Ralph Scheubrein
DHBW Heilbronn
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Prof. Dr. Ralph Scheubrein studied computer science and economics at the University of Kaiserslautern. He then worked as a consultant for information technologies for well-known companies. He received his doctorate and habilitation in business administration from the University of Hohenheim. After professorships at the Technical University of Freiberg and Eastern Michigan University in the USA, he accepted a professorship at the Baden-Württemberg Cooperative State University in 2009.
Today, Prof. Dr. Ralph Scheubrein is head of the business administration and commerce management program at the Heilbronn campus of the Baden-Württemberg Cooperative State University. Together with his colleague Prof. Dr. Carsten Kortum, he founded the curriculum-integrated company "Culinary Coffee eG".
Lightining Talks: Fresh ideas for teaching and learning
"Hybrid concept projects in InnoMa - Let's research, understand & optimize hybrid teaching concepts!"
Sabrina Navratil, Samuel Wissel
The InnoMA project finds answers to question such as “What role(s) will students play in the teaching of the future?” aiming to support and research innovative digital teaching projects at the University of Mannheim. Hybrid teaching concepts have become the norm but they don't always work to the satisfaction of everyone involved - a topic that concerns many university members. Many teachers implement different digital teaching formats, such as instructional videos, forums, quizzes, study questions as well as VR technology. However, it often remains unclear whether these digital teaching elements are used in the way the teachers intended. Therefore, another focus are the students. It seems understandable that, compared to face-to-face events, hybrid teaching concepts require the ability for self-regulated learning (SRL) to a large extent, which can lead to a major challenge during the learning process. However, as we already know, students differ in their ability to SRL, as they even tend to use ineffective strategies (Blasiman, Dunlosky & Dawson, 2016) as these are often not taught in advance (Bjork et al., 2013). It is self-explanatory that hybrid teaching concepts enable students to learn more autonomously, but simultaneously this can be associated with more requirements to use their learning skills in a self-controlled and regulated manner (van Alten, Phielix, Janssen & Kester, 2020). In InnoMA we examine this usefulness and effect of digital teaching elements and check whether they are in line with the goals of the teachers. From the student perspective using self-report measurements in order to gain further important insights and the influence the students' self-reported self-efficacy. For this purpose, information about the experiences with the planning and implementation of digital teaching in the supervised teaching projects is obtained and exchanged in a targeted manner via joint events in order to learn from and benefit from one another.
"International, digital, educational experience – International Summer School "Soil and Water"
Daniel Schropp
Teaching at university level is usually carried out at one location and is not internationally positioned. For this reason, a group of lecturers from 5 different European universities joined forces to teach together at different locations around the topic "soil and water". The main contents were related to soil and plant ecology in the light of climate change and human influence on ecosystems. However, not only technical aspects were taught, but also social topics, science communication and didactic aspects of knowledge transfer in connection with ”soil and water” were focused. Every teacher contributes his or her specific expertise on this field. The participating students also came from the five participating universities with different educational backgrounds. Short instructional videos were made available to the students in advance via a learning platform and served as preparation for the excursion part. The focus of the event is a 10-day excursion during which the students should experience their theoretical knowledge in practice. The place of the excursion changed every year, Therefore, the focal points changed annually. We also include teamwork in smaller groups of students, discussions and practical projects. In order to ensure the learning success, the students created video diaries about one day of excursion each. These videos were finally collected and made available to all participants via the learning platform.
Besides of teaching and learning topics, this activity shall contribute to the aim to improve the social and educational value of European cultural heritage and social cohesion. The focus on the public communication will underpin the importance of Europe's cultural heritage through lifelong and non-formal learning. Within our Summer School, we also focus on intercultural cooperation and we want to encourage students to work beyond their comfort zone and learn and discuss in English and get incontact with students from other European countries.
