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Internationalisation at MMUBS: Insights from the EU-China Managers Exchange Training Programme

This case study explores the METP (Managers Exchange Training Programme), a five-year EU-China intergovernmental project aimed at enhancing management capacity and intercultural exchange. With a funding of 23 million Euros, the programme facilitated training and work placements for 450 managers from both regions. It reflects on the programme structure, evaluation methods, challenges, and the unique qualities of the Chinese learner. Ultimately, the METP contributes significantly to the internationalisation of management education, fostering mutual understanding and collaboration between Europe and China.

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Internationalisation at MMUBS: Insights from the EU-China Managers Exchange Training Programme

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  1. INTERNATIONALISATION AT MMUBS THE METP CASE STUDY

  2. Session Outline • The METP Programme Objectives + Structure • MMUBS Contribution to METP • Programme Evaluation • Issues + Reflections • The Chinese Learner • Programme’s Contribution to Internationalisation • The Wider Legacy

  3. EU-China Managers Exchange + Training Programme (METP) • 5 year intergovernmental cooperation project between EU + China • Provided support for exchange + training • Involved training + work placements for 450 Chinese and European Managers • Total funding 23m Euros

  4. Objectives of METP • To support China's reform process and to promote mutual understanding between China and EU through the development of human resources. • To meet the demand for EU-China cooperation in improving the management and intercultural exchange capacity of key players in the profit and non-profit sectors.

  5. Project Structure & Partners • 5 Intakes: Rigorous selection in Beijing + Brussels, intercultural training in Beijing, Language training, Business Programme and Internship in China (Europeans) , Management Training and Internship in EU (Chinese) , final debrief for all in Beijing • EU Manager Training 200 participants • University of International Business + Economics (UIBE) • China Council for Promotion of International Trade ( CCPIT) • Chinese Manager Training 250 participants • 3 EU Business Schools: ESCP Europe; Solvay Business School (SBS-ULB); MMUBS • 4 logistics partners : UK, Italy, France , Belgium

  6. CHINESE PARTICIPANTS PROGRAMME STRUCTURE IN EUROPE

  7. PRINCIPLES OF TRAINING DESIGN • Keynote lectures + workshops • Electives • Personal development activity • Industrial visits • Guest speakers from industry • Social & cultural activities

  8. STAFFING THE PROJECT IN MANCHESTER • Academic & practitioner • Engagement was voluntary & off timetable • Inclusive • Project team: mix of Western & Chinese staff • Engagement of the wider Business School

  9. TYPICAL PROGRAMME AT MMUBS WEEK 1 Contemporary Business Context Personal Skills & Effectiveness Welcome Dinner Organisational Learning & Knowledge Management Electives Leadership Organisational Culture Organisational Case Study Managing Individuals Industrial Visit Teams & Organisational Effectiveness Personal Skills & Effectiveness

  10. TYPICAL PROGRAMME AT MMUBS WEEK 2 Performance Management Transfer of HRM Systems in MNCs Organisational Case Study Talent acquisition Industrial Visit Human Capital Development HR Business Game Reward Management HR & Change Personal Skills & Effectiveness Electives Farewell Dinner

  11. EVALUATION • Informal ongoing feedback • End of 2 week programme reaction questionnaire • Consortium review meetings • End of full programme evaluation session conducted by METP Project team in Beijing • End of project Impact Study

  12. ISSUES & REFLECTIONS IThe Chinese Learner Programme design and delivery was underpinned by our worldview of learning & our expectations of Chinese learners

  13. LEARNING WORLDVIEW ‘Taken-for-granted frameworks of expectations, attitudes, values and beliefs about how to teach or learn successfully and about how to use talk in interaction among other aspects of learning’ ( Jin & Cortazzi, 2006)

  14. The Chinese Learning Context Sources: Chan (1999), Kember (2000), Shi (2006)

  15. TRADITIONAL CHINESE EDUCATION SYSTEM • Traditional Chinese learning system conditioned students to: • Accept teachers as almost omniscient & non-criticisable • Accept that basic knowledge has to be deeply internalised & highly mastered before independent thought or creativity possible • Master rote learning & reproduce what teachers/text books say • Become more visually(concrete) rather than verbally(abstract) centred learners

  16. TRADITIONAL CHINESE LEARNERS • This approach leads to: • Highly motivated learners with high expectations of tutor’s ability to transmit knowledge • Acquisition of a vast store of knowledge through rote memorization at expense of creativity • Belief that questioning the teacher ,expressing opinions or seeking explanations is disrespectful • Preference for concrete, practically applicable & proven methods rather than abstract theory • Rejection of learner/problem centred approach

  17. AN UNWARRANTED STEREOTYPE? • Role learning not entirely superficial- mechanical repetition followed by a deeper understanding, reflection and integration • Independent thought & reflection underpin Confucianism & lead to receptiveness to new ideas (Kember, 2000; Kennedy, 2002)

  18. ISSUES & REFLECTIONS IIThe Chinese Learner SUPPORT FOR STEREOTYPE • Motivated to learn • Preference for concrete rather than abstract • Demonstrated high respect for tutors • Did not criticise or challenge in class SUPPORT AGAINST STEREOTYPE • Reacted positively to learner centred activities • Demonstrated reflection • Much more ‘techno savvy’ • Did challenge in class

  19. ISSUES & REFLECTIONS IIIINTERNATIONALISATION • Internationalisation of HRM/OB Faculty • Participation in recruitment activity in China • Programme delivery • Development of contacts & case material • Working with EU partners • Internationalisation of wider MMUBS staff particularly support staff

  20. ISSUES & REFLECTIONS IV LEGACY • Academic Human Capital Development • Understanding Chinese learners • Successful project design, management & delivery particularly in terms of future EU/Sino activity • METP as a research site • Academic Social Capital Development • Contacts + networks • A Successful Project

  21. REFERENCES Chan, S (1999) ‘The Chinese Learner- a question of style’, Education and Training , 41(6/7):294-305 Jin, L and Cortazzi, M (2006) ‘Changing practices in Chinese Cultures of Learning’ Language, Culture & Curriculum, 19(1): 5-20 Kember, D (2000) ‘Misconceptions about the learning approaches, motivation and study practices of Asian students’, Higher Education , 40(1) :99-121 Kennedy, P (2002) ‘Learning cultures and learning styles: myth- understandings about adult (Hong Kong ) Chinese learners’ International Journal of Lifelong Education, 21(5) : 430-451. Shi, L (2006)’The Successors to Confucianism or a New Generation: A Questionnaire Study on Chinese Students Culture of Learning English’ Language, Culture & Curriculum, 19(1): 122-147 www.metp.net.cn

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