1
Teaching portfolio
for
Annelise Ly, Associate professor,
Department of professional and
intercultural communication (FSK)
1 March 2021
2
Table of contents
1. Biography: My teaching history in a nutshell ...................................................................................... 4
2. Teaching philosophy ............................................................................................................................. 5
2.1 Students learn by practicing the discipline ................................................................................................... 5
2.2 Students learn in a safe and supportive environment .................................................................................. 6
2.3 A culture for feedback and reflection. .......................................................................................................... 6
3. Reflections on own educational development ....................................................................................... 7
3.1 FRA10: Fransk økonomisk språk and FRA20: Frankrike i dag: økonomi, samfunn og kultur........................ 7
3.2. FSK10: East Asian culture and communication ........................................................................................... 8
3.3. INB431/ CEMS402: Global leadership practice ............................................................................................ 9
4. Teaching and assessment repertoire ................................................................................................... 10
4.1 FRA10 and FRA20 ....................................................................................................................................... 10
4.2 FSK10 .......................................................................................................................................................... 11
4.3. CEMS402 ................................................................................................................................................... 12
5. Pedagogical materials ......................................................................................................................... 14
6. Supervision ........................................................................................................................................ 15
7. Teaching planning and contributions in FSK and NHH .......................................................................... 15
8. Dissemination .................................................................................................................................... 16
9. Evidence of student learning ............................................................................................................... 17
9.1. Student evaluations ................................................................................................................................... 17
9.2. Emails from programme directors ............................................................................................................. 17
9.3. Student testimonials .................................................................................................................................. 17
9.4. Assessments by external examiners .......................................................................................................... 17
9.5 Students’ work ............................................................................................................................................ 18
10. Conclusion: a few reflections on online teaching .................................................................................... 18
11. Appendices ............................................................................................................................................ 19
A. Teaching CV ............................................................................................................................................ 19
B. FRA10: examples of activities and assignments ..................................................................................... 23
Example of teaching plan ............................................................................................................................ 23
Activities in class ......................................................................................................................................... 24
Example of peer-review, using Mentimeter ................................................................................................ 25
Example of role-play .................................................................................................................................... 26
Example of assignment: writing a professional email ................................................................................. 27
C. FRA20: examples of set of activities, assignments and student deliverables ......................................... 28
3
Example of activity package ........................................................................................................................ 28
Example of course approval activity ............................................................................................................ 30
Example of student deliverables ................................................................................................................. 31
D. FSK 10: examples of class activities and assignments ............................................................................ 35
Homework with readings and questions and case study in class ................................................................ 35
Case study and teaching plan ...................................................................................................................... 36
Example of assignment ................................................................................................................................ 37
E. CEMS402: example of activities, assignments and student deliverables ................................................ 38
Individual and team test: multiple choice question (extract)...................................................................... 38
Example of application activity: Live case study. ......................................................................................... 39
Example of experiential learning 1) leadership in TBL................................................................................. 41
Example of experiential learning 2) email communication ......................................................................... 42
Example of assignment with grading rubric ................................................................................................ 45
Example of peer-to-peer feedback and reflection note .............................................................................. 46
Student deliverables. Example 1: TBL tests ................................................................................................. 47
Student deliverables. Example 2: the effect of providing weekly feedback and giving weekly feedback
throughout the semester ............................................................................................................................ 47
F. Asking for feedback................................................................................................................................. 50
Testimonials about supervision ........................................................................................................................ 52
Note from Victoria S. N. Schrøder. .............................................................................................................. 52
Note from Anouck Jolicorps, ....................................................................................................................... 52
G. Testimonials about a collegial attitude and student feedbacks ............................................................. 53
Testimonial from Kristin Rygg, FSK .............................................................................................................. 53
Testimonial from Beate Sandvei, FSK, ......................................................................................................... 54
H. Evidence of student learning ................................................................................................................... 55
Extracts from student evaluations ............................................................................................................... 55
Correspondance with programme directors ............................................................................................... 56
Student testimonials (examples) ................................................................................................................. 56
Assessment from external examiners ......................................................................................................... 59
Students’ work as evidence of their learning .............................................................................................. 61
I. Dissemination ......................................................................................................................................... 61
J. Teaching online ....................................................................................................................................... 63
K. References cited in the teaching portfolio .............................................................................................. 64
4
1. Biography: My teaching history in a nutshell
My first teaching experience dates back to 2004, when, as an exchange student, I worked as a
student assistant “kollokvieleder” for the French section at NHH. The experience and the feedback were
so positive that I started teaching as a hobby. In China in 2004, I taught in a language school and in the
HQ of a company in Shanghai. In 2005-2006, in France, I taught French to exchange students in my
business school and took, at the same time, a bachelor specialisation in teaching French as a Foreign
language at La Sorbonne university in Paris (2006). In my first years in Norway (2006-2011), I worked
part-time as a French teacher in a high school, junior school, and full-time in a primary school. I also
worked at Folkeuniversitetet i Bergen (2006-2011), where I taught 5-6 courses a week and, at the most,
9. I also mentored new teachers.
My experience at university level dates back to 2010. At NHH, I taught half of FRA10 (bachelor
elective) and a mandatory translation course to master students in 2011 at UiB.
