1. Dr Faten Baddar Alhusan
Sharing Good Practice Conference on the 7th June, 2017, St Angela’s URSULINE SIXTH FORM
Dr Faten Baddar Alhusan

2. Dr. Faten Baddar Alhusan
Dr Faten Baddar is a Lecturer in International Human Resource Management
Studied and worked in the UK, France, Cyprus, Jordan, Kuwait & Dubai (UAE).
Worked in Private and Public Sectors in different fields with various experiences.
In Academia/Higher Education, I have developed and led a number of programmes including International Human Resource Management, International and Cross-Cultural Marketing, and Marketing Communications.
My PhD and Main Research was conducted with Multinational Companies and has been used to inform my teaching and the learning activities of students.
At Newcastle I am teaching at PG and UG: Managing Across Cultures, Research Methods, Managing People in a Global Context, and introduction to management and organisations.
I am director of studies/First supervisor of PhD Students – 5 successful completions
Dr. Faten Baddar Alhusan
BA (Hons), MBA, PhD, PGCertHE, FHEA, MCIPD

3. My Research Interests – Stream 1
1) Multinational Companies (MNCs) HRM Strategies and Policies
What is the approach to the management of their staff in different countries?
How they transfer HRM practices/Best Practices and knowledge across borders? The processes utilised, and degree of standardisation / adaptation of their practices?
My PhD investigated French MNCs which overtook existing subsidiaries – M&As within the context of privation – involvement of the World Bank
Changes introduced (HRM practices, structures, etc.)
How they transferred knowledge to the subsidiaries? Including the role of expatriates
How they controlled and monitored the implementation of these policies and changes?
The factors that influenced their decision making (e.g. cultural and institutional differences, subsidiary’s strategic role, Mode of entry – M&As; etc.
Role of HR Function
Longitudinal Research

4. My Research Interests – Stream 2
2) Strategic / Key Account Management
How to management the relationship with Elite/most important and strategic customers: Formal/hard and informal/soft sides of the relationship:
A) Formal
Activities
Resources
Actors
B) Informal
Trust
Commitment
Satisfaction

5. Why Newcastle University London?
85% Go on to work and/or study 
A Personal Education:
Smaller class sizes than a ‘traditional’ university set up
Know your academics
Know your classmates
Extra support
More books per student
Research-led Teaching
Statement
Percentage
In a professional or managerial job
80 %
Not in a professional or managerial job
20 %
In an unknown job type
0 %
Percentage based data table for Employment six months after the course

6. Autonomous Learners !... How?
1) Blended Learning Approach – (Technology enhanced learning)
Engagement and Activity - provide best models for learning
Students do things with new information, ideas, knowledge and concepts.
Lectures are replaced/supported with a variety of learning resources that move from a passive, note-taking role to an active, learning orientation.
Blended Learning – classroom learning supported by online learning (BB)

7. Realistic learning
The learning experience involves activities that are:
Meaningful – students see personal, social, professional, intellectual and practical relevance in the curriculum.
Active – students are actively engaged in the learning process.
Challenging – activities challenge students’ existing constructs, knowledge and assumptions and offer opportunities for creative and enjoyable learning.
Reflective – students have structured opportunities for reflection within a process of development that allows students to internalise their experiences and make connections across boundaries.
Collaborative – students learn with and through peers, tutors and others creating and sustaining a diverse learning community.

8. Autonomous Learners !... How?
Realistic Learning
University Skills
Meaning
ful
Active
Reflective
Challenging
Collaborative
Research & Evaluation
Informat
ion retrieval
Communication
Creativity & critical thinking
Discussion Board √ √√
Blog
√√√
Wiki
E-portfolio
WIMBA

9. Assessment A combination of coursework, written exams
and practical exams
Essays
Reports
Business Case Analysis
Strategic Plans
Reflective statements
Masterclasses
Public Lecture Series
Alumni events
Keys to
CRITICAL
THINKING

10. Industry Immersive Education – Skills that Drive Growth in the next 5 years according to the Flux Report
Leadership skills 62%
Management skills 62%
Interpersonal skills 53%
Innovation and creativity 45%
Resilience 43%
Technical/specialist skills 40%
IT skills 40%
Sales/marketing skills 32%
Client management skills 24%
Other/none of the above 4%

11. Industry Immersive Education
Practical classroom projects – e.g. Group projects at Spitafields market which provides opportunity to apply theory to practice and develops teamwork; business simulations; consultancy;
Masterclasses – Given to students weekly by Top business leaders
Public debate series – e.g. EU referendum
Alumni events – networking for future career
Guest lecturers – from leading industry figures
Career Service
Work placements and internships

12. Business and Public Service Officials
Career Opportunities
An Industry-Immersive Education
Business Management graduates go into a wide variety of careers, including:
financial services
accountancy
management consultancy
business development
marketing
retail management
human resource management
Business and Public Service Officials
45%

13. How best to prepare students for university
Writing skills (how to write essays, business reports)
Evidence based arguments
Critical discussions
Referencing – citation in texts
Turnitin (Avoid plagiarism)
How to research for information
How to analyse the information
How to analyse case studies
How to work in groups

14. Thank you

15. Changes in organisational focus on resourcing and talent practices, by sector (% of respondents)