In 1995, Hanze College or university of Groningen was activated by the Erasmus program of europe to begin their internationalization by getting exchange associates within Europe. That they had only four partner colleges from Germany, Spain, Sweden and Britain in 1996. Now, only the institution of Communication and Multimedia (SICM) has 83 partner universities about the world.
In this section, the clear and complete description of the task and target from the client's perspectives will be identified. Your client is Ryan Schepers, the International planner of SICM.
Ryan has indicated the next issues: the entire requirements of the current partner colleges do not correlate with those of SICM; in a few of the spouse universities, the curriculum terms is not English; the academic curriculums do not correlate with the people at SICM; both BA and Get better at programs are not always available to the students, a great number of partner universities are not 'colleges of applied sciences'. Besides that, SICM only acquired one or two incoming and outgoing instructors last years. These issues impact student's motives, aspirations and alternatives of a particular university because of their exchange period. SICM aspires to exchange educators with partner colleges.
Although SICM has a sizable number of spouse universities (which is necessary because all international communication students are obliged to go in another country), the client is unhappy with the quality of some partner colleges. Therefore, Mrs Schepers emphasized the necessity for a more organized and effective network. Because of unbalanced partner colleges, Mrs Schepers made clear her wishes that it is necessary;
To exchange educators and work on common jobs with partner colleges.
To have and update the existing website has only Partner colleges' names in order to provide more information about each partner university exchange programs, accommodation, life-style, etc.
To have significantly more employees who can work between partner colleges and SICM in order to communicate successfully.
To decide on a number of spouse Universities according to their academics curriculums that match with SICM standards.
To establish a powerful communication between SICM and its own partner colleges.
To find an efficient communication to be able to influence students motives to opt a particular coordinator university(NEEDS TO BE A SENTENCE OR PARAGRAPH)
The primary goal of SICM is to choose the amount of partner Universities regarding to their academics curriculums that match with SICM, thereby acquiring a more international aspect. As Mrs Schepers mentioned in the appointment, the primary goal is to make a balanced university or college network gratifying ICM standards through the research of partner universities study programs, SICM students' and teachers' passions and the existing network features.
3. Organizational Background
This chapter will give you a detailed overview about the institution of communication and Advertising.
The SICM is one of the 20 schools of the Hanze University. The SICM has over 400 international students from more than 40 countries and has 143 employees which generally consist of professors that are reinforced by staff. (Hanze University or college, 2012).
The SICM contains four degree programmes; IC (International Communication), CO (Communication, Dutch version), CS (Communication System) and IDM (Information, Management and Service). Although SICM has four different level programs, more than 90% of the exchange students come from IC programme which is the international program. This points out why SICM has a great number of partner universities.
Next compared to that, SICM offers 6 different majors to it's around 2000 students within three areas of research: CO, CS and IDM. The communication programme offers two majors: IC, CO and CS offered three majors in Dutch; Media Design& Branding, Game Design& Development and Web& Mobile Services. IDM offers only 1 major IN Dutch; Media& Information Management. (Loves& Spakman, 2010, p. 7)
SICM offers 9 Exchange/Certificate Programmes as modest and specialization for its own and international incoming exchange students;
Creating Communication campaign, Journalism, Game on, Information& Invention, International Help& Development and Open public Affairs which works from the beginning of September before end of January as the first semester. In the next semester, between your beginning of Feb and till the end of June, it is offered; Creating an International Event, International Help & Development and International Business Communication. (Hanze University or college, 2012)
Mission and eye-sight of SICM
The mission of SICM gives concentration to its activities:
''The Institute for Communication and Advertising trains entrepreneurial, socially-responsible and internationally oriented professionals for occupations in the field of Marketing communications, Information Management and Media, and plays a part in knowledge blood circulation and technology on a global level. '' (Oudshoorn&Kempen, 2012, p. 4)
''This means that our programmes provide students with opportunities to develop into '' socially responsible and internationally focused'' professions in the foreseeable future, and that also give opportunities to all students in order to make individual study alternatives to profile individually themselves as a unique professional. The institution of communication and Multimedia absolutely facilities this by giving an effective review programs for students to explore and develop their own competencies which are certainly important step because of their future chosen job way. '' (Oudshoorn&Kempen, 2012, p. 4)
The perspective of SICM;
'' Share your skill. Move the earth. '' This means that through communication you can build recognition and help people enhance their standard of living. (Hanze University, 2012)
The four degree programmes are on the way of improving their own quality and being international oriented with the minors and majors. The IC already shows the value of international eyesight of SICM insurance firms a high number of partner universities from different countries and a high number of international students compare to other diplomas (CO, CS and IDM). Mrs Schepers want SICM to expand the give attention to internationalization not limited to IC also for other levels of SICM which has Dutch students and instructing words is Dutch. Therefore; as Dutch people should comprehend the meaning of Internationalization and be part of it, it is worth focusing on to put them within other EUROPE or beyond your Europe.
Key stakeholders;(MORE DETAILS, DESCRIBE THEIR ROLE AND Duties CLEARLY)
As this research is targeted on the SICM section of Hanze School of Groningen, the following organizational both inner and external analysis will be focused on the SICM department. The Internal stakeholders are Ryan Schepers, country coordinators, SICM second and third yr students and teachers. And the exterior stakeholders are partner colleges. Mrs Schepers is the international coordinator of SICM and working effectively with country coordinators for incoming and outgoing exchange students. ACC COUNSELLORS INFORM SECOND Time STUDENTS ABOUT THE PROCEDURE OF THE STUDY ABROAD SORT OF PREPARATION FOR THE ANALYSIS ABROAD)
Internal key stakeholders
External key stakeholders
Country coordinators
ISO
Client
Partner universities
Second time students
Third calendar year students
ISID
3. 2. 3 Current situation of the business (adhere to the key stakeholders and examine everything no more than the main element stakeholders)
As can be viewed in the SICM organizational chart, the SICM organizational framework is horizontal and therefore for internationalization purposes the united states coordinators who are in the same level and the International Coordinator of SICM discuss their ideas and suggest alternatives in order to bring the internationalization of SICM to an improved level and the International Coordinator of SICM in turn reviews to the dean of SICM.
