THE COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART

ALBERT NERKEN SCHOOL OF ENGINEERING

AND

THE GATEWAY COALITION:

THE GLOBETECH SIMULATION

FALL SEMESTER 1995

FACULTY INFORMATION

SUBJECT:

THE AUTOMOBILE INDUSTRY OF CHINA, INDIA, MALAYSIA AND THAILAND: COMPETITIVE AND TECHNOLOGY MANAGEMENT ISSUES.

FACULTY INFORMATION:

As discussed in the introduction to the Background Information document, the three main pedagogical goals of the simulation are:

  1. To familiarize students and faculty with team work and develop the required skills,
  2. Iintroduce students to the process of international business negotiation simulation for technology management - in this particular case in the automobile industry,
  3. Familiarize students and faculty with the current computer based long distance learning technologies, the virtual class room, conferences, etc.
The wholehearted participation in this project of all faculty teams, is an essential ingredient for the success of the simulation.

THE ROLE OF THE FACULTY TEAM LEADER (FTL):

The FTL is the student team's guide, instructor, motivator, and major cheer leader. Prior to and during simulation he/she should instruct the students in the dynamics of team work, arbitrate team conflicts if they appear, help students smoothly adjust to team work.

The main role of the FTL during the simulation is to: make sure the team did its research and prepared its positions and negotiation strategy. The FTL should encourage brain storming discussions to help students understand and appreciate the complexities of the business international negotiation process.

As part of the simulation faculty team, the FTL has to communicate often (e-mail, phone, etc.) with the FTLs of the other teams and the Simulation Lead Team (SILT). Good communications among all participants are essential for a successful simulation.

The full logistic support of each college in the areas of: simulation space, computer facilities, software, research materials, etc. are extremely important for a good team participation.

SUGGESTED MILESTONE RELATED ACTIVITIES:

A) Before simulation start: (September 5 - October 22, 1995)

B) During the simulation: (October 22 - November 24, 1995)

C) At the close of the simulation: (November 27 - December 1, 1995) Although all the above might seem a tremendous amount of work, FTLs participating in similar previous simulations (i.e: the ICONS project) have experienced a great deal of satisfaction in helping create a new learning experience, interfacing on a multi-university project, seeing their students highly motivated and learning so much. The GLOBETECH simulation is no exception. Since it is offered for the first time, it might be a little more difficult. Once institutionalized, it will be much easier to maintain and participate into.

THE FEEDBACK PROCESS:

The feedback process, the analysis, synthesis, and dissemination of the pedagogical information gathered during the simulation represents an integral part of GLOBETECH. At the end of the simulation, both FTLs and students should complete their questionnaires, feel free to provide any additional comments, and forward their answers to the SILT by December 1, 1995.

Based on this input, a report regarding the simulation will be written by Cooper Union in the Spring of 1996. The report and any available simulation multimedia exhibits will be made available to all GLOBETECH participants and the Gateway Coalition members, to serve as a learning platform for similar future projects.

THE FIVE TIER RATING SYSTEM:

This is the system employed for making the peer evaluations for the team projects. It was developed by the United States Air Force. Each student is given a task or area of responsibility as his/her contribution to the completed project. Tasks or areas of responsibility may be changed during the duration of the project, if needed. The peers evaluate each other on how well they have performed in that particular task. The five levels of evaluation are: Outstanding, Excellent, Satisfactory, Marginal, and Unsatisfactory. The criteria for achievement at each of these levels is as follows:

Outstanding:
Excellent:
Satisfactory: (Does not mean average)
Marginal:
Unsatisfactory:
Click here for FORM #1: PROJECT TEAM EVALUATION Click here for FORM # 2: STUDENT'S SIMULATION EVALUATION

FORM # 3: FACULTY'S SIMULATION EVALUATION

THE GLOBETECH SIMULATION (FALL '95)

FACULTY'S NAME:

TEAM(S) I.D. :

On a scale from 0, the worst, to 10, the best, please grade the following:

A. SIMULATION SUBJECT:

A.1 Timeliness:

A.2 Relevance to your course:

OTHER SUBJECTS YOU WOULD RECOMMEND FOR FUTURE SIMULATIONS: B. LEARNING EXPERIENCE:

B.1 Was the simulation a worthwhile learning

experience?

B.2 How would you rate your team(s)'s performance compared with the others participating in the simulation? B.3 How much did you enjoy the simulation? B.4 Computer interface with the other teams B.5 Interface with your team(s) B.6 "On-line" simulation conferences

B.7 Interface with SILT

B.8 Interface with faculty from other teams

B.9 Effectiveness of press releases

B.10 Discussion questions B.11 Negotiation process

B.12 Fairness of contract awards

B.13 Post-simulation debriefing/feedback

COMMENTS: Was the simulation your first team work experience? Yes No

NOTE: The main purpose of this questionnaire is to gather pertaining information in order to improve future simulations, not to grade anybody's performance. Your objective evaluation and constructive comments are essential to help improve engineering education.