I started my PhD in 2011. Already from 2012, I had the co-responsibility to develop and teach a new
course in intercultural communication (VOA45). The course design was based on building intercultural
competence rather than an accumulation of knowledge. It was so innovative that the students chose it as
an example of best practice at NHH in 2014. Kristin Rygg and I presented our course philosophy and
design at a staff seminar. Later on, we published a book chapter together (Ly& Rygg, 2016) that reported
on the course's philosophy and design. At the same time, I also had a 30% position in a company and
taught cross-cultural management to employees in their subsidiaries in Norway, Sweden, Germany,
China and Korea. Though I was a PhD student, I held several guest lectures at NHH in bachelor and
master courses taught by colleagues at SOL, SAM and FSK. I also had a yearly guest lecture (2x 1,5h)
in the course Chinese Challenges between 2012 and 2014 (when the course was not offered anymore).
I received excellent student evaluations.
I have worked as an associate professor at FSK since 2017. Since then, I have been responsible
for 4 courses: 3 electives at the bachelor level (FRA10, FRA20 and FSK10) and 1 mandatory at the
master’s level for CEMS students (INB431, now CEMS402). These courses and their development are
described in detail in the following parts. During this short time frame, I have completely redesigned all
the courses to focus on students’ learning.
I have also held several guest lectures at NHH, NHH Executive, and other higher educational
institutions. Here again, with excellent evaluations
. I am currently preparing an NHH Executive module
on intercultural communication that will be interactive and online (to be taught in autumn 2021). I am
also working on a course package on intercultural communication and social integration for an NGO in
Bergen.
This teaching history shows that I have developed and taught various courses within my 17
years of teaching experience (for more details, see my detailed teaching CV
). I have also taught multiple
audiences and developed a range of methods and activities to adapt to my audience. I don’t use the same
activities to engage high school students and business students. At NHH, I engage my students with
different teaching methods, depending on the course and the level of study. My teaching experience
across departments and institutions and the
excellent evaluations attest to my teaching versatility and
adaptability. After the outbreak of the Covid19 pandemic in March 2020, all teaching has been moved
online. To best adapt to the new platform, I have read extensively and participated in seminars. I have
also had a continuous dialogue with and feedback from students. I share my reflections about online
teaching in part 10.
Since developing my knowledge and skills is of utmost importance to me, I regularly participate
in pedagogical courses and seminars. I have also attended more formal courses organised by NHH and
partner institutions
1
(Harvard, 2019) and have a bachelor specialisation in teaching French as a foreign
language (2006). I actively try out new teaching methods, conducting action-research (Biggs and Tang,
2011; Raaheim, 2013). This point will be illustrated in parts 3 and 4. I have applied deliberate practise
(Ericsson 2006) to my teaching. Instead of repeating the same mindless teaching year after year, I have
actively focused on improving performance through continuous reflection, experimentation and student
and peer feedback. I can, therefore, show a clear progression of my teaching over time. Besides, in the
1
The total number of hours of pedagogical training cumulates to over 200 hours, as desired by NHH
5
last few years, I have researched my teaching practice. This has resulted in several articles/book chapters
and conference presentations. These have allowed me to further reflect on my practice and apply the
learning I’ve drawn from reviews to polish my teaching.
I am currently supervising one PhD student and have mentored one new teacher at NHH. I was also
acting as PhD coordinator at FSK in spring 2020. My views on supervision and experience are detailed
in part 6.
2. Teaching philosophy
My teaching and learning views have evolved through the years, influenced by practice, courses and
readings, discussions with peers, and a reflective endeavour on my practice.
When I started in 2004, I believed that teachers were the source of knowledge, and lecturing
was the only way of transmitting it. My responsibility was to create the best possible lectures to motivate
students. Yet, my view has evolved since 2012, when I developed a course at NHH. In 2012/2013, I
attended two pedagogical courses that highlighted the importance of student-centred learning that I have
fully embraced. Now, I think that effective teaching is no longer about the transmission of knowledge.
Instead, it focuses on what the student does to learn and how the teacher can facilitate this process. The
evolution of my views is much in line with the three levels of teaching described by Biggs and Tang
(2011), from being focused on what the student is (level 1) and on what I, as a teacher was doing (level
2) in my first years of teaching to being focused on what the student does (level 3).