There are 8 country coordinators who are providing information to second 12 months students and monitoring 3rd yr outgoing exchange students. In addition they communicate with partner universities minimum amount once or maximum 2 times in a calendar year. These country coordinators are the lecturers of SICM who are incredibly occupied with lecturers, assignments, students and other issues related to review. That is why; they hardly spend time in order to talk to partner universities. Also, it is very difficult to cope with outgoing exchange students separately. The previous few years, ISID (International learner Info Workplace) was providing information for the second 12 months students of IC, CO, CS and IDM for the exchange semester. There were only interns working as employees for a semester. And every semester that they had different semester who are always new for the position. The name of the office has been changed to '' Global Links (ICM External Affairs Office) but again, Interns are working as employees and every semester different interns take this responsibility.
Next compared to that, Country coordinators cannot visit partner universities because of lack of facilities they acquired from SICM. However in forseeable future, SICM hopefully will provide service for country coordinators to be able to visit the spouse universities. Therefore, country coordinators should make a plan to go to the partner universities per yr. (SHALL I REMEVORE THIS PARAGRAPH OR NOT????
Apart from country coordinators, International student office (ISO) has been working as a link between SICM (country coordinators and students) and Partner Universities. ISO has been taking care of all international outgoing and inbound exchange students of the Hanze School regarding enrollment, visas, and insurances, real estate and budget issues.
Structure;(COMBINE STRUCTURE, MANAGEMENT STYLE AND CULTURE IN ONE PARAGRAPH AND LINKED TO ONLY RELEVANT ENVIRONMENT AND RELEVENAT STAKEHOLDERS)
Next compared to that, SICM organizational composition is not purely hierarchical, exactly like other universities of the Hanze employ upwards and downwards communication simultaneously, meaning that employees near the top of the hierarchy talk to the people at lower levels and vice versa. This actually helps it be easy for each and every employee to communicate with top of the level members being that they are interacting indirectly with team leaders and coordinators.
Management style
The communication of the management team is a two-way circulation of both communication and information in order to maintain the grade of assistance. As communication tools, person to person and conferences take an important place. Next compared to that, an electronic learning environment is one of the most crucial ways of connecting faster. The management team invests in the training and training of instructors, to be able to help personal and professional growth of the team members.
Culture
According to Cornelissen, the culture of SICM is a combo of an person oriented culture, which demonstrates the value of individual development, and an activity focused culture which is targeted on team help the assignments (Cornelissen, 2008). The individual culture is focused on people who are staffs and it is very hard to control as they work on their own. For instance; country coordinators who will work on their own and coping with not only spouse colleges, but also students, lectures, and working also as educational counselors. Next compared to that, SICM has a strong process culture as is seen in all level programmes of SICM, centered on team works personnel, professor and students in tasks.
3. 3 Communication analysis
When students wish to acquire information in regards to a particular partner university or college, Student are aimed to go to study in another country links via interior SICM website, where students acquire direct links to the state websites of the colleges. It is unclear, however, whether and how the training of the partner university match the methods at the SICM; there is no information available on this subject that could help help in the student's decision making process.
According to interviews with students from SICM (see appendix, interview transcripts), the current partner network features are very important, for them to choose where to go and which program they would like to review. Furthermore, the financial issue requires an important place to make students' selections. . Some of the students only make their options according to their financial situation. After returning from the exchange school, the students must complete an ACC8 assignment, where students can discuss their experience from the analysis abroad. However the questions are limited and aren't included important questions, which would cause a more complete evaluation system for the SICM partner school network. The outgoing students are very important as well as the inbound students. Because the inbound students are supervised by SICM, there are enough data regarding accommodation, the analysis program they select, etc. In the meantime, there's a link call ''student experience'' to attain the students evaluations after they come back from their research abroad semester. It is a new service for the next year students. Furthermore; there is a website which only contains partner universities but it is not functioning perfectly. The web site should is made up of not only partner universities titles and established website links but also, their offered classes, school information, accommodation, study programmes, residing in a country etc. this can help country coordinators never to be overlapped with a bunch of questions from students and also great for student motivation and help opt somebody university.
4. 3. 1 Internal Communication
Internal communication, which identifies "the exchange of information between your management and the internal public sets of a business", is the backbone of every functional organization. The aim of inner communication is "reaching organizational and/or individual goals. " Unprofessional and neglectful internal communication can result in misunderstandings, lack of employee motivation, wrong rumors, criticism and even modest problems. (Herle & Rustema, 2005).
Cornelissen points out that traditionally, interior communication is defined as "communication with employees internally within the organization" (Cornelissen, 2008). SICM employs both formal and informal channels of communication. The formal ones include email, interior memos and briefings, etc. The casual channels include talks during lunch breaks or at the coffee machine, rumors etc.
The main communication products are the meetings to give framework to decision making and further development of the problem. Because the country coordinators are busy with the own busy program like lectures, students, etc. , it's important to make a scheduled appointment in advance to discuss the third calendar year students curiosity about their variety country and college or university. As Ryan indicated, each country planner can only just spend 8 time per year for responding to student questions, calling partner universities and having meeting with Ryan Schepers. This is absolutely not enough time for the development and increasing the partner colleges to be internationalized. This also causes inefficient communication internally.
