Post on 12-Apr-2017
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 1
Challenges for Educators in PSM curriculaQuest for closing the gap with employers’ requirements
Klaas Stek, Volker Koch, Bernd Markus Zunk and Holger Schiele
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Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 2
Context : P/SM Competencies
PERFECT project : towards a P/SM curriculum
Methodology: 300 European job ads & literature review
Results: Similarities and cultural / structural differences
Conclusions & recommendations
Agenda
Agenda
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 3
Explicit knowledge Tacit Knowledge
• explicit, codified, ‘hard’ book knowledge • “know-what”• ‘public goods’• e.g. knowledge of subjects like ‘cost management’, ‘lean principles’ or ‘law and regulations’
• unspoken, tacit knowledge - ‘experience’• “know-how”• 90% of knowledge in organisations is tacit• hard to copy or steal• e.g. negotiation experience• 50% of decision-making is tacit
Context - P/SM Competencies
Skills and knowledge
Hard skills Soft Skills
• professional and technical skills • e.g. handling a computer,
being able to work with MS Excel
• non-technical skills aim • e.g. social skills, decision-making,
time management and problem solving
Sources: Fawcett and Rutner (2014), Birou et al. (2016), Shou and Wang (2015), Giunipero and Pearcy (2000), Mulder et al. (2005), Tassabehji and Moorhouse (2008), Nonaka, (1994). Smith (2001), Shub and Stonebraker (2009), Giunipero et al. (1999), Polanyi (1958), Polanyi (1966), Jasimuddin et al. (2005), Nonaka and Takeuchi (1995)
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 4
Internalizationfrom explicit to tacit
(access to codified knowledge, goal based training)
Externalizationfrom tacit to explicit
(writing it down, creating metaphors, modelling)
Context - P/SM Competencies
Knowledge Spiral: transformations from and to tacit and explicit knowledge
Source: Nonaka (1991), Nonaka and Takeuchi (1995)
Combinationfrom explicit to explicit (sorting, adding, categorizing,
codified information)
Socializationfrom tacit to tacit
(observing, teamwork, sharing experiences, imitating)
TO: TACIT KNOWLEDGE TO: EXPLICIT KNOWLEDGE
FROM: TACIT KNOWLEDGE
FROM: EXPLICIT
KNOWLEDGE
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 5
• No harmonised PSM curriculum Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories)
Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories) Tacit knowledge - (business & P/SM know-how, e.g. decision-making) Soft skills - (e.g. interpersonal skills, teamwork, creativity)
Needs of firms:
• Translate P/SM needs of firms into curricula Developing skills of student (future P/SM staff) Standardizing of harmonizing P/SM curricula
Closing the gap:
Context - P/SM Competencies
Literature on ‘PSM Business Schools vs. PSM practice’
Source: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013)
Learning objectives of schools:
GAP
Online Job advertisements
important source of highly up-to-date practical available data gives good understanding what employers do require from employees.
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 6
Context : P/SM Competencies
PERFECT project : towards a P/SM curriculum
Methodology: 300 European job ads & literature review
Results: Similarities and cultural / structural differences
Conclusions & recommendations
Agenda
Agenda
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 7
Project PERFECT – Purchasing Education and Research for European Competence Transfer
Project LeadUniv. Prof. Dr. habil. Michael Henke, TU Dortmund
Project Term01-09-2015 to 31-08-2018
Project Objectives/MilestonesPSM Skill ConceptCompany CasesSurveyHarmonized European purchasing curriculumSkills self-assessment toolMassive Open Online Course (MOOC)
PERFECT: towards a P/SM curriculum
PERFECT project - details
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 8
PERFECT: towards a P/SM curriculum
Aim:PSM skills conceptBasis for the later Intellectual Outputs of the project
Structure:
PERFECT project – Intellectual Outputs
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 9
PERFECT: towards a P/SM curriculum
PERFECT project – output links
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 10
Context : P/SM Competencies
PERFECT project : towards a P/SM curriculum
Methodology: 300 European job ads & literature review
Results: Similarities and cultural / structural differences
Conclusions & recommendations
Agenda
Agenda
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 11
Different cultures On basis of Hofstede’s Cultural Dimensions Two methods of measurement
Cluster analysis (Kale, 1995)
Methodology
Three distinct different cultures
Source: Hofstede (1983b), Kale (1995), Kogut and Singh (1988)
Austria, Belgium and the Netherlands
Cultural Distance Index (Kogut & Singh, 1995)
Cluster 1: Austria, Germany, Switzerland, UK, Ireland and Italy Cluster 2: Belgium, France, Greece, Portugal, Spain and Turkey Cluster 3: Netherlands, Denmark, Finland, Norway and Sweden
Equation: All countries have large Cultural Distance Indices
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 12
important source of highly up-to-date practical available data gives good understanding what employers do require from employees.