Since 2012, I have consciously and systematically tried to develop my courses' form and content
to support students’ learning most effectively. Two key elements have shaped my view. First, the
development of technology has changed the way students access knowledge (Serres, 2015) and let me
question my role: if all information is available within a few clicks, what is my added value as a teacher?
Second, my reflection is inspired by my research philosophy on intercultural interactions. Being
a fierce advocate of a constructivist theory on culture (Ly, 2016, 2019), I argue that cultural differences
are co-constructed in interaction. Transferring this idea that interactions are socially constructed into my
teaching practice is not a big step. Thus, my teaching philosophy is inspired by a constructivist view on
teaching and learning (Steffe and Gale, 1995; Vygotsky 1978, 1980), where learning is an active process
of knowledge construction. These two key elements have been a starting point for reflecting on my role
and the student’s role.
I believe that my role is to facilitate learning by engaging students to construct knowledge. On
that ground, I actively engage students by making them practise the discipline (2.1), providing them
with a safe and supportive environment (2.2), and creating a culture for feedback and reflection. (2.3).
2.1 Students learn by practicing the discipline
Lecturing alone mainly produces surface understanding but does not engage students (Biggs and Tang,
2011), who in turn do not fully grasp the complexity and the relevance of the topic. In line with Sweet
and Michaelsen (2012), who describe engagement as apprenticeship, I believe that students learn by
doing. I argue that NHH students should actively practice the discipline (be it global leadership or
French) to develop skills and reflect on their learnings to become responsible and reflected (global)
business practitioners.
Developing skills and competencies is an essential learning outcome in my courses, and I apply
two key theories: experiential learning (Kolb,1984) and transformative learning (Mezirow, 1997). Both
theories aim to trigger reflection and competency development. Kolb’s experiential learning cycle
involves four stages: (1) concrete learning, where the learner encounters a new experience or situation;
(2) reflective observation, where the learner reviews and reflects on their own experience; (3) abstract
conceptualisation, where the learner, who has learned from the experience, now gives rise to a new idea
or apply existing theoretical concepts to one’s experience to gain greater understanding; (4) active
experimentation, where the learner tries out the new idea or behaviour to see what happens. Effective
learning takes place when the student progresses through the cycle. Empirical studies show how
6
effective experiential learning, followed by guided interactions with faculty, is (e.g. Anthony & Garner,
2016; Caligiuri & Tarique, 2012; Lane et al., 2017; Mendenhall et al., 2020). As an analogy: one doesn’t
become a leader by reading a book about leadership, but rather by practising the discipline. I develop
how I implement experiential learning in my courses in the next parts.
Transformative learning is the “process of effecting change in a frame of reference” (Mezirow,
1997: 5), which are “the structures of assumptions through which we understand our experiences”
(op.cit.). Questioning one’s assumptions is a crucial aspect of transformational learning, as it helps
students develop awareness of the way they act and think. Activities such as group projects and
discussions, case studies and class simulations can trigger the process of transformative learning. Some
authors report using transformative learning to develop leadership skills successfully (Ensign, 2019; J.
S. Osland et al., 2017). I will detail how I use transformational leadership in the next parts.
2.2 Students learn in a safe and supportive environment
The practice of the discipline can only be successful if students can learn in a safe and supportive
environment. From an intellectual perspective, it means that new knowledge needs to be built in terms
of what students already understand. Inherent to the constructivist perspective on teaching and learning
is the idea that new knowledge is constructed through the lens of past knowledge and experiences. Recall
of prior learning is also one of the nine events of instruction described by Gagne (1965). Learning is a
game of building blocks where new knowledge is supported by an existing knowledge foundation. This
creates a manageable challenge for students that keep them motivated. For example, in my French
courses, I gradually increase the difficulty of activities and the assignments (see, for instance, the
assignments in FRA20 detailed in 4.1).
Learning in a safe and supportive environment also means taking the emotional point of view
seriously. For students to speak up (which is of utmost importance when practising a foreign language)
and express their thoughts and opinions (essential in global leadership), I create an environment of trust
and mutual respect. To build an enjoyable classroom climate (Biggs and Tang, 2011) and build rapport
among students, I facilitate activities to break the ice. For example, I introduced digital lunches in
autumn 2020 for students and me to get to know each other, despite the lockdown. As a student testifies:
“Annelise har også klart å skape et hyggelig miljø på zoom, hvor vi studenter har faktisk blitt kjent med
hverandre uten å ha møttes fysisk (...) Jeg personlig satte pris på de digitale lunsjene som ble arrangert
før undervisning”.
To build rapport between myself and the students, I rapidly learn the students' names so that
they feel valued and cared for. I also intentionally minimise the distance with the students, having small
talk with them. I communicate my expectations to the students about creating this environment at the
beginning and repeat this several times during the semester. Several studies (Clapper, 2010; Thomson
and Wheeler, 2010, among others) attest to the importance of creating an environment of trust and
mutual respect to enable students’ learning through active participation.
