Developing Autonomy and Employability:

The European ChallengeBerlin 2006-08.

Students as consultants, tutors as clients

Nick Nunnington e3i Associate Director

Project Manager

Principal Lecturer in Corporate

Real Estate

Steven Skinner Hallam student

BSc. Business Property Management

Final Year

Participant in the European Challenge

What is the Challenge

– Students and staff from 9 universities in 8 countries.

– Provides an intensive, authentic experience for undergraduate/postgraduate students from related degree courses (e.g. real estate, facilities management, property management and business) by setting them a complex inter-disciplinary, international professional assignment.

– Interprofessional, international student groups work together as consultants for a fictional global finance company seeking to establish a new European Headquarters.

Why does the Challenge drive employability?

it pushes all the current topical employability buttons:• internationalisation - non UK centric - challenges a UK perspective• team working (cross cultural)• autonomy and self reliance• commercial awareness• client management• communication, motivation . . .

– “hit the ground running” (What do graduates do 2005) – competitive, intensive and demanding – raises profiles – CV’s and interview– It’s FUN – yes FUN - “work hard – play hard”

So Steven?

Is it intensive ? - how does it compare to a conventionally taught module ?

What makes it a special experience ?

Is it fun? Why is this important ?

What was it like working with people from USA / Eastern Europe you had never met before ?

Why do you think it drives employability ?

The Process

– Over two weeks the students collectively apply their knowledge by assessing the company's requirements and analysing potential premises in nine cities (incl. Vienna, Bratislava, Warsaw, Munich, Amsterdam and Prague).

– Students visit premises, interview local agents, and conduct field research in these cities. This provides each group with relevant, real data.

– Each group draws up a report and makes a professional presentation to the company board comprising tutors and employers.

– Employability enhancement is at the heart of the project.

– Evidence from past students that it has directly contributed to gaining employment.

– Develops many standard employability skills but also very contemporary ones – such as working in a multi-national cross cultural team.

– Puts AUTONOMY – the first feature of Sheffield Hallam's Employability Framework at the heart of its pedagogy.

The Process

Students as consultants, tutors as clients

So Steven?

There was only 50 minutes of traditional teaching – and that was a briefing – the rest was through role play – how does that work ?

Was it realistic ?

What skills did this approach help develop ?

You had to prepare a lot of material beforehand and become an “expert” was this effective ?

How has this prepared you for work ?

Stage 1

Each Group of 8 students workAutonomously on a knowledge “theme”:e.g. Space PlanningIn their home University

Semester 1: October - December

Outputs

1: Poster Presentation2: Briefing Paper3: At least 3 “new” objects for their own Blackboard site.

MOTIVATION : the students know they will be the expert consultants in Berlin

Stage 2

A team building exercise in their new multi-national teams e.g.a Polish, Dutch, English, Irish,German and Danish student working Together.

Inter Semester Break – January

Outputs

The students present their expert findings to all the student groups,Distribute their briefing paper and Signpost their Blackboard resources

MOTIVATION : the students on day one are setting out theirprofessionalism and commitment. PLUS National Pride ?

Stage 3Students produce a strategic briefof their clients requirements HARD DATA plusSOFT DATA Role play interaction with tutors as clients.

Inter Semester Break – January

Outputs

The students fully appreciatethe role of a consultant and develop essential client management skills

MOTIVATION : the students find the role play challengingas tutors are briefed with conflicts = reality!

Stage 4Students fly out to one of 10 capital cities on the clients shortlist – workingwith real companies and having Presentations from real inward Investment agents the students visit Potential buildings and undertake aDetailed and objective evaluation

Inter Semester Break – January

Outputs

The students are exposed to the realities of building appraisalin a non familiar environment

MOTIVATION : the students are working in unfamiliar territory with real professionals

Stage 5Students complete their building Selection and make a final Presentation in front of invited Professionals HR professionals.

Inter Semester Break – January

Outputs

The students make a very high quality presentation and final report

MOTIVATION : the students know that jobs are on offer !

The Final

Report

The Final

Presentation

Seeing, hearing, doing

LEARNING

A Students Perspective

Dissemination

Phase 2

The European Challenge DV D

Next Steps

• DVD Take 2

• Internationally available courseware SHU/CETL/CEBE branded.

• Inclusion in the Matrix – deployment on business courses.

• Entry into e-learning competitions.

Questions