External communication
The main external stakeholders that are paramount to the fulfillment of SICM's internationalization policy are the current partner universities. Hence, it is important that SICM should "provide each stakeholder group with specific information and create a strong reputation across exchanges with all of these stakeholders" (Cornelissen, 2008).
The current communication is insufficient with partners; several associates are inactive in the SICM partner university network. It is known that communication is insufficient and inadequate with current partner universities. Next compared to that, the SICM presently has inadequate data to assess whether the linguistic and curricular conditions of the spouse universities are appropriate for people at SICM.
Not having clear partner network and their respective curriculum selection standards creates unclearness and hinders successful future spouse network selection.
Cornelissen (2008) identifies stakeholders as "any group or person that make a difference or is affected by the accomplishment of the organization's purpose and objectives".
The key external players about the SICM internationalization policy are the current partner colleges and the staff of those colleges (i. e. the ones who also package with partnerships and exchange). A comprehensive stakeholder analysis can be seen in the Power-Interest matrix.
Situation analysis
According to a Table research, the academic curriculums and linguistic requirements at partner colleges don't correlate with the people at SICM;
There are only 10 current partner networks which can be "university of applied sciences" out of 83 partner networks;
Currently 63 partner universities which train in English;
Not all partner colleges have both BA and Get good at educational programs.
As indicated, there has been an ongoing increase in the number of exchange students within the last five years (see appendix 9. 4).
The consequence of inbound exchange students last five years
In yr 2007/2008, there were 46 inbound exchange students from 34 spouse universities. In season 2008/2009, there have been 44 inbound exchange students from 40 partner universities. In calendar year 2009/2010, there have been 56 inbound exchange students from 52 partner universities. In season 2010/2011, there have been 67 inbound exchange students from 64 partner universities. In season 2011/2012, there have been 82 inbound exchange students from 83 partner universities.
The consequence of outgoing students last five years
In calendar year 2007/2008, there have been 63 outgoing exchange students to 34 spouse universities. In time 2008/2009, there were 47 outgoing exchange students to 40 partner universities. In time 2009/2010, there have been 59 outgoing exchange students to 52 spouse universities. In time 2010/2011, there were 100 outgoing exchange students to 64 spouse universities. In year 2011/2012, there have been 63 outgoing exchange students to 83 partner universities.
Discernibly there is a misbalance between incoming/outgoing exchange students and the amount of partner universities. It is an outcome from too little communication within SICM and with current partner universities. SICM only provides 8 country coordinators to be in charge of 83 partner universities which cause ineffective communication with current spouse universities. This cause too little information about the motivations behind the decisions that second time ICV students and SICM staff make about their research overseas. Hence, it impacts the external communication with current spouse universities. As the communication is ineffective in conversing with partners; SICM is unaware of the existing relationship with associates since several current companions are inactive.
Theoretical framework
This section will make clear the theoretical framework which will be used for this research. The research depends on qualitative research and theoretical track record with the definitions of some principles.
The major research questions are designed according to three main sub problems. The sub questions will help reveal the overall issues surrounding the main research area. Furthermore, the relevant communication ideas will support the study for a theoretical approach to the solution of the condition. To be able to limit the study, each main research question has a subsection has been chosen. (see desk 1. ) Based on this analysis, I'll guide Mrs Scehepers to make a balanced university or college network improving ICM expectations. This brings up the key question;
How to make a balanced college or university network enhancing ICM requirements through the evaluation of SICM learner and tutor interest, study programs features, current spouse colleges features?
Sub-
sections
Main research question: How to create a well-balanced university network improving ICM specifications through the evaluation of SICM student and professor interest, research programs features, current spouse colleges features?
Motivations
Sub problem for RQ 1
Unknown 2. nd time students and instructors motivations/reasons for choosing a particular partner university
Primary RQ1
What are the current CO, CS, IC and IDM students and instructors profiles as well for the exchange period in calendar year 3?
Curriculum
Sub problem for RQ 2
Large quantity of partner universities anticipated to unclearness in previous SICM selection Criteria
Primary RQ 2
What are the correlative academics curriculums (and established study dialects) of every partner university or college of SICM?
Network
Sub problem for RQ 3
Insufficient communication with current partner universities because of the lot of partner universities.
Primary RQ 3
How can SICM restructure their spouse network and create more effective communication procedure?
The following areas will identify the most essential ideas and concepts predicated on the principal research questions/ sub sections for the real outcome of this research.
Motivations and Reasons
This research dimension is the eye of learner and instructor related to their motives and choices to make a balanced college or university network enhancing ICM criteria through the examination of SICM learner and professor interest?
Student and educator motivation is the principal concentrate in the first major research area. This is of motivation is a complex amalgam of most factors at work at a given time that effect an organism's "movement" toward an objective. Like all pets, humans respond to drive expresses that are governed most fundamentally by hormonal and neural operations (Leise, 2006). Hence, in order to understand learner and staff motives, the drive theory will be employed.
The following ideas related to the section will answer the primary research question 1(see stand 1. ) In addition, the related theories helped to prepare the semi set up interview questions for both second and third 12 months students.
Cognitive Decision Making Theory and Pull-Push theory
The reason for the first sub problem is to analyze the factors which impact the motives of students and instructor in choosing a specific partner university. Because it includes qualitative research, you will see a combination of two theories: cognitive decision making theory and push-pull theory for your choice making process. Cognitive decision-making (CDM) is human-like decision-making, it is more like a mental process. This process can be considered a goes on process while interacting with an environment. It could include the main information about them and the possibility of their program. The idea approaches the understanding of students and instructor interest, their options and analyzes how they make their decision. Gadomski, A. M. (2006).
