Global Learning Conference, Chicago October 30th 2017 ‘Can you construct a robust COIL assessment system acceptable to different Universities ? A Case Study from Australia and The Netherlands’ Dr Ivonne Louw-Dekker Dr Paul Williams Institute for Communication University of Applied Sciences, Utrecht, The Netherlands Alain Grossbard Sally Parrot School for Vocational Business Education, RMIT University, Melbourne, Australia ‘Ultimately the ability to work in an international context’

Initial partner selection process COMPLETE COIL ORIENTATION COURSE POST INTRODUCTION VIDEO AND BIOGRAPHY ON COIL NETWORK SEARCH FOR PARTNERS WITH COMMONALITY VALIDATE COMMONALITY AND COMMITMENT DEFINE SCOPE OF COOPERATION FORM STEERING TEAM AND SCOPE PROJECT RECRUIT STUDENTS AND EXECUTE PROJECT Paul Williams, Course Coordinator, Institute for Communication, University of Applied Sciences, Utrecht, The Netherlands Sally Parrott, Course Coordinator, School of Vocational Business Education, RMIT University, Melbourne, Australia

Student recruitment process COURSE ANNOUNCEMENT INFORMATION MEETING & PRESENTATION APPLICATION, MOTIVATION LETTER, & BIOGRAPHY STUDENT SELECTION & COMMUNICATION OF DECISION STUDENT MATCHING & TEAM FORMATION Course open to students in Years 2,3 & 4 Presentation of concept and project by Coordinators Applications received in Utrecht and in Melbourne Reviewed, qualification, and decision announced Team selection with students from each geography Ivonne Louw-Dekker, Course Facilitator, Institute for Communication, University of Applied Sciences, Utrecht, The Netherlands Alain Grossbard, Course Facilitator, School of Vocational Business Education, RMIT University, Melbourne, Australia

Where shall we go today ? Project: Crafting Public Relations (PR) resources to support the promotion and marketing of Study Abroad Programs offered by the RMIT University Melbourne, Australia and the University of Applied Sciences Utrecht, The Netherlands Discover and understand the information requirements for stakeholders wanting to participate in the respective study abroad programmes Apply tools and techniques to gain knowledge and understanding of the intercultural communciations differences which exist between the two target audiences Research the various messaging styles, positioning techniques, and execution strategies required to position the necessary communications for the appropriate target audiences Work in an international team with participants based in two geographically distinct areas Deliver Public Relations content to successfully support the marketing of study abroad programmes to the appropriate target audiences, and present these to appropriate stakeholders

PROJECT PLAN AND DELIVERABLES Where shall we go today ? The Project Structure PROJECT PLAN AND DELIVERABLES 1 Team Contract, Code of Conduct, & Team Biography (weeks 1-2) 2 Research report on intercultural communication (weeks 3-6) 3 Public Relations packages for use by each university (weeks 7-12) 4 Report & personal reflection on intercultural learning (weeks 13-14) 5 Presentation of packages to stakeholders 6 Sign-off and Recognition

Where shall we go today ? How are students to supported and assessed ? Weekly skype meetings with the respective Course Facilitators and students Formal feedback on each assignment Assessment rubrics as detailed in Course Specification Course is validated for 5 EC (European Credits) Recognition

“Students…prepare for assessment !” Leonidas Course Assignments ? Details announced right at the beginning of the course, the assignments build throughout the project Assignments (4) cover several aspects of Pubic Relations and Marketing Communications within the context of international cooperative learning The assignments are together worth 100% of the course assessment Students must achieve a grade of 5,5 or above in each assignment, and an overall grade of 5,5 or above to pass the course

Project Process: Assessment Phase 1 PHASE 1 (Assignment 1) Team Contract, Code of Conduct, & Team Biography (weeks 1-2) Each Student Team constructs a Contract with the Terms of Agreement to define procedures as to how team members will work together and what they commit to achieve: each team member signs the contract Each Student Team constructs a Code of Conduct including mutually agreed-upon rules governing acceptable practices, communication framwework, language and discipline Each Student Team construct a Biography of their team (3 members in Australia, 3 members in the Netherlands) Formal assessment of the assignment is based upon the submission of the three specific documents required, in a specified format, and to deadline An assessment rubric is in place, written and verbal feedback is given PHASE 1 WEEKS 1-2

