My Trips to Croatia
I made a total of five trips to Croatia to design an MBA program in Entrepreneurship. I stayed for two-weeks at a time.
In 1998, I made my first trip to Croatia to train trainers for the small business development centers. I returned four more times in March and July of 2000 and March and May of 2001. At those times, I worked with the School of Economics at JJ Strossmeyer University in Osijek. My assignment was to help them design the first Eastern European student-centered MBA program in Entrepreneurship and train the faculty there.
Our intention was to introduce accelerated learning techniques into the curriculum. This highly participatory, student-centered approach to learning, would take the place of lecture.
Accelerated learning techniques include involving as many senses as possible for whole brain learning and to meet the needs of different learning styles. Color, music, touch, movement, visual stimulation, and the use of metaphor and story are all very important ingredients in an accelerated learning classroom.
My son Seth accompanied me on the first two trips. He become a world traveler at the ripe old age of 10!
My Work in Osijek in March, 2001
When I returned to Osijek in March, 2001, it was again a busy time. During that two-week visit, I:
- Facilitated an 8 hour Team Teaching Primer workshop for 14 faculty.
- Outlined the 20 hour Negotiation Skills course I would co-facilitate with Slavica and Ljerka.
- Conducted consultations with seven faculty to:
-discuss interactive pedagogy; – create, review, and/or revise lesson plans; and – plan student projects.
- Elicited student feedback regarding:
-the program to date, as well as -desired content for inclusion in the Negotiation Skills course.
My Observations
Our intention was to introduce accelerated learning techniques into the curriculum.
On the whole, I observed that the faculty appeared to be sincerely attempting to put into practice the interactive pedagogy that they had been taught. As with any new endeavor, some needed additional experience and coaching support.
Students provided feedback that indicated they appreciated the program. They also saw visible evidence of professional growth and effectiveness of individual professors. In particular, they cited the professor whom I had coached the last visit!
The Team Teaching Primer
The Team Teaching Primer generated a lot of good ideas among those present. They were aware of a continuing need to discuss their planned curricula with each other. They were also aware that they needed to integrate their lessons, where appropriate, to avoid unnecessary duplication.
Unfortunately, only a few full professors attended the Primer. It was clear that more would have to be done. We needed to minimize the impact of the traditional formal educational hierarchy on the partnership between the degreed and lesser degreed–faculty in the program.
Two-Day Retreat Recommendation
In order to establish a strong team identity and obtain commitment to shared team goals and procedures, I suggested a two day retreat:
We would devote the first day to interactive team building training exercises designed to:
- create a sense of team;
- reinforce the importance of team work;
- develop more comfortable interpersonal relationships; and
- increase the awareness and appreciation of individual member’s strengths and capabilities.
We would devote the second day to establishing the formal Entrepreneurship program team by:
- identifying team procedures and expectations (in relation to the program, the program faculty, individual teaching teams, and the students);
- discussing the key focus and approach of each course to identify opportunities to integrate or build upon content; and
- opening up both formal and informal communication channels.
Plans were made to schedule this retreat. However, the difficulty in coordinating schedules with the Entrepreneurship program and their other teaching assignments ultimately made this impossible.
I made another recommendation:
- as an adjunct to this retreat, or
- to accomplish some of the same ends should the retreat not be possible.
I recommended that they schedule and conduct program faculty meetings to discuss:
- the overall program philosophy, as well as the
- individual course content and design.
The desired end result would be an integrated and consistent program curriculum.
Individual faculty were encouraged to observe each other’s lectures as well as to offer peer coaching, when requested.
Create a Foraml Systematized Curriculum
In order to create a formal systematized curriculum, I strongly encouraged that a written orientation to the Entrepreneurship program should be created for all continuing and ad hoc program faculty. This would ensure that there was a complete and consistent understanding of the:
- mission,
- pedagogical philosophy,
- organization,
- structure,
- norms, and
- expectations.
It was also very important that they create or compile annotated course outlines and lesson plans for each course.
What I Accomplished
I was eager to return for a brand new experience after:
- helping to draft and shape the curriculum,
- training the faculty in student-based teaching techniques,
- auditing the courses,
- coaching individual faculty members, and
- recommending ways to ensure a formal consistent program.
During my fifth visit, I would actually join the faculty to present a negotiation skills class!
If you would like your trainers to incorporate accelerated learning techniques into their programs, please book a call to discuss a tailored train-the-trainer program. https://laureandassociates.com/contact/