The pull-push theory has a major role on decision making process and collection of particular university. The research also identifies the yank strategy of spouse universities that students and professors make their options according to the certain requirements which match ones at SICM. Obviously, both "cognitive decision making" and "pull-push factors" have a major role on the students' alternatives. (Mazzarol &Soutar, 2001)
6. 1. 2 Sociology theory
Moreover, this is also reinforced by sociology theory. As the theoretical viewpoint, Sociology is really defined as a science that studies the habit of large populations like any sort of categories and their own point of views. For quite some time, students are delivered or received atlanta divorce attorneys country for a higher education. The exchange learner and staff of SICM are inspired by demographic, financial, geographic, politics and public differentials between mailing and receiving countries that ''drive'' scholar to leave their home countries and this ''yank'' them to countries that students and personnel perceive better opportunities. (Gitzer & Ryan, 2011). I mixed this theory with thrust and draw theory to provide better knowledge of students' selections and factors that are influenced by. (see table 4)
Dervin (sense making procedure)
The concept of sense-making procedure has been used through the interviews with second time students of SICM. The idea was developed by Dervin(1989) and this helped answering the primary research question 1; '' What's the existing CO, CS, IC and IDM students and teacher profiles similarly for the exchange period in 12 months 3?'' and finding an approach to solve the sub problem. '' Unknown 2. nd 12 months student and professor motivations/reasons for choosing a specific partner university''.
The sense making is a concentration of the methodology, how people seem sensible with their worlds. The sense making attempts to provide a systematic approach to listen to the audience as how they see their situations, earlier, present, future and how they move to develop sense and make so this means of the situations. (Dervin, 1989, p. 77)
Person treat information as means to ends rather than leads to themselves: Their seeking and use of information is most beneficial predicted based how their situations, the constraints they face, the spaces they have to bridge and the kind of bridges they would like to build across their gaps. (Dervin, 1989, p. 77). Dervin(1989) points out that the essential part of the sense making way is the distance and exactly how people analyze and bridge the space in their life. The gap means is the situation that students have no idea to which college or university they would like to go for an exchange semester. So applying this to the research area, students identify their problems of the problem and creating a bridge means that they solve this issue. At the stage of bridging the distance, students collect information and absorb it to understand. Then they create ideas that assist those to bridge the distance in their life.
Elaboration Possibility Model(ELM)
In 1993, Elaboration Probability Model was shown by Petty and Cacioppo. This theory is a model of persuasion, about the way attitudes are created and changed which theory also helped answering the primary research question 1; '' What is the existing CO, CS, IC and IDM students and tutor profiles similarly for the exchange period in time 3?'' and finding a procedure for solve the sub problem. '' Unknown 2. nd season student and educator motivations/reasons for choosing a specific partner school''.
The main point of the theory is the overall Elaboration from inactive thinking to active thinking which in turn causes changes in behaviour. You can find two various ways which students make their decisions and so get persuaded by those decisions. According to the degree of the elaboration, Petty areas that there are two ways; the central road and the peripheral route to make decision which accomplish persuasion (Petty and Cacioppo, 1986, p. 217)
'' The central course involves ''note elaboration'' in which one feels carefully about an issue comprised persuasive communication. People using the central path are scrutinizing the ideas, and racking your brains on whether they have true merit, and think about their implications. '' (Petty and Cacioppo, 1986, p. 217) A lot of the students are changing their frame of mind in line with the information they received from a speech or an ad which contains a note. Then students are become encouraged to think positively and consciously to make decision. And hence they get persuaded which cause changes in their frame of mind permanently.
The peripheral course do not involves any message elaboration. It only offers a shorthand way to accept or reject a message ''without any energetic taking into consideration the attributes of the problem or the object of the consideration''. (Petty and Cacioppo, 1986, p. 217). Students think of a situation of where you can go, what to analyze or whether should go for study in another country or not without paying attention to any quarrels. This contributes to make quick decision by counting on a variety of cues that allow them to make quick decision. These cues are; Public proof'' everybody believes the same'', Authority'' it is as he says'', Scarcity'' get it before it is too past due''.
Students who are motivated can take a further and right decision by considering consciously and make their decision. This can happen with just how of Central route. However; students who avoid a disagreement and think surface top features of the meaning that they support the conversation or not. Additionally it is related to the thoughts. If students in a good feeling and have the idea of where you can go strongly, he'll make a quick but non permanent decision by firmly taking the peripheral path. Alternatively, student will need the central course by doing cognitive work if he is not sure where you can go or what to study and this lead everlasting change in attitudes. In this case, student take the peripheral option for the decision making process.
This research is aiming at developing a balanced school network improving ICM standards through the analysis of research program features. Aside from the drive of students' and professors', Curriculum is one of the main areas needs to be examined whether SICM should keep all the current partner universities or not matching to their analysis programmes. This talk about the principal research question 2 '' What exactly are the correlative academics curriculums (and standard study dialects) of every partner school of SICM?''.
The term ''Curriculum'' literal translation is ''a course'' in Greek. This is of curriculum was '' a race chariot; currere'' methods to run. A definite and concise description of the concept of Curriculum is provided by Kerr ''All the training which is designed and led by the school, whether it is continued in groupings or singularly, inside or beyond your institution. "(quoted in Kelly1983: 10; see also, Kelly 1999).
