The poster wall will be positioned at the heart of the conference in Hall 5F. Posters will be on display throughout the conference and presenters for 'Investing for return: returning the investment' will be on hand between 1330 and 1400 on Friday 11 March 2011 to discuss their projects and ideas with interested delegates.
This research study confirms that many UK business schools are acutely aware of the importance of customer relationship marketing (CRM) and in the case of higher education marketing Student Relationship Marketing (SRM) and the importance of tracking students through the stages of the Loyalty Ladder (Christopher et al) and the student life cycle. Deans of UK business schools and marketing managers are under increasing pressure to convert applications into enrolments and retain existing students but few seem to have fully embraced the notion of SRM in terms of systems. It is known that systems are expensive to install and can take up to two years before they are fully functional. This research targeted the Association of Business Schools (ABS) members with a survey on their relationship marketing strategy and the findings will be delivered in this poster session. The findings show that we can surmise nearly 79% of those surveyed have a non-integrated system and that although conversely 73% do have a specific relationship marketing plan.
The principal objective of this project is to develop the institutional and collaborative capacities of three African partner Universities (United States International University in Nairobi, Kenya, University of Lubumbashi in DRC and Gulu University in Uganda) to play applied functional roles in conflict and development intervention, post-conflict reconstruction, and peacebuilding. The project aims to expand and strengthen employability skills and opportunities of undergraduate and graduate students in the cognate fields of study. The three African universities are working in partnership with the University of Bradford in the UK. This three-year capacity-building project (2009-2012) was developed against the background of multi-faceted and interlocking conflicts and wars that have blighted the African Great Lakes region for over the past two decades. Among the core activities of the project are review and strengthening of the peace, conflict and development studies curricula of the African partner universities; developing and implementing work training/placement schemes for students. The project is working towards producing a major edited book on Conflicts, Conflict Intervention and Peacebuilding in the African Great Lakes region to be published by Indiana University Press. The entire project is made possible by a three-year grant from the UK-government’s Development Partnership in Higher Education (DelPHE) scheme.
What is the difference between Bruce Lee and the average practitioner of martial arts? More creativity, less form. Instead of repeating a clearly defined series of moves in as much detail as possible, a ‘Bruce Lee student’reacts to each unique situation in a creative way, adapting to the circumstances. This describes the paradigm shift taking place in education: the environment has become more complex than ever before and the traditional ways of learning are simply no longer sufficient. In response to the lack of 21st century skills teaching, the BBA program at Tampere University of Applied Sciences sought a new form of collaboration with businesses and invited an entrepreneur with experience of the rapidly changing corporate world to develop and implement a course: Using Social Media to Support Relevant Worklife Skills. The course is a combination of different teaching methods designed to enable students to understand and relate to the 21st Century’s ICT enriched team-working environment. The module also focuses on how to learn and teach these skills to be able to use them in today’s participatory knowledge economy where building collective knowledge is vital in the contemporary business environment.
International student mobility (ISM) is the main indicator of the internationalisation of higher education. It has significant economic and academic implications, and is expected to grow considerably during the coming years. Malaysia, as an emerging contender in higher education service provider received more than 83,000 international students in December 2009. Students going abroad for ISM programmes are exposed to cultures, working ethics, social environments and world views that differ from their own. ISM enables students to develop an international perspective from experience abroad through immersing themselves in academic, cultural or industrial mobility programmes. These qualities are highly valued by multinational firms seeking individuals that are adaptable cross-border. University of Technology Malaysia (UTM) has embarked on programmes to promote ISM internationally. One of the successful ISM programmes is the Global Outreach Program (GOP) which develops students to be global-ready graduates. Funding is the key challenge for a GOP delegation, which consists of 10 – 20 students and academic staff. Fundraising projects not only assist students in reducing necessary travelling expenses, they also benefit local communities long-term. GOP encourages students to be entrepreneurial, and is also a platform to develop students’ leadership, proactiveness and team-working skills, which are crucial for future career progression.
Many countries around the world face huge challenges due to the globalisation of economic systems. In some cases, a lack of qualified workers means that countries are unable to exploit opportunities at their disposal. These issues are exacerbated by the fact that vocational and technical education systems have not evolved to serve the demands of a modern, private-sector led economy and do not ensure that students receive high quality, demand-driven training. One way to address these challenges is through engineering a reform in vocational and technical training. The aim is to increase the capacity of the system to teach core technical skills, increase youth and workers’ employability by improving their technical skills and productivity to meet labour market demands, whilst providing critical information on the labour market. Reform is also a way to develop essential public-private partnerships between TVET schools and the private and public sectors. Eventually, workers obtain better salaries and poverty is reduced. This poster will present key phases of the TVET system reform to achieve success based on real life experience. It will provide a visual representation of the life cycle of the process, conditions of success, reasons for failure and opinions of students and employers.
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