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Management Project Cross Border (MPCB)

Course content

The core contents are related to export opportunities as well as market entry options and internationalization of small and medium sized companies. The students are divided into teams that consist of members from different countries and different educational institutions (Hogeschool van Amsterdam and Fachhochschule Dortmund).

The knowledge-tools (“master classes”) for successful consultancy will be concentrated mainly on market analysis and entrance strategies for foreign markets, as well as on tools like SWOT analysis and techniques regarding desk research.

(Cross border) management projects are designed to practice intercultural communication and problem solving within international teams. Teams are working together on a common assignment via modern communication systems and face-to-face meetings. In contrast to a typical smaller case study environment, management projects are less structured in advance, more complex, and outcomes are less predetermined. Assignments are either given by real existing corporate partners or taken from other sources.

The students are given a real-life business case and their task is to come up with a recommendation for a client company. The students only have about 6-8 weeks to accomplish this task and there will be a direct competition between the teams due to the fact that 6 up to 7 teams consult the same company.

Coaches from both universities are going to coach the teams for the whole project period. Which means that students will be coached, not guided, by faculty menbers.

The work takes place both through contact days and remote working methods. During this time the students should develop, practice and apply necessary competencies such as teamwork, getting feedback from the client and working in an international environment.

The course includes travelling abroad, for at least the kick-off and/or the kick-out. During the kick-off, students get to knwo their team, the coaches, clients and the assignment. During the kick-out days the students are presenting their solutions.

The time frame between kick-off and kick-out includes project work. Students start creating content from their home universities and utilize remote working methods. As self-management is key in management projects coaches do play a more passive role in monitoring the team and giving feed-back as well as in supporting the team for example in cases of unsolvable internal conflicts etc. Projects may consist in larger case studies, case competitions and/or consulting projects jointly performed with corporate partners.

 

Teaching and Training Methods

Faculty staff from all partner universities are going to coach the teams for the time of the project. All mandatory project-related communication and reports have to be managed by using an E-Learning-Platform.

  • Master classes for teaching and applying corresponding methods and tools
  • Coaching by professional lecturers and practitioners
  • Distance learning tools 
  • Monitoring by structured reporting requirements/guidelines
  • Results-oriented presentations in oral and written form

Learning outcomes

Application of professional knowledge

The Students can/know/apply

  • Transformation of learning outcomes and techniques from theoretical exercises into practice
  • Practical management knowledge in dealing with real companies and subject based consulting tasks
  • Management of relevant qualitative and quantitative data with respect to a nuts-and-bolts assignment
  • Presentation of appropriate and coherent recommendations that lead to effective marketing and business decisions
  • Identification of the role of motivation and engagement and its relationship with the attainment of project goals
  • Knowledge regarding the latest stage for strategic application of diversity related management models

Acquirement and application of skills

The Students can/know/apply

  • Building of expertise in (international) team building, team organisation and team management development of tools and skills necessary to communicate in cross border projects, dealing with intercultural differences
  • Improvement of project task related skills like timing, information gathering, planning, structuring, organisation, reporting/documentation and presentation of results
  • Gathering of specialised problem-solving skills required in operational and strategic management issues in order to develop new knowledge and procedures and to integrate knowledge from different fields
  • Learn to interpret qualitative and quantitative data and present appropriate and coherent recommendations that lead to effective marketing and business decisions
  • Usage of distance learning tools and other modern communication systems used for communication in cross border teams

Application and improvement of social Competencies

The Students can/know/apply

  • Leading and coordinate teams in a results-oriented fashion
  • Present and prudently defend team results in a complex and demanding environment
  • Improve cooperation among human resources in projects and organisations based upon appropriate policies and strategies
  • Handle complexities while working in international teams
  • Deal with intercultural differences
  • Detect and apply HR competencies needed in a project or in an organization, including diversity management
  • Develop team competencies among team members (including conflict resolution), supported by state of the art management and project planning instruments

Enhance autonomy

The Students can/know/apply

  • Students shall learn to foster their entrepreneurial mind-set due to the confrontation with (nearly) real business conditions and assignments
  • Reflect operational challenges of a company in the background of social values
  • Work out independent sub-tasks and ideas in order to support the project with significant and sustainable management initiatives

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