In regards, Philosophy is area of the curriculum decision as argued by Ornstein(1991); with a platform of organizing institutions and classrooms. It provides answers to the questions: what exactly are the school's purposes? How do students learn and what methods and materials to make use of for this purpose? Etc. Philosophy also allows the students to determine the goals of education, its company, subject matter content, and learning and teaching process; generally Viewpoint fosters and facilitates activities and activities to uptake in institutions and classrooms. (Ornstein, 1991, p. 102)
As Schepers stated that SICM can be an international oriented systems university; mixture of international and countrywide students in a course, teaching language is at English, educating intercultural competencies, they may have international sizes in international education with their educational School of thought. This links to the'' Intercultural sizing'', means coaching, learning and research in the context of the internationalization of advanced schooling. Since terminology and culture will be the middle of any process of coaching and learning, there is a need for intercultural dimensions in international education. Four constructions of ''the ethnical'' proportions are recognized in teaching and learning in the context of internationalization: the cultural as content, the ethnical as communication skills, the social as relocation; and the ethnical as diversity. These constructions solve a challenge of how to comprehend and work with multiple dialects and civilizations in coaching and learning in any condition. (Crichton & Scarino, 2007)
An educational Beliefs and Intercultural proportions are the basic elements to construct a global environment for the exchange students and professors. In regards, SICM is looking for this international environment in order to switch students and teachers, to work on common task with partner universities. Therefore; I well prepared SICM selection conditions to analyze the curriculums and international environment of the current partner colleges. (see appendix 5)
Network approach
This research dimension targets Networking, in order to create a powerful internal and external communication to balance university or college network enhancing ICM criteria through the evaluation of current spouse universities features. Aside from the desire and curriculum, the network procedure is more about communication with partner universities and top features of the partner colleges that support the effective communication between spouse universities and SICM. This brings up the last principal research question '' How do SICM restructure their partner network and create far better communication procedure?
In order to have a balanced university or college network, communication is the key element. It supply the links between and among the tiny group of networks to communicate proficiently, Hence, this can help to occur the network balance between the small groups. Finally, the tiny communities become one strong network by communication successfully. In regards, Wasserman and Faust described ''Network''; a public network contains a couple of actors ("nodes") and the relationships ("ties" and "edges") between these actors. (Wasserman&Faust, 1994). The nodes can be called as "organizations, communities, individuals and societies". The ties make reference to an even of analysis like "person to person ties" or refer to cross degrees of research "individual to group ties". Corresponding to network researches, there can be communication ties between different organizations, such as who foretells whom, or who offers information or advice to whom; formal ties, such as who studies to whom; affective ties, such as who desires whom, or who trusts whom; materials or work movement ties, such as who gives money or other resources to whom; proximity ties, who is spatially or electronically near whom, and cognitive ties, such as who has learned whom (Katz, Lazer & Arrow, 2004).
In this research, different ties will make reference to different communities between SICM and spouse sites, such as person to person, group to specific or specific to group and it will build the communication between different types of groups. There are some strong contacts between our partner colleges and SICM. This research purpose is to determine the structure, blend of some typically common works between partner universities and find a network method of combine the companions' composition and SICM standard for future oriented Networks. As defined before, this network procedure is based on different types of ties between relationship to partners and employees (related to partner colleges) at SICM.
Debriefing
7. 1 Main goal
The primary goal of SICM is to choose lots of partner Universities according to their academic curriculums that match with SICM. As the client mentioned in the assembly, definitive goal is to formulate lots of recommendations to come to balance the international network boosting ICM criteria through the examination of SICM scholar and teacher interest, analysis programs features, current partner universities features.
Their ambition is to keep the current partner colleges that needs to be like; the most well-liked curriculum language is English; the academics curriculums should be correlated with those people at SICM; the partner university also offers to get both BA and Professional programs and also to work on common projects collectively and this is essential to have significantly more effective systems.
The sub problems are indicated in the LRFM that to understand the main problem and plan the perfect solution is with a full understanding of the current situation of partner universities.
Main Problem: Although SICM has many spouse colleges, there are no clear options. Therefore; there's a lack of coherency regarding the partner systems: in terms of disparity in curriculum, vocabulary barriers, college student and instructor interest.
Goal of Research: To make a balanced school network boosting ICM expectations through the evaluation of SICM university student and tutor interest, review programs features, current partner universities features.
Sub-Problem 1: Anonymous 2. nd season student and tutor motivations/reasons for choosing a specific partner college or university.
Main affect factors: Interest of SICM learner and teacher
Primary Research Question 1: What's the existing CO, CS, IC and IDM students and educator profiles as well for the exchange period in yr 3?
Sub purpose: Interest
Sub-Problem 2: Large number of partner universities scheduled to unclearness in SICM selection Criteria.
Main affect factors: SICM curriculum requirements, SICM curricular and linguistic requirements.
Primary Research Question 2: What are the correlative academics curriculums (and standard study languages) of each partner school of SICM?
Sub aim: Review Programs
Sub-Problem 3: Insufficient communication with current spouse universities because of the lot of partner colleges.
Main affect factors: Key players
Primary Research Question 3: How do SICM restructure their spouse network and create more effective communication methodology?
Sub target: Current Network Features
The stand below gives a information of both briefing and debriefing predicated on the study questions of the SICM goals to set-up balanced partner colleges network.
Briefing
Debriefing
They want to develop an effective communication to be able to affect students motives to select a particular partner university
This is possible to be reached. They have arranged an information market for the analysis abroad and moreover, the current review abroad links provides the evaluation of third 12 months students about their analysis abroad experiences.
They want to select their partner colleges according to SICM curricular and linguistic requirements to have the ability to focus on common projects, which means correlate with partners.
Due to unclearness in SICM selection standards, based on the SICM standards, there are large number of partner colleges. Their ambition is possible but it can be only answered following the research results.
They want to have an effective communication with partner universities.
Although SICM has a sizable number of spouse universities, the communication with partner universities are insufficient because of the lot of partner colleges. That is possible but it needs more careful research and needs to contact each spouse university regularly. This will be answered based on the further research research.
Based on the Client's ideas, a certain research targets are described;
A list of criteria which to be able to choose the universities which learner and staff are inspired by, from the perspectives of demographic, economic, geographic, politics and public differentials.