2.3 A culture for feedback and reflection.
Feedback is essential for learning. Positive feedback helps us appreciate what we do well and can repeat
it, while negative feedback helps us understand what can be improved. Feedback is also needed to
develop self-awareness. This has several implications for my teaching.
(1) Class activities with feedback.
I provide continuous formative feedback. For students to improve French, they need to practice and
receive feedback “on the spot”. As facilitator and expert, I use class time to give feedback and guide
students in their activities. In some of the activities, students review/correct each other
.
In the CEMS course, it goes further as feedback also comes from peers. Students work in teams (this
will be explained in 4.3) and give feedback to each team member every week. The feedback is
anonymized and sent to the students so that they can reflect on how they were perceived by their team
members and improve (experiential learning). I also comment on the feedback they give.
(2) Course approval and assignment forms.
7
I provide students with formative feedback on their course approval activities and assignments. In
French, for example, students need to hand in each written task twice. That is, instead of correcting their
papers (telling them the right answers), I indicate what type of mistakes they have made (preposition,
tense…). They need to hand in a corrected version to pass. In FSK10 and CEMS402, I provide extensive
feedback in a mentoring session with each group (about one hour per group). Here, I give feedback, help
them reflect and guide them in finding the right angle to tackle their reports (see testimonials from two
previous CEMS students in appendix).
In terms of assessment forms, I have a portfolio in 3 of the courses (FRA10, FSK10 and CEMS402). In
FRA20, we have an exam that tests their ability rather than their knowledge. This is further explained
in 4.1.
(3) Creating a culture for feedback and reflection also means that I also regularly ask students for
feedback.
End of the semester evaluations is a type of summative assessment that has some value. Still, it is more
efficient for teachers to have formative, ongoing feedback to change and grow. While I provide
continuous feedback, I also expect continuous feedback from students. I give them several arenas:
classroomscreen, oral feedback, Mentimeter, weekly reflection notes.
Feedback is integrated when
relevant and possible (writing workshop session in FRA20, guest lecture in INB431, more breaks when
teaching online in CEMS402).
For me, it is also essential to reflect and bring corrective actions when
necessary. As a student pointed out last week: “I also thought the Mentimeter was a good idea to get
more feedback of us students. I like how you demand feedback, and that you incorporate it into your
teaching (such as more breaks). That is really a great effort to make this course as enjoyable as possible
for everyone involved”. I highly value students’ feedback because they are on the front line and can
best tell me if what I implement contributes effectively to their learning. In the appendix, several students
and colleagues attest to my culture for feedback.
3. Reflections on own educational development
Here, I explain how my teaching philosophy has been translated into activities to engage students and
how they have developed over time. The changes that I have implemented aimed to contribute to a better
constructive alignment (Biggs, 2014) between learning outcomes, teaching activities and assessment
forms. I structure this part around the courses I teach at NHH and provide examples of changes in the
last five years.
3.1 FRA10: Fransk økonomisk språk and FRA20: Frankrike i dag: økonomi, samfunn og
kultur.
FRA10 is an elective for bachelor students who have learned French in secondary school and high
school, or equivalent. I have seen FRA10 from different perspectives: as a student assistant in 2004, a
part-time lecturer in 2010 and an external examiner in 2010 and 2016. I have been responsible for the
course since 2017.
Traditionally, the primary learning outcome of the course was the repetition of French grammar.
The teaching method consisted of lectures, and the final assignment consisted of grammar exercises,
graded pass/fail. This type of teaching corresponds to the traditional teaching form and the view that
grammatical competence is central in foreign language learning (as explained by Bax, 2003). In 2010, I
taught half of the course and received excellent student evaluations. We, the teachers, were enthusiastic
and competent, and the students were highly motivated. In hindsight, however, these thoughts were an
example of traditional teaching focusing on what the student is and what the teacher does (Biggs and
Tang, 2011).
As the course responsible in 2017, I wanted to shift the learning outcome to develop the
students’ ability to communicate in professional settings. In class, I would lecture for about 15 minutes
and then students would work on application activities. At home, they could practise further with
exercises that I created on Canvas. Course approval consisted of three grammar tests to pass. The
8
students had to take a school exam that consisted of grammar exercises and a short essay. Student
evaluations were very good (4.47/5). However, I thought that I could increase student learning by
eliminating the one-size-fits-all lecture. This was to adapt to the heterogeneous student group: some are
fluent while most have French from high school. In 2017, I attended a pedagogical seminar at NHH and
heard about flipped classrooms. This was very inspiring, and I read extensively on the method and how
it has been implemented in languages courses (Basal, 2015; Bergmann and Sams, 2012; Correa, 2015;
Muldrow, 2013).
