information.
- Analyze Problem: Analyze the problem and develop a rough list of
inputs and outputs required to develop the system project; analyze the problem
and develop a list of individual objectives required to present a solution;
develop a database system; create a spreadsheet system; evaluate hardware and
software; and two additional areas.
- Develop Solution: Produce hardware and software evaluations
and recommendations; database and spreadsheet evaluations; training procedures;
management summary reports; and data flow, forms, and management reporting
documents; write clearly and effectively.
- Develop Software for Solution: Work collaboratively with team
members to include recognition of nonverbal behavior, interactions,
prejudgments, and interpretations; engage in group decisionmaking to solve any
project problems; recognize and comprehend individual member rights and
responsibilities of group membership; utilize conflict resolution strategies to
encourage cooperation and group success.
- Present Final
Project:Utilize communication skills to speak clearly and effectively to
make a persuasive presentation to instructor, related faculty, team members,
and class; write clearly and effectively to produce transparencies, graphs, and
charts for presentations.
Description (Course Outline)
Construction Project Management (3 credits/2 classes/3 lab hours per
week)
The class is structured into two segments. The first segment is standard
instruction; the second is a laboratory for designing, creating, and evaluating
the capstone project. The Primavera Computer Simulation is used as students
track a construction project through the processes of project start-up, control
assignments, control structures, organizational forces, subcontractor and
vendor management, and move-out phases.
- Project Management in the Construction Industry: Changing role of
the contractor's project manager; start of the construction process; impact of
general conditions on project management; impact of estimating on the project
managers
- The student will be able to identify how the general conditions of the
contract can influence the role of the project manager, and to evaluate the
impact of estimating on the project manager and the construction project.
- Company and Project Organizational Structures: Forms of
organizational structures; organizing the job staff in the office; organizing
the project staff in the field; pre-construction planning activities in the
field
- The student will be able to develop an office and field staff
organizational structure chart, and to relate preconsecution planning
activities to the field organizational structure.
- Personnel Duties: Position definitions and job descriptions;
formal/informal policies and procedures; evaluating staffing and personnel
evaluation methods for a project
- The student will be able to create job descriptions, company policies, and
procedural manuals for a construction company, and identify staffing needs and
personnel evaluation methods for a project.
- Buying Out the Job: Formulating subcontract work packages; awarding
and selecting subcontractors and vendors
- The student will be able to structure work packages, award a subcontract
to a subcontractor, and award a purchase order to a vendor.
- Project Control Mechanisms: Field labor, equipment, and material
reports; incorporating change orders into project operations; development of
management recap reports; short-term interval production schedules
- The student will be able to prepare status reports on field resources,
identify the impact of change orders on the project, prepare recap reports, and
generate SIPS forms.
- Change Orders/Liquidated Damages/Claims: Verbal and written
authorizations of changes; costing change orders; principles of liquidated
damages and claims for delays
- The student will be able to differentiate between the legal authority of
verbal and written change authorizations and write and prepare construction
claim documentation.
- Field Documentation: Documentation to owner, A/E, vendors, and
subcontractors; field office documentation; complying with governmental
documentation
- The student will be able to prepare internal and external documentation
and identify and prepare governmental documentation requirements.
- Subcontractors and Vendors: Tracking of project subcontracts and
purchase orders; submittal approvals; subcontractor/vendor status evaluations;
legal relationships with subcontractors and vendors
- The student will be able to identify tacking procedures and manage
submittals for subcontractors; identify legal relationships between vendors,
subcontractors, and general contractors; and evaluate the effectiveness of
subcontractors and vendors on projects.
- Project Close-Out and Termination: Project demobilization; punch
lists, inspections, and testing; operations and submittal logs; operating
permits and commissioning procedures; owners' employee training
- The student will be able to sequence a project demobilization; process
punch lists, inspections, and testing; identify and create operations and
submittal logs; and identify commissioning procedures.
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