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Student & Faculty Interations-Interactive Activities

1. Interaction in Classroom

In all courses,faculty members are required to use the heuristic teaching method, to inspirestudents to learn through inquiry and discussion, to encourage them to expressa different point of view, and to develop divergent thinking patterns. In-depthdiscussion, enlightenment from each other, and mutual sharing of effectivelearning methods promote tacit knowledge transfer among students and improvetheir in-depth understanding of the content in class. For example, in the humanresources management class, faculty members offer a large number of typicalcases for student discussion.  Thesecases pertain to human resources planning, staff recruitment and training, andsalary management. Through in-depth student-faculty interaction relating tothese topics, students gain a deeper understanding of human resourcesmanagement theory and real-world practices.

In curriculumassessment, faculty members evaluate the learning performance of students byassessing their participation in group work. During courses, faculty membersdivide students into several work groups and give them an open learning task.Each work group independently elects a director, who is responsible for overalldesign, implementation, and final results (including the business plan,research reports, marketing plan, product design, and software development).

For example, inthe process of completing the marketing practice on marketing strategy, thestudents from one business class were divided into several groups and assignedthe task of conducting surveys of a star hotel and a commercial economy hotel.Each work group was required to analyze the differences between the strategiesadopted by the two types of hotels, complete a SWOT analysis, and offersuggestions or recommendations for marketing countermeasures.

Business Schoolhas the largest proportion (25.7%) of foreign students at the University.Positive interactions between Chinese students and foreign students play animportant role in cross-cultural communication and knowledge transfer. Whendesigning curricula, Business School gives high priority to various forms ofstudent-faculty interaction in the classroom for both Chinese and foreignstudents.

2.Interaction Beyond Class

In addition tointeracting with faculty members in class, students have ample opportunities tointeract with faculty beyond class. Professors and associate professors andlecturers are required to arrange time each week to meet with students outsideclass to answer questions and provide extracurricular tutoring. For professorsand associate professors, the set time is not less than 8 hours a week. Forlecturers, it is not less than 24 hours a week. The specific time arrangementfor different faculty members to answer questions is published on the Schoolwebsite. According to their own situation, students also have the opportunityto communicate with faculty about problems encountered during the learningprocess. In addition, students can interact with faculty at any time throughmodern communication means such as email, social media, phone calls, and textmessages. The system for answering questions and providing extracurriculartutoring enriches the learning process, promotes creative thinking on the partof students, and inspires them to excel in their knowledge and understanding ofeconomics management.

3.Student–Faculty Interaction Community

BusinessSchool has established a progressive, student-centered community to facilitatestudent-faculty interaction, improved interpersonal relations, and one-on-onecommunication. This community is built and strengthened through three primarykinds of workshops:

(1)  Learning Workshops.Based on the characteristics of different types of courses and different levelsof students, the School establishes academic promotion platforms such as theEconomics Management Foundation Course Learning Workshop and the EconomicsManagement Experiment Course Workshop. These workshops promote academicknowledge by answering questions, enriching the learning experience, andimproving the academic performance of students. In these workshops, facultymembers enter student self-study places where they can observe the students’study situation, assess their difficulties, and provide personal counseling to thosewho need it.

(2)  Innovation Workshops. Adheringto its mission, Business School develops the innovation ability of studentsthrough national, local, University, and School innovation projects. Facultymembers organize students to participate in extracurricular technologicalinnovation activities and competitions. They develop interest-focused,project-driven innovation workshops that feature collaboration between facultyand students and ensure a positive linkage inside and outside the classroom.Faculty help students to choose the appropriate innovation project for theirarea of study and to organize an entrepreneurship team with a reasonablestructure of innovation. This type of workshop not only enhance innovationability, but also promotes economics management practices.

(3)  EntrepreneurialWorkshops. The School conducts entrepreneurialworkshops, training camps, specialized laboratories, and other entrepreneurialactivities for students in order to stimulate their interest inentrepreneurship, inspire their entrepreneurial spirit, foster their courage toengage in entrepreneurial pursuits, and strengthen their entrepreneurialskills. These workshops offer guidance to students with regard to independentinvestigative studies and presents a real-world environment for improvingentrepreneurial innovation. Working together in these workshops, faculty andstudent can present a venture project to society in order to attract moreventure capital and further promote the incubation of innovation projects bystudents.