I redesigned the course in 2018 using the flipped classroom method. The LOs were roughly the
same, but I now implemented a teaching method and activities aligned with these LOs. I focused on
what the student does in class (level 3 in Biggs and Tang, 2011). The ability to speak and to understand
French has become the primary goal, and grammar becomes a tool, not an end in itself. Instead of being
the lecturer, I am a facilitator and an expert (Vygotsky, 1978). I walk around, give individual feedback,
answer questions along the way, and give more challenging or more manageable tasks to students who
need it. Student evaluations are excellent (H18: 4.80/5; H19: 4.22; H20:4.9). Students praise the teaching
method that allows everyone to practise the language in a safe environment and gives room for
individualised learning: “Selve klasseromsundervisningen fungerte veldig bra. Det er bra at alle aktivt
inkluderes og oppfordres til å delta muntlig” and “Det var også veldig fint at man kunne spørre om
ekstraoppgaver om man trengte det”. The assignment was a school exam. The quality of the exam
answers attests to the method's effectiveness (see external examiner’s testimonial
) and that the students
have reached a deep approach to learning.
It takes, however, a couple of years to evaluate and polish the teaching method. After 2018, I
have modified three things: 1) Assessment form and content: I have changed the assessment to a
portfolio that consists of 5 tasks, 3 written and 2 oral ones. Students are now assessed on their
communication skills (oral and written), and it makes no sense to give them a school exam based on
grammar. This change in the assessment form allows for a constructive alignment between the LOs, the
class activities and the assignment. See 4.1.
2) Homework: it is easy to take for granted that students do their homework. Yet, if they don’t, the
method is not effective. Now, I build all my lessons based on the homework.
3) More meta-communication on my teaching philosophy and methods: as students are not familiar with
the method, I take time to explain what the method consists of and how it is beneficial for their learning.
When students understand the method, they appreciate it even more: “Det fungerte veldig bra med
flipped classroom som stiller krav til forberedelse og lekser før timene. Videre fungerte det bra å sette
en standard om at alle skal ha på kamera og delta aktivt i timen fra start.” At the end of each class, I
also “wrap up” the learning (tips from my course in Harvard). This is very important because students
who learn with active methods may be less aware of their learnings (Deslauriers et al., 2019).
FRA20 is the module that students can take after FRA10. It is a new course that I created and
implemented in 2019. To create the course, I discussed existing best practices with colleagues at FSK,
ensured relevance by talking to businesspeople and invited former students of French to share their
feedback on the existing courses. I crafted FRA20 using this feedback extensively. The main LOs are
for students to acquire knowledge on business culture and current issues in France and competencies to
understand news in French and express and argue for their opinions, both orally and in writing. I also
use the flipped classroom method. Students work with tasks (see 4.1) that are of gradual difficulty as
course approval to ensure a clear progression over time. Each written task is commented on extensively
and sent back to the student for review/correction. Giving formative feedback to students have increased
performance (see student’s work provided in appendix
). Students’ continuous feedback has played an
essential role in adapting activities that would contribute best to their learnings. I introduced changes
when relevant: for instance, some students wanted more guidance when writing, so I organised a
workshop where students worked on one of their tasks with guidance. The student evaluations are
excellent (V19: 5/5, 94% response rate; 4.80/5 for relevance).
Students’ testimonials and the external
examiner assessment confirm that the students have learned a lot after these two courses.
3.2. FSK10: East Asian culture and communication
9
FSK10 is a bachelor elective. Together with Kristin Rygg, I created this course in 2012 to respond to
students ‘wish to learn about East Asian culture
2
. Many courses in intercultural communication teach
and assess students based on the accumulation of knowledge about different cultures. Yet, both
researchers in the field, we believe that intercultural communication needs to be experienced and
reflected upon to develop competence. Our challenge back then was that little had been published in the
field to suggest other ways of teaching (Blasco 2009; Szudlarek, Mcnett, Romani &Lane, 2013). Before
the course, we attended a case study seminar (2012) that inspired us. In the first year (2012), we taught
the course using case studies, guest lectures and traditional lectures, with a final school exam that
assessed the student's knowledge. Again, it took us a couple of years to reflect on and polish the course.
But from the start, Kristin and I prepared and taught the course together and were present in all the
classes. This gave us the chance to observe each other’s classes, provide extensive feedback, try out new
activities and, in the end, improve both our teaching and our vision of the course. In other words, we
conducted action-research as advocated by Biggs and Tang (2011) and Raaheim (2013).