Indicators and statistics of the relation between current partner universities and SICM through the result of their features which match with SICM standards.
A list of partner universities which has the result of inbound and outgoing exchange students in the last five years.
Indicators of SICM pupil and professor exchange interest, motives, and options that affect selecting SICM partner universities
Written recommendations predicated on the networking method of connect effectively within internally and externally.
A set of linguistic and curricular criteria regarding each of the SICM partner network;
- A list of information regarding each partner universities study programmes;
- A strategy will be developed, in order to put into action the networking way and aid future oriented measures to internationalize the environment of SICM.
- This strategy will include: collection of partner universities with which SICM will develop future cooperation relating SICM selection.
For a far more explicit research, these targets are converted into research questions in the next section.
Research Questions
The emphasis question of the whole research goal is;
''How to create a balanced college or university network boosting ICM benchmarks through the examination of SICM student and staff interest, analysis programs features, current partner universities features?''
In order to answer the concentrate question, the primary research questions are developed. They are split into three main research areas: Desire, Curriculum and Network. The next parts of this section will give attention to each key question.
6. 1 Key Research Question
The first research area is ''drive'' and the sub-problem of this area is'' Mysterious 2. nd yr student and educator motivations/reasons for choosing a particular partner college or university''. To solve this problem, the first main research questions is developed. (See appendix. . LRFM)
'' What is the existing CO, CS, IC and IDM students and instructor profiles equally for the exchange period in time 3?''. In order to answer this question, three sub questions are developed in a more detailed evaluation;
6. 1. 1 What are the SICM scholar and teacher interest domains?
Unfortunately, SICM second 12 months students' interest fields haven't been known. The relevant information will be provided in further research.
6. 1. 2 Why performed students choose their unique university specifically countries?
SICM hasn't done any research about any of it before; however, there are main factors that draw students to review at that one partner university. This may be answered in further research.
6. 1. 3 What enticed students with their particular university and training?
There are main factors which force students to choose a particular university. . This may be solved in further research and support with the relevant ideas.
If SICM wishes to exchange more students and exchange teachers, they need to find out their interest of review abroad and spouse universities. With regard, the second principal research question is developed to determine partner colleges curriculum which want for exchange students and instructors.
6. 2 Primary Research Question
The second research area is ''Curriculum'' and the sub-problem of the area is'' Large number of partner universities scheduled to unclearness in earlier SICM selection Conditions''. To resolve this problem, the second major research questions is developed. (See appendix. . LRFM)
''What are the correlative academic curriculums (and official study dialects) of each partner college or university of SICM?''. In order to answer this question, three sub questions are developed in a more detailed evaluation;
6. 2. 1 What exactly are the SICM curricular and linguistic requirements for the correlating classes at the partner universities?
SICM curricular and linguistic requirements are;
The curriculum terminology should be English
One of the lovers' features matching to SICM should be applied sciences.
Academic programs; majors, minors, BA and Professional should be match with SICM features.
SICM Interest of students (inbound and outgoing) should be match with partner universities' students.
SICM professor exchange motives and interest should be match with partner sites'.
6. 2. 2 Do the educational curriculums and linguistic requirements at spouse universities correlate with the ones at SICM?
Unfortunately, the educational curriculums and linguistic requirements at partner colleges don't correlate with people at SICM. Relating to my research;
There are just 10 partner networks are ''college or university of applied sciences'' out of 83 partner networks.
63 partner colleges that are trained in English.
Not all spouse colleges have both BA and Get better at academic programs.
6. 2. 3 Will be the correlating curriculums (with the terms requirements) of the partner universities considering improvement to adapt to the SICM curriculum requirements?
This question will be responded to in further research.
In order to obtain additional explicit research of the first and second question, the third key research question is developed. It will help to look at the study from a communication perspective that really helps to bring all partner colleges including students and teachers together with a powerful communication.
Primary Research Question
The third research area is ''Network'' and the sub-problem of this area is ''Inadequate communication with current spouse universities due to the lot of partner universities''. To solve this problem, the 3rd primary research questions is developed. (See appendix. . LRFM)
'' How do SICM restructure their spouse network and create more effective communication approach?''. To be able to answer this question, three sub questions are developed in a more detailed research;
What are the partner universities of SICM?
SICM has currently 83 partner colleges round the world. (see appendix)
What is the number of inbound exchange students within the last 5 years?
Looking at the furniture: (see appendix)
In year 2007/2008, there have been 46 incoming exchange students from 34 partner universities.
In 12 months 2008/2009, there were 44 incoming exchange students from 40 partner universities.
In yr 2009/2010, there were 56 incoming exchange students from 52 partner universities.
In year 2010/2011, there were 67 incoming exchange students from 64 spouse universities.
In yr 2011/2012, there have been 82 inbound exchange students from 83 partner universities.
6. 3. 3 What is the number of outgoing exchange students within the last 5 years?
Looking at the furniture: (see appendix)
In year 2007/2008, there were 63 outgoing exchange students from 34 partner universities.
In year 2008/2009, there have been 47 outgoing exchange students from 40 partner universities.
In 12 months 2009/2010, there were 59 outgoing exchange students from 52 partner universities.
In calendar year 2010/2011, there were 100 outgoing exchange students from 64 partner universities.
In 12 months 2011/2012, there have been 63 outgoing exchange students from 83 partner universities.
Based on the surface of the study, the answers demonstrates you can find discernibly a misbalance between inbound/outgoing exchange students and the amount of partner universities. It is a result of too little communication within SICM and between current spouse colleges. The further explicit research will evaluate the reasons and present answer of the third principal research question. In the next section, the required research method will be developed to answer the primary research questions in order to attain the objectives of the research.