Online Platforms:
Methodology
Online job ads.
Source: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013, Beasley and Schumacker, 1995; García-Pérez and Núñez-Antón, 2003 )
Online Job advertisements
Cell-wise Residual Contingency Analysis in SPSS 22
squaring the individual Adjusted Residual per cell of the Cross Tabulation P-values were calculated subsequently H0 is: the distribution of averages per skill is equal in the three countries. HA is: the opposite. Alpha is set on 0.05
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 13
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mapping in KODE®X skills model
comparing datasets
Source: own graph
Methodologysteps in the proces of comparing skills in online P/SM job ads in Austria, Belgium and the Netherlands and in literature
300 P/SM job skills A, B & NL Differences (culture
and structural) & similarities
Conclusions recom-mendations
Online platforms on search term ‘buyer’ in different languages
Cluster analyses
29 scientific articles P/SM on skills and competencies (1987 – 2014)
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 14
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Source: © 2009 Prof. Dr. V. Heyse, Prof. Dr. J. Erpenbeck (adam-europe.eu).
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 15
Context : P/SM Competencies
PERFECT project : towards a P/SM curriculum
Methodology: 300 European job ads & literature review
Results: Similarities and cultural / structural differences
Conclusions & recommendations
Agenda
Agenda
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 16
PageName of presentation00_PR_Topic
Limit of illustration
Frame
Source: 9 Points
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 17
PageName of presentation00_PR_Topic
Limit of illustration
Frame
Source: 9 Points
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 18
PageName of presentation00_PR_Topic
Limit of illustration
Frame
Source: 9 Points
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 19
Context : P/SM Competencies
PERFECT project : towards a P/SM curriculum
Methodology: 300 European job ads & literature review
Results: Similarities and cultural / structural differences
Conclusions & recommendations
Agenda
Agenda
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 20
Message title
Topic title
Source: 9 Points
• In the next meeting we will distribute the topics for your paper (to be prepared till November, 5 th) - details will be presented next week
• Till Sunday night please send me your top three topics (via e-mail, numbered from first choice to third best)
• Please also form groups which are going to prepare the papers (and a PowerPoint presentation). 2-3 persons would form a team
Holger Schiele:
General rule: slides should be understandable for person not present during the presentation. Thus, use enough text, but do not exceed (rule of thumb: no more than 12 lines per page). You can use the bold mode to highlight keywords
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 21
Example text
Title
Source: 9 Points
• Key message- Argument 1- Argument 2
• Key message- Argument 1- Argument 2
Figure
Text Text
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 22
Porter-arrow Porter-arrowhighlighted
Source: 9 Points
1) footnote 1 2) footnote 2
Time
Standard graphical elements
Bubble
Holger Schiele:
Avoid colours (print-out mostly black / white, so only use either black/white/gray or the selection of blue colours!)
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 23
Innovative clusters are characterised by local industry agglomerations with intensive regional co-operationOptical industry in Wetzlar
One quarter of the industrial workforce in the Wetzlar region is employed in the 60 firms of the optical industry
More than half of the firms are engaged in regional co-operations, which have been rated as very satisfactory
Source: Moßig / Klein (2003)
Holger Schiele:
Summarise the key message in the heading (message title; like the heading in a term paper)
Holger Schiele:
Brief description of the topic (topic title)
Holger Schiele:
Do not forget the sources. Rule: no slide without a source
Holger Schiele:
Text size 14 pt (always), headings 22 pt (italics), footnotes 9 pt, i.e. only 3 different sizes
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 24
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PERFECT: Purchasing Education and Research for European Competence Transfer
Germany: TU Dortmund, Hochschule Mainz, Great Britain: Staffordshire UniversityFinland: Lappeenranta University of TechnologyNetherlands: University of Twente
European project
Designing a European P/SM curriculum A MOOC will be set online with the launch of the curriculum
Project objective
What are the needs of future P/SM professionals?How can we train them best for the future?
Main issues
PERFECT project : towards a P/SM curriculum
Introduction to the PERFECT project
Source: PERFECT White Paper
Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017 Page 25
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Source: PERFECT White Paper
PERFECT project : towards a P/SM curriculum
Structure of the PERFECT project outputs
Academic literature
P/SM job ads: A, B & NL
Practitioner models
Future skills Education Landscape
Competency model
Maturity skills model
Education Gap analysis
output 1 output 2 output 3
cultural differences