We redesigned the course in 2014 and reformulated the LOs more clearly, focusing on students’
development of intercultural competence. We used different teaching activities that complemented each
other well and contributed to reaching the LOs: case studies allow students to dissect and discuss
business situations; role-plays enable them to get in someone else’s shoes to understand their
perspective; and personal reflection allows them to reflect on past behaviours and make hypotheses
(Helyer, 2015; Kolb, 1984; McGuire, Lay, & Peters, 2009). These teaching activities allow students to
learn by doing (2.1) in a safe and supportive environment (2.2). We also changed the assessment form
to a portfolio. In 2014, students elected FSK10 as an example of best practice and the teaching method
was presented at a pedagogical seminar at NHH. Subsequently, Kristin and I published a book chapter
Ly & Rygg, 2016). The book entitled Intercultural competence in Education: Alternative approaches
for different times wishes to promote a renewed approach to teaching intercultural communication. Our
chapter featured in this book shows how our course's teaching was innovative in the field. Writing a
research piece also helped us refine our reflection and further develop the course (based on the reviews
we received). Our pedagogical development has brought more changes to the course, again supporting
students’ learning. Since 2018, we have offered more formative feedback on the assignments. (1)
Fieldwork project: instead of presenting orally their results, receiving quick oral comments from us and
handing in a written report, we now provide a full hour mentoring session with each group. (2)
Reflection paper: one of our main LOs and challenges was to make students critically reflect on their
values. We have tried different activities, with mixed results. Since 2018, we have implemented a
weekly reflection note. I detail these activities in 4.2.
3.3. INB431/ CEMS402: Global leadership practice
INB431 (CEMS402 since 2021) is a mandatory master course restricted to CEMS and taught in all 34
CEMS institutions. I held a guest lecture in 2014 and have been responsible for the course since 2018.
In 2018, I taught the course in an intensive format (two full days of lectures x3) due to maternity
leave. I used case studies. After analysing and discussing the cases, I would give a short lecture (about
30 min out of a 6-hour session) to ensure that all students understood the theories. I also invited two
business executives for guest lectures. The student evaluations were not as good as I am used to.
Students liked the case study approach. However, some also pointed out that: 1) lectures were
unnecessary and 2) the course could be more interactive 3) the course was perceived as easy.
I could have blamed it on my maternity leave and that it was a new course for me, but I instead took it
as a learning opportunity. Why didn’t the teaching method from FSK10 work here? The short answer is
that the student group is different. The students are mainly international students from the CEMS
network. They are highly international, and many are multicultural. They have some years of work
experience. However, as I have found out, about half of the group has already taken a similar course.
This is a balancing exercise for a mandatory course: how can I teach an advanced course when half the
class doesn’t know the basics? And how, when doing so, can I maintain the attention of the other half?
2
Student survey conducted in 2011
10
So, the first lesson was to get to know my audience. Since 2019, I have emailed the students before the
course start, asking them information about, among others, backgrounds, international experience, and
whether they have had a similar course in their curriculum.
Despite these challenges, this heterogeneous student group also provides valuable opportunities.
First, I can use the class diversity to illustrate different world views. Instead of lecturing or working on
a case study on multicultural teams, I can actively use this diversity and assign the students to
multicultural teams to let them experience and reflect on the challenges in such settings (experiential
and transformative learning). Second, since some students have prior knowledge of some of the topics
presented, they can explain concepts to the other students. When students teach their peers, they need
to reformulate their knowledge and gain a deeper understanding of these topics (Biggs and Tang, 2011).
These opportunities lay the groundwork for more student dialogue and collaborative learning.
Once more, I investigated new teaching methods that would allow me to teach this course in the
best possible way for student learning. I attended a seminar at NHH on Team-Based Learning (TBL)
(autumn 2018) that inspired me. I redesigned the whole course using TBL in 2019. I implemented new
LOs with a greater emphasis on developing global leadership skills. The teaching format was also
changed to a weekly 4hour lecture.
Students have regularly provided feedback on the course activities, and I also organised a
student panel in 2020 to receive suggestions when the course was to be changed (and became
CEMS402). I have actively used their feedback, as mentioned in 2.3, but I have adapted activities to my
teaching philosophy: for instance, the students wanted to have more guest lectures. I invited business
executives, but instead of the usual monologue, I designed interviews and case studies. I detail these in
5. I have polished the activities and assignments every year. Students in spring 2021 are very satisfied
with the course so far, as attested by the academic director and extracts from the students’ reflections
.
To sum up, in the past few years, I have redesigned the four courses I teach. These changes
aimed to contribute to student learning and align the LOs, the class activities and the assessment forms.
These changes are based on my evaluation and reflections, students’ feedback, and my increasing
knowledge of teaching methods supporting student learning. My approach is explorative, and I conduct
action-research (Raaheim, 2013). The courses now clearly allow students to take charge of their learning
(level 3, Biggs and Tang, 2011). I describe how in the next part.