Methodology
My research will enlighten the subject of internationalization with this partner universities and try to recommend an appropriate advice for SICM internationalization. Only qualitative research will be conducted.
7. 1 Research design
The sub problems are mentioned in the LRFM(see appendix. . ) to be able to understand the main problem and where to find a solution with a complete understanding of the current situation of spouse colleges. (see appendix 9. 5) In this case study, it becomes clear that SICM presently has inadequate data to evaluate if the linguistic and curricular criteria of the spouse universities are compatible with people at SICM. Both most important and extra research activities are conducted to obtain deeper inspection of the problem "SICM partner sites problem", following which multiple sources will be analyzed within a circumstance. This research can be labeled as a case study. (Saunders, 2009).
In this case, qualitative research will give the researcher opportunities to use many data and increase the data by allowing flexibility to gain appropriate and significant results. This analysis uses an inductive method of gain deeper knowledge of the case which places emphasis on qualitative data. Therefore, Case-study method can make it possible to develop a deeper understanding of this issue. (Saunders, 2009)
Sampling
For this research, the purposive sampling method has been chosen for the flawlessness of research. Actually, the sampling method involves both qualitative and quantitative research methods, yet only the qualitative research method will be applied to this research. The interviews were preferred according to the solution to obtain appropriate and effective information and have the possibility to choose the interviewees corresponding to researcher choice. (Saunders, 2010)
7. 3 Most important data collection
In order to explore the situation of this project, the qualitative method can be used. At the very start, one in-depth interview is made with your client to understand the real situation of the project. It really is aimed to obtain additional information about the students and teachers interest and assess the curriculum of the spouse universities; therefore; 6 semi-structured interviews from each SICM majors(IC, CO, CS and IDM) students and 8 semi-structured interviews with country coordinators- Lex Schouten, Roel Hoving, Josef Sennekool, Beata Kviatek, Hanneke Brakenhoff, Dick Visser, Loes Damhof and Ryan Schepers, and 6 in-depth interviews with teachers from IC, CO, CS and IDM will be conducted. These interviews will help to gain more knowledge for the process of this project. The semi-structured interviews will not only give attention to facts but also views in order to gain relevant information about the topic of motivation and curriculum. The interviews will also help analyze this issue of network from the communication perspective that identifies the communication between different organizations; students, teachers, country coordinators.
7. 4 Secondary data collection
The partner universities information, a set of incoming and outgoing students name and colleges last five years, is very essential information because of this project; however, upon request, the information is provided me as private information to be able to use only for this research. The relevant information about the partner universities are given by their own standard websites. This is going to help compare curriculums and universities features with people at SICM. Furthermore, the relevant ideas will be used from the catalogs and the articles from websites as supplementary data. (see appendix, LRFM)
7. 5 Qualitative research design within the principal research questions
In regards, main research questions were developed to get the most necessary data;
Primary research question 1) what is the existing CO, CS, IC and IDM students and professors profile equally for the exchange period in season 3?
The first question is concerned with too little information about the motivations behind the decisions that second year SICM students and SICM educators make about their analysis abroad. To answer this research question, secondary documentary data and primary data: second and third calendar year SICM students and SICM educators' interview transcripts will be used. The secondary record are force and move theory, cognitive decision making, Elaboration possibility model and Dervin-sense making approach which will be used to support the effect.
Primary research question 2) what exactly are the correlative academics curriculums (and established study languages) of each partner school of SICM?
This second question is concerned with the SICM curriculum and the ones of the spouse colleges. The disparity of curriculum has resulted from insufficient SICM selection requirements, which will be the actual problem. For this question, secondary documentary data and primary data will be used in further research. The state website of spouse universities, Hanze public website and country coordinators interview transcripts will be used to answer the second most important research question and the relevant theories will support the results: Educational idea, curriculum and intercultural sizes.
Primary research question 3) How can SICM restructure their partner network and create far better communication approach?
This question is concerned with the networking way and focused on restructuring SICM partner Universities, therefore this part reaches the heart of this case study. Generally Documentary based secondary data was used for responding to the question above. In further research, the same data will be used. To answer this question, different secondary data sources are employed; journal article, the state website of every partner universities, recognized inner SICM data, reports from ISO (International learner office), as well as books. As most important data, interview with Ryan Schepers, semi-structured interview with country coordinators will be utilized.
8. 2 Stability, Validity and Limitations
The case-study method provides a clear understanding of the contextual relationship within the study activities by doing more interviews and needs more research. Since every research activity does not supply the best results, the most crucial step is to comprehend the idea and main point of the issue. Thus, it includes provided the most important data such as LRFM, interviews, secondary data. (Yin, 2009).
Research results and analyzes
This step is the further study analysis. At the beginning, I've already done the formative research as attended to the field of the study. Afterwards, the further analysis, assortment of data(field work) has been done as observing the issue, interviewing with relevant people and table research depending on what I found out on the partner colleges. Now, I emerged to the ultimate step, data evaluation which contains taking identifiers altogether on what I found, namely ''coding'', looking for main ideas, putting all the most important ideas altogether and finalizing what I've learned and supplying some recommendations based on the results of the research. The coding can be an interpretive strategy to analyze the gathered data and recognizes as the major level of the analysis. Being a researcher, I've read my transcripts and workplace research data, lines by collection and segment the data into important analytical systems and I track down the segments, lastly code them. Which means that I will analyze the data under three main categories as coding. (Qualitative data analysis)
Limitations;
As SICM only had a couple of inbound and outgoing teachers last years, I won't be doing any interviews among instructors.
Second yr students interview results;
Third calendar year students interview results;
Country coordinators interview results;
10. 1 Motivations
The data that received from the semi-structured interviews with 2nd 12 months and 3rd yr SICM students will be examined predicated on the Cognitive Decision Making Theory, Pull-Push factors, Sociology, Dervin (Sense Making Approach) and Elaboration Possibility Model.