"Innovating Business Education for Responsible Global Minds"
Susann Kowalski
This Lightning Talk will present the Erasmus+ project. The project envisages a landmark innovative approach to the integration of internationalization (IoI), social entrepreneurship (SE), and ethics, responsibility, and sustainability (ERS) as the defining lens for business curricula in response to societal challenges and the
increasing need for companies to become sustainable. The project addresses the need of the partners to enhance their capability for systematic
alignment of their curricula with the needs of students and companies which have been co-created in dialogue with the associated local student organizations
and local international businesses. It furthermore inspires both business schools and other disciplines to develop integrated learning pathways that help students to connect the dots between their field of study, IoI, SE, and ERS, and apply these in their professional careers.
In the lightning talk, the structure of the project, the cooperating partners, the cornerstones of the process, the intended results, and how they are connected to studying programs on the example of the TH Köln will be shown. We would like to invite all festival guests to participate in this project.
"The crucial role of reflection during a traineeship How to empower students to develop future skills"
Thomas Berger, Dr. Cvetanka Walter
In this talk we will explore why and how online reflective practice can empower students to intentionally develop future skills during a traineeship abroad. Future skills are “competences that allow individuals to solve complex problems in highly emergent contexts of action in a self-organised way and enable them to act (successfully)” (Ehlers, 2020).
The exmaples are derived from a tutored course which aims to train intercultural, business and European civic key skills through short theoretical input, discussions and reflective practice. The Network for Erasmus-Traineeships and University Business Cooperation has introduced “Hands-on-Learning - Practical preparation for an intercultural workplace” as an online course integrated into the Erasmus traineeship.
Competence Pass (CP) is a voluntary part of the Hands-on-Learning Course and support students learning from experience and their competence development through reflection. CP has some predefined competence areas with guiding questions.
CP focus on reflection-in-anticipation which “enables us to deliberate about possible alternatives, decide on courses of action… and anticipate the experiences we and others may have as a result of expected events or of our planned actions” (Van Manen, 2016).
Based on our years long experience and research findings on the development and use of CP, we will discuss the benefits and barriers to online reflective practice during a traineeship abroad. We will offer concrete examples of how a reflective journal can support students to prepare consciously about an action that they can soon test out. When students engage in anticipatory reflection, they can make progress on critical engagement with their traineeship, feel more aware of their strengths and weaknesses and co-create their learning experience more intentionally.
You will leave the talk with a copy of CP (OER) which you can adapt to your needs in order to empower your students’ future skills development.
A Student-Run Business to Teach Entrepreneurial Skills - "Culinary Coffee" @ DHBW HN
Ralph Scheubrein
In 2016, at the Heilbronn campus of the Baden-Württemberg Cooperative State University (DHBW) the idea of founding a "real company" was born to give students the opportunity to practice their entrepreneurial skills while still studying at our university.
Two years later, our company "Culinary Coffee" was founded in the legal form of a cooperative and entered in the Stuttgart Commercial Register (Ust-IdNr. DE323233825). In the same year, we accredited modules tailored to this teaching construct in the curriculum of the bachelor's degree program in business administration. In 2019, we were awarded the State Teaching Prize of the Baden-Württemberg Ministry of Science for this innovative teaching construct.
In this session, we provide an overview of the key design decisions in constructing this entity for instructional purposes. Finally, we report on the experiences we have gained since then in using this construct.
A Student-Run Business to Teach Entrepreneurial Skills - "Culinary Coffee" @ DHBW HN
In 2016, at the Heilbronn campus of the Baden-Württemberg Cooperative State University (DHBW) the idea of founding a "real company" was born to give students the opportunity to practice their entrepreneurial skills while still studying at our university.
Two years later, our company "Culinary Coffee" was founded in the legal form of a cooperative and entered in the Stuttgart Commercial Register (Ust-IdNr. DE323233825). In the same year, we accredited modules tailored to this teaching construct in the curriculum of the bachelor's degree program in business administration. In 2019, we were awarded the State Teaching Prize of the Baden-Württemberg Ministry of Science for this innovative teaching construct.
In this session, we provide an overview of the key design decisions in constructing this entity for instructional purposes. Finally, we report on the experiences we have gained since then in using this construct.
University:Future Festival 2023 - Heads Up!Sessionize Event
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