4. Teaching and assessment repertoire
4.1 FRA10 and FRA20
Main learning outcomes
FRA10
Teaching method and
activities
Assessment methods
(1) Give oral presentations
using business French
vocabulary
(2) Express one’s opinion
in a professional
setting
(3) Produce written
documents that are
usual in professional
settings, using relevant
business terminology
Flipped classroom
Homework: readings or video
on a grammatical point and
simple application exercises
In class: application activities
that take the homework as a
starting point. Practice (oral
comprehension, speaking
activity, role play…).
See appendix
Requirement for course
approval: grammar quiz on
canvas (unlimited trials, but
need to get 30/40 to pass)
Assessment: A portfolio
composed of 3 written and 2
oral tasks. Each written task is
commented on and needs to be
handed in back with
corrections to be approved
Grading: pass/fail
Main learning outcomes
FRA20
Teaching method and
activities
Assessment methods
11
(1) Knowledge of French
economy, society and
culture that are
important to
understand France
today
(2) Ability to understand
news in French (both
oral and written) and
hold a presentation on
these topics
(3) Ability to write
structured documents
relevant to the
workplace
Flipped classroom
Homework: readings or videos
on the topic and vocabulary
exercise.
In class: application activities
that take the homework as a
starting point and further
practise of the language (oral
comprehension, oral
presentation to peers, writing
workshop…)
See appendix
Requirement for course
approval:
3 written and 2 oral tasks. Each
written task is commented on
and needs to be handed with
corrections to be approved
Assessment
1 school written exam (50%)
1 oral exam (50%)
Grading A-F
The flipped classroom method gives students the possibility to learn at their own pace. They study
theory/grammar by reading or watching a short video and doing easy applications exercises as
homework. In class, they practise and deepen the knowledge learned at home through different activities
.
First, they are briefly tested on the knowledge learned (e.g., easy application exercise, quiz); then, they
watch videos or listen to dialogues (LO1 of FRA20); they answer comprehension questions in small
groups (LO3 of FRA10 &FRA20), using the new vocabulary or grammar learned at home. Last, they
conduct activities like role-plays
or topic discussions to practice further and become independent users
of the language (LO1&LO2 of FRA10, LO2 of FRA20). As students work a lot in small groups, they
speak a lot of French. As a facilitator, I can give them adapted activities, and as an expert (Vygotsky,
1978), I offer guidance and explanations when needed. There is also collaborative learning in class:
those with a higher command of French can explain concepts and correct other students. By doing so,
they also gain a deeper understanding of the language (Biggs and Tang, 2011). These activities are in
line with the LOs.
For course approval in FRA10, they need to complete a grammar quiz. They can try as many times as
they want until a set deadline but need to have at least30/40 correct answers. I have created a set of
about 300 questions on Canvas, so questions change every time. As final assessment, they have a
portfolio consisting of 3 written and 2 oral tasks. I comment on each written task.
I highlight the
mistakes, explain what type it is (preposition, expression, tense…) and send it back for correction. I
approve the task only if the new version reaches a level corresponding to a C grade. Students also receive
formative feedback on their 2 oral tasks (what they are good at, points to improve and how).
For the course approval in FRA20, they hand in 3 written tasks and two oral ones, with gradual difficulty
and with the same commenting/correcting system. In the first written task, students answer questions
based on a newspaper article and write short answers
(100-150 words); in the second one, they are
individually coached to write a structured essay (500 words) (LO3 of FRA20), and in the third one, they
write a structured paper without help (500 words). For the oral tasks, they need to comment on a short
newspaper article. The first time for 10 minutes with 10 minutes of preparation, the second time for 20
minutes with 30 minutes of preparation.
Gradual difficulty participates in the building blocks (see Gagne
1965) of knowledge explained in 2.2. The final assessment is an oral exam and a written school exam
that count for 50% each. The exams in FRA20 are not a surprise as students work on a task they have
previously practised during the semester. In the written part, they need to read a newspaper article,
answer a few questions and write a 500 words essay based on the topic. The oral exam consists of a
presentation based on a newspaper article. The exam lasts 20 minutes (with 30 minutes of preparation).
4.2 FSK10
12
Main learning outcomes
FSK10
Teaching method and
activities
Assessment methods
(1) knowledge of relevant
theories related to
intercultural business
communication
(2) skills: ability to reflect
on the values
underlying behaviour
and communication in
East Asia
(3) ability to critically
assess the theories
related to intercultural
business
communication
Case studies presented in a
bottom-up way (case first and
then theory)
Role plays- experiential
activities
Reflection activities and
weekly reflection notes.
