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Gelebte Internationalität ist das führende Markenzeichen der Hochschule Reutlingen. Die als Deutschlands "Internationale Hochschule 2010" ausgezeichnete Hochschule für Angewandte Wissenschaften bildet nach dem Grundsatz "global denken, lokal handeln" junge Menschen zu hochqualifizierten und verantwortungsbewussten Persönlichkeiten aus, die aufgrund ihrer interkulturellen Kompetenz souverän und sensibel im globalen Netzwerk agieren können. Alle fünf Fakultäten sind in den Internationalisierungsprozess eingebunden, am weitesten ist man in der größten Fakultät der Hochschule Reutlingen, der ESB Business School.
Quest 3C : an integrative simulation game used to encourage cross-disciplinary thinking and action
(2014)
Interdisciplinary, complex problem-solving and the necessity to communicate effectively in global Teams characterise today’s rapidly changing Business environment. Employers consistently stress the need for business engineering graduates to demonstrate technical expertise, methodological competences and diverse soft skills. The "silo effect" in higher education has partially created a gap between what industry wants and what academia provides. Here we examine how interdisciplinary team teaching and shared ICT might be more effective in bringing higher education teaching in sync with industry and its demands.
Curriculum design for the German language class in the double-degree programme business engineering
(2017)
This paper aims to give an overview on how German is taught as a foreign language to students enrolled in the Bachelor of Business Engineering, a double-degree programme offered in Universiti Malaysia Pahang. The double degree students have the opportunity to complete their first two years of study in Malaysia and their last two years in Germany. Taking the TestDaF examination is compulsory for double-degree students. Hence, the German Language curriculum has been meticulously planned to ensure the students would be competent in the language. As such, the settings of the language class are discussed thoroughly in this paper. Additionally, it also discusses the challenges faced in teaching German as foreign language. This paper ends with some suggestions for improvement.
Quality-oriented selection of university partnerships : ESB Business School’s selection matrix
(2015)
Ein wichtiges Qualifikationsziel von heutigen Wirtschaftsingenieurstudien-programmen ist, Studierende dazu zu befähigen, vernetzt, ganzheitlich, interkulturell und interdisziplinär zu denken und zu handeln. Die Lehr- und Lerninnovation Quest 3C fördert durch ein integratives Blended-Learning Format sowohl die Vermittlung von grundlegendem Fachwissen als auch von berufsqualifizierenden Schlüsselkompetenzen.
This paper looks at the case of Reutlingen University (Hochschule Reutlingen), a university with a reputation for international student mobility. It examines how the university strives to fulfil its mandate to prepare ‘industry-ready’ graduates for the global industry by providing an international practice-oriented education. The key focus is on its efforts to establish credit-bearing internship programmes for international students, an area where the institution has ramped up its activities in recent years. Internships for international students is understood to encompass both domestic internships for international students (exchange and degree-seeking students) as well as internships abroad for home-grown degree-seeking students. The paper presents models and approaches that seek to ensure the quality of the international internship experience. It discusses challenges that the university has encountered on the way and makes suggestions about how to create internship opportunities against the backdrop of competing demands and expectations.
The use of gamification in workplace learning to encourage employee motivation and engagement
(2019)
When we think about playing a game, be it a card game, board game, sport, or video game, we generally associate the act of playing with a positive experience like having fun, enjoying the interaction with others, or feeling a greater motivation to reach a certain goal. By contrast, workplace learning is often perceived as being dull. Employees are likely at some point in their career to find themselves stuck in a rigidly defined seminar for a long period of time or in front of their computer navigating through a mandatory e-learning course on a dry topic such as standards of business conduct of safety policies.
In recent years, organizations have tried to leverage the motivating quality of games for more serious learning contexts. Gamification entails transferring those elements and principles from games to nongaming context that improve user experience and engagement. In this chapter, we will specifically focus on the context of workplace learning.