Project Process: Assessment Phase 2 PHASE 2 (Assignment 2) Research into intercultural communication (weeks 3-6) Each Student Team conducts a cultural self-assessment, generating an agreed list of cultural differences, and challenges and possible solutions they face as a Team Organization and culture of universities to which students belong is reported: concepts Mintzberg & Hofstede A survey is conducted to identify how international students wish to be informed about the university abroad A Report documenting research findings is constructed, and a Creative Brief developed to scope PR materials Formal assessment of the assignment is based upon the submission of the two specific documents required, in a specified format, and to deadline An assessment rubric is in place, written and verbal feedback is given PHASE 2 WEEKS 3-6

Project Process: Assessment Phase 3 PHASE 3 (Assignment 3) Public Relations packages for use by each university (weeks 7-12) Each Student Team delivers PR materials for each target audience derived accurately from the Creative Brief Materials for the target audience in Australia, and the target audience in the Netherlands, must align with the intercultural knowledge and understanding gained during the course The quality of the materials produced is expected to be reflective of the standards of professional practice Formal assessment of the assignment is based upon the submission of the PR materials required, and their formal presentation, and to deadline An assessment rubric is in place, written and verbal feedback is given PHASE 3 WEEKS 7-12

Project Process: Assessment Phase 4 PHASE 4 (Assignment 4) Printed Report/Personal Reflection on intercultural learning:upload to university platforms and visually present online via skype and facebook (weeks 13-14) Each Student Team delivers a Team Report Insight into the decision-making and project processes used Specific intercultural knowledge and understanding acquired PR packages are described and their selection and use justified Lessons learned and any areas for improvement are described Each Student provides a Reflection The ‘good, bad, ugly points’ of the course Degree to which the project has delivered intercultural knowledge and understanding What the student personally enjoyed most and disliked the most and why What the student would do differently if he/she had to repeat the project Formal assessment of the assignment received, and to deadline An assessment rubric is in place, written and verbal feedback is given PHASE 4 WEEKS 13-14

Project Process: Assessment Phase 4 WEEKS 13-14

Project Process: Stakeholder presentations PHASE 5: Presentation of packages to Stakeholders-included in Assignment 4 (week 15) Materials are presented by each Team in an international teleconference to the various stakeholders involved Stakeholder Assembly Student Teams Course Facilitators and Course Coordinators University marketing departments responsible for marketing of the study abroad programmes Study Abroad Programme coordinators Heads of Department Heads of Institute/Faculty PHASE 5 WEEK 15

Project Process: Stakeholder presentations PHASE 5 WEEK 15

Project Process: Sign-Off & Recognition PHASE 6: Project Sign-Off & Recognition (Week 16) Feedback moments for informal reviews with participants Formal gathering of students for recognition, feedback, and presentations Project staff team review of lessons learned Reset project for next initiation PHASE 6 WEEK 16

Where did we go ? PROLOGUE: Outcome of the first HU-RMIT project All students completed the course: no drop-outs All students passed the course No tutor intervention was required for dispute resolution All deliverables were produced to a high standard All assignment deadlines were met

Coordination and Facilitation: Lessons learned COMMITMENT AND ENGAGEMENT Strong chance of success if the Coordinators & Facilitator Team is a small in number Like-minded, enthusiastic, committed to making a project happen for the good of the students Total respect amongst the members for each other A ‘can-do’ attitude is essential Whole exercise being underwritten by personal commitment and flexibility Allow projects to evolve Any egos must be left outside the room Total support from Management

Where shall we go today ? PROLOGUE: Outcome of the first HU-RMIT project LESSONS LEARNED PROJECT STRUCTURE Need a robust and detailed project specification Specific team assignments, deliverables, timelines, review, and assessment via rubric The creation of the Student Manual, Project Specification, and Rubrics, were absolute essentials

Where shall we go today ? PROLOGUE: Outcome of the first HU-RMIT project LESSONS LEARNED PROJECT STRUCTURE This forms a strong basis for the execution of future projects Each Project Specification and rubric should become jointly-owned and branded by the institutions involved, irrespective of where the materials were created Timeframe and scheduling needs to take account of the different term times, lengths, and holiday breaks characteristic of each institution, and again this will not become an obstacle if a flexible attitude is adopted

‘Ultimately the ability to work in an international context’ Projects Cases Competitions Students from Diverse Backgrounds and Nations Courses Taught In English Internationationalization ‘At Home’ Guest Lecturers Engagement of Alumni International Study Orientation: Preparing Students for International Workplace Communication (and their CV !) Curriculum evolution Student Recruitment Staff from Diverse Backgrounds and Nations Use of International Sources Throughout the Study International Study Exchange International Internship Opportunties Staff Recruitment Staff Training Online Collaboration