4.Tutor-Student Interaction

Everyundergraduate freshman in Business School has a tutor who provides dailyassistance with academic studies, moral issues, and the ordinary routines oflife. The tutors guide students to establish a value system and a properoutlook on life, to develop a scientific and humanistic spirit, and to planadequately for their studies and subsequent career. The tutors help studentsformulate study plans that suit their own characteristics. Because they soongain a better understanding of the student’s learning situation, they arebetter able to resolve the student’s study problems in harmony with thestudent’s own aptitudes, talents, and skills. The tutors work patiently tostrengthen the subjectivity of each student and to promote an independent andpositive learning style. The aim is to produce a large number of innovativestudents with compatible knowledge, abilities, and qualities.

To furtherstudent-faculty interaction, the School arranges a tutor to guide eachundergraduate student with his or her graduation thesis. The School requiresthat tutors of the graduation theses arrange seminars with students once a weekto interact, answer questions, and promote good writing skills. The tutorsmonitor progress on graduation theses, help resolve related problems, anddiscuss improvement plans with the students. The whole tutoring process fortheses is recorded in the GraduationThesis Instruction Manual

At thepost-graduate level, student-faculty interaction is a paramount feature throughoutthe post-graduate period. The School uses a two-way selection process todetermine whether a student needs a tutor. At this level, tutors areresponsible for guiding course work and research throughout the period ofpost-graduate study and during the Ph.D. candidate training period. Each Ph.D.candidate selects a tutor to guide his or her course work and dissertationwriting.

5.Student-Student Interaction

Student-studentinteraction happens everywhere in Business School. There are extensive andin-depth interactions among undergraduates in numerous aspects (i.e., learningmethods, academic competition, certificate examination, job search,extracurricular activities, and overseas study). The School promotes the sharedgrowth of undergraduates by encouraging them to share their experiences. Forinstance, the School invited post-graduates Wu Huihui (admitted to ShanghaiUniversity of Finance and Economics) and Yang Zhaojie (admitted to TongjiUniversity) to attend an interactive activity called Post-Graduate of TopUniversity Symposium. These two alumni shared with undergraduates theirexperience in post-graduate study and the National Post-Graduate EntranceExamination from the perspective of learning plans, selection of school ormajor, and exam mentality. Frequent and extensive interactions occur amongpost-graduates with regard to academic research and joint participation invarious research projects. Post-graduates interact, for example, regardingEnglish certification, course learning, research methodology, academic paperwriting, and graduation thesis planning. These activities broaden theirhorizon, enhance their team consciousness, and improve their level ofscientific research. Moreover, post-graduates of Business School helpundergraduates with a number of activities (e.g., scientific methods, dataanalysis, and writing norms and skills), which allow them to completeinnovation and entrepreneurship programs and participate in professionalcompetitions. On the other hand, undergraduates can get involved inpost-graduate research groups and help to conduct social surveys, collectstatistics, and organize research information. This interaction betweendifferent levels of education not only can enhances the research productivityof master’s and Ph.D. post-graduates, but also helps promote undergraduateinterest in science and develop scientific literacy.

6. Student-Facultyand Student-Student Interaction through Competition

Faculty membersin Business School promote professional skills competition interaction byencouraging their students to take part in various competitions. Students areadvised to search for their own partners in various competitions, based onpersonal skills, academic ability, and competition rules. For instance, in thefinal phase of the China University Business Challenge-International Trade& Trade Exhibition Competition, participating students discussed varioustrading skills (e.g., project proposal writing, contract drafting, and businessnegotiation) and trading processes (e.g., exhibits arrangement, participationin exhibition, business negotiation, and marketing management). Student-student and student-faculty Interactions permeated the entire process ofcompetition. Judges, enterprises, and business professionals were deeplyimpressed by the solid foundation of professional knowledge demonstrated by theparticipating students, as well as their innovation and creative abilities,fluency in English, strong business communication skills, excellentcomprehensive quality, and the high level of team cooperation. These studentshave received a lot of positive attention and compliments as a result of thecompetition. Through student-student and student-faculty interactions, theparticipating students widened their horizon, acquired vital professionalknowledge, and gained practical experience that they would not normally receivein the classroom. At the same time, the experience had a positive effect on theSchool’s social influence.

 

 


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University of Shanghai for Science & Technology
| Business School
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