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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.
Quality-oriented selection of university partnerships : ESB Business School’s selection matrix
(2015)
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.
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.
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.
Businesses need to cope with myriad challenges including increasingly competitive markets and rapid developments in digital technology. The overall aim of the research described in this paper is to generate fresh insights into the impacts of digitalisation on the design and management of global supply chains. It focuses on understanding the current adoption rate of new technologies in global supply chains, identifying perceived opportunities and challenges and clarifying the critical factors driving (and inhibiting) their deployment. The authors administered an online survey with a global sample of respondents from various supply chain functions, resulting in a sample of 142 responses. Significant differences emerged in adoption patterns between companies of different sizes. Moreover, the study pointed to a widening gap (or a ‘digital divide’) between leaders and laggards in terms of technology adoption. Perceived benefits and challenges also differ notably between companies of varying sizes. Adoption patterns are very diverse across specific technologies. The results further suggest that there is a significant correlation between adoption of digital technologies and different dimensions of company performance.
Logistics has undergone tremendous changes over the past few decades. Above all with the advent of the digital age, we have witnessed the significant impact of new technologies on supply chains in terms of business transformation, increased agility and performance. However, many businesses have chosen to harness the full potential of these technologies to create further value (Bughin et al, 2017). High investment costs, fears for cyber security, a lack of expertise in the workforce and insufficient awareness of the concrete benefits of these technologies are just some of the factors hampering the decision to adopt digital technologies.
The following chapter draws on the findings of both recent quantitative and qualitative research conducted by practitioners und academics.
This article examines centralised and decentralised approaches towards managing internationalisation by means of a case study. Reutlingen University (Hochschule Reutlingen), a university of applied sciences in Southern Germany, has three decades of experience in managing internationalisation. Its strongly integrated and hybrid approach combines centralised and decentralised strategies with the aim of achieving responsiveness, innovation, transparency, quality, and goal alignment. Centralisation and decentralisation are manifested on two levels: university versus schools, and school versus individual programmes. Since internationalisation is embedded in virtually all areas of the university’s operations, examples will be provided ranging from administration and marketing to research, international programme management and curricula.
In diesem Kapitel werden die Grundlagen eines nachhaltigen Human Resource Management (HRM) erläutert und auf den Sport- und Kultursektor übertragen. Nach einer kurzen Einführung in die Thematik und deren Relevanz werden zunächst verschiedene Ansätze des nachhaltigen HRM beschrieben. Anschließend wird sowohl auf die personalrelevanten Besonderheiten in Sport und Kultur als auch auf die Herausforderungen in beiden Sektoren eingegangen. Es wird zum einen beschrieben, wie Nachhaltigkeit in der HR-Strategie verankert werden kann, um geeignete Humanressourcen zu gewinnen. Hierbei werden insbesondere die Personalplanung, die Personalbeschaffung, der Rekrutierungs- und Auswahlprozess sowie das anschließende Onboarding beleuchtet. Zum anderen werden Anregungen für nachhaltige Mitarbeiterbindungsmaßnahmen in den Bereichen Training, Entwicklung und Leistungsmanagement gegeben. Zum Abschluss bietet dieses Kapitel einen Ausblick in die Zukunft.