An effective part of the qualitative data collection is the semi-structured interviews. They offered me an opportunity to look at the insight of the field and helped me gather information in so far as i needed. As suggested before; I used to be imagine to interview with 6 interviewees from each major program, however; It was not easy to conduct with interviewees from CO, CS and IDM programmes as a great number of outgoing exchange students are from IC programme of SICM. Next compared to that; SICM had only 1 exchange teacher last years, so I couldn't interview with any outgoing or incoming exchange teacher. A couple of 21 interview transcripts from second year students and 6 interview transcripts from third time students of SICM.
Data indicated that all second and third 12 months SICM students are affected by some factors to decide on a particular university. Which research evaluation category will enlighten the reason of their desire and how they make their decision and their judgment before going to partner university or college or after returning from the chosen partner college or university. The first most important research questions will be responded to;
- What is the existing CO, CS, IC and IDM students and instructor profiles similarly for the exchange period in year 3?
Students are inspired by certain factors that made their choice of particular partner college or university. According to the transcripts, the majority of the main effect factors for students' selection of studying in another country are finance, words and culture.
Push and yank theory is the essential support to understand your choice making process. As your choice making process is thought as a mental process, and then I will first review the transcripts based on the push and take factors which made scholar to make their decision psychologically and to decide a particular spouse college or university. (Mazzarol &Soutar, 2001)
Push factors at the home university or college or country
Pull factors to the number school or country
Economic situation
Cost of living is cheaper
Cultural background
Different environment(thrilling destination to live), experiencing different cultures
Course opportunities in home university or college(it is set model not choosing course model)
Better course opportunities at variety college or university (not fix but choosing variety of course model)
The major level in home university
Learning different languages
Reputation of the sponsor university
Accommodation
Easy to obtain information from variety university
The offered major prgramme or classes at the variety university comparable to offered major program or courses at home college or university.
The stand is motivated from the interview transcripts and it's really result of the students' decision making factors. A lot of the students are encouraged for going overseas just because of learning different languages, obtaining different cultural experience, studying something such as communication department. According to the analysis of the press factors comparing to the yank factors, students simply want to go overseas to broaden themselves from different perspectives. They in essence believe that the study abroad is much better than studying at a local university or similar colleges like in Belgium or in Germany. The words is absolutely inspired their choice. For instance, some of the students chose to review in France because of willing to study French or enhancing their degree of French language. However; the results of the third time students of SICM who has done their study in foreign countries shows that that were there a really difficult experience following classes in another language on host university or college. As pull factors, reputation, culture and located area of the host colleges has influenced on student determination and options essentially.
Despite the importance of the choices for study abroad, almost all of the students made their options without up to date of particular variety university regarding to investigation. With regard, Gadomski (2006) stated that ''Decision-making is every mental or computer processing of IPK that produces a final consequence called decision, it could be an action, a plan or an opinion. It begins when an agent needs to bother making a choice autonomously and it/he/she doesn't have in mind any "ready" solution. Therefore D-M can effect either from a discord among personal personal preferences or from the lack of satisfactory knowledge''. (Gadomski, 2006). Your choice making process begins when a alternatives is needed. The students from CO, CS and IDM have to find the answers of the questions; do they want to study in foreign countries or in local college or university? If they opt to go in foreign countries which country they choose? And finally which college or university do they choose studying as a bunch college or university? The students of IC have to go in another country as it is obligatory for this major. They have to determine which country they'll go and on which university they determine studying. According to the investigation, an increasing number of IC students who go overseas checking with students from CO, CS and IDM as the analysis in foreign countries is not compulsory on their behalf. These students have previously a ready solution as not heading abroad whatsoever. As indicated in Gadomski decision making process, students have already their selections in their mind. Seemingly, they make their decision unconsciously while some make it consciously. IC students are motivated by effect factors and make quick desire. In conclusion, the options are end result either of any discord among students' personal preferences or of having less adequate knowledge of partner universities.
In theoretical framework, Dervin's sense making contacted occurred. The sense making is a emphasis of the procedure, how people make sense of the worlds. The sense making tries to provide a systematic method of listen to the audience as the way they see their situations, earlier, present, future and how they move to create sense and make meaning of these situations. (Dervin, 1989, p. 77)
In this case, from the pupil perspective, the space is the students' issue of facing a predicament where to go for research in another country and which area they wish to study, how they should obtain data and with which resources to tackle a remedy. Therefore; the semi-structured interview questions were ready.
As mentioned before, this technique has been used through the interviews; I (the researcher) paid attention to the learner as how he/she see her/his situations, previous, present, future and exactly how she/he moves to solve the issue. I implemented the respondents step-by-step to find out what happened as soon as of the problem arises till the finish. Thus I had a concept of the problem like how the interviewee defines the condition, how he bridges the space and solves the trouble. (Dervin, 1989)
When I go back to interview results, it demonstrates there are three types of students who have different seeks;
The students who are enthusiastic about choosing a country just due to terminology one's speak and culture which is similar to his own.
The students who opting for a partner college or university as it provides a significant related to communication, a variety of communication courses and future consequence oriented which is gain for his degree.
The students who are interested in different culture, learning different terms, enjoying his one half semester as an exchange scholar.
With their aim, the inspiration and the results are already bridge the difference to help make the ultimate decision.
In this case, student focus on the gap bridging method of the sense making procedure which is to control the problem by following steps like gathering information (where they look for the relevant information), creating ideas (what decision they make), obtaining sources (that they determine their study field and spouse college or university) and these steps help come to your final decision.
However; based on the result of the third calendar year students' interview transcripts, mo