Mentoring session after
fieldwork presentation
See appendix
Requirement for course
approval:
75% attendance
Oral presentation and
discussion of peers’
presentation
Assessment: portfolio
consisting of:
1) an individual reflection
paper (50%), 2) a group report
based on fieldwork (ca. 50%)
In FSK10, students work on case studies with a “bottom-up” approach (Holliday, 2012). An example of
case teaching is provided in appendix
. “Bottom-up” means that they start looking at the problem,
sometimes have a role-play to get into one of the protagonists’ shoes and reflect on the underlying values
at stake (LO2). We have this approach, so students do not frame their understanding of a problem
through the lens of a specific theory but in a holistic way. After the discussion, we have a short lecture
that presents the theory (LO1). As reality is more complicated than what theory says, it helps students
assess critically existing theories (LO3). Students write a brief reflection note at the end of each class
where they jot down
immediate thoughts related to the topic. Writing or using journals can help students
engage in their learning, develop their self-awareness, and rethink their conceptualisation of the world
(Cunliffe, 2004) (transformational learning),
which in turn helps them to better reflect on LO2 and
nuance theories (LO3). As intercultural competence takes time to be practised and developed, we believe
in a portfolio assessment with formative feedback. The portfolio consists of a group fieldwork project
(expert interview) and an individual reflection paper. The group project allows students to draw on
theories and apply them to an informant’s case (LO1) and critically discuss these theories (LO3). They
also need to interpret events from an East Asian perspective (LO2). To help them in the process, we
provide a full hour of mentoring for each group. This mentoring session also provides a supportive
environment ( see student testimonial
). Students also need to hand in an individual reflection paper and
assess it to theories (LO1, LO2 and LO3). Again, I believe the LOs, the class activities and portfolio
assignment are now constructively aligned.
4.3. CEMS402
Main learning outcomes
CEMS402
Teaching method and
activities
Assessment methods
3 competencies to de
developed:
(1) Demonstrate self-awareness
LO1: Enhanced ability to
describe their own culture and
question the way they act or
think
(2)
Communicate effectively
when working in an
international environment
Team-Based Learning (TBL)
I form teams of 5-6 students
that are heterogeneous
(different backgrounds) and are
permanent throughout the
semester (LO2)
Homework: readings (LO4)
In class:
Requirement for course
approval:
75% class attendance (physical
or online) and 75% of peer
feedback completed
Assessment:
A portfolio consisting of
(1) Presentation of the
fieldwork results and
13
LO2: Enhanced ability to
communicate effectively in
multicultural teams
LO3: Enhanced ability to give
constructive feedback in a
cross-cultural context
3) Think critically
LO4: Enhanced knowledge of
the main theories relating to
cross-cultural
management/global leadership
LO5: The ability to critically
assess the main theories related
to cross-cultural management
and their usefulness for the
global worker and manager
- individual multiple
choice question test
(LO4)
- team test: same test,
but in their respective
team. (LO4)
- Application activities:
case, dilemmas,
discussions… (LO1,
LO2, LO4, LO5)
- Weekly peer to peer
feedback (LO3)
- Reflection note at the
end of each session
(LO1)
Mentoring session after the
fieldwork (LO4 & LO5)
See appendix
discussion of another
group's fieldwork
presentation (20%)
(2) Results of weekly tests
(20%)
(3) Feedback- quality of
the weekly feedback
given (20%)
(4) Written group report
based on the fieldwork
project (20%)
(5) Individual reflection
paper (20%)
Overall, the teaching method is inspired by TBL (Sweets and Michaelsen, 2008). It is an instruction
method that fosters student-centred learning and student accountability. TBL is composed of fixed
elements that are repeated in every session. At the beginning of the semester, I form teams that are
carefully designed to blend at least four different nationalities, different international experiences,
previous work experience and consideration of gender. These teams remain permanent during the
semester. Before class, students are assigned readings that give them knowledge about cross-cultural
management/global leadership (LO4). In class, they first complete an individual test
that ensures that
the learning is understood (LO4). Then, in their groups, they compare and discuss the answers (LO2).
They explain their reasoning if they disagree. This stage is essential for peer learning and provides the
student with a deeper understanding of concepts (LO4 and LO2). Then they submit their answers. The
remaining class time is devoted to applications activities (as
live case studies or experiential activities)
that help them deepen and critically assess theories (LO5). After each session, they write a reflection
note (LO1) and provide
feedback to all team members (LO3). Thus, in addition to the knowledge on
specific topics, students use TBL as a semester-long experiential activity on teamwork.
My method differs slightly from TBL in two points, and these are for pedagogical reasons. The
written appeal is not used. Instead, students raise questions directly, share their reasoning and discuss
concepts in class. This step allows students to achieve a higher-order level of thinking in Bloom’s
taxonomy (Biggs & Tang, 2011). Second, feedback is used differently. In TBL, feedback counts toward
the final grade and is only distributed midterm and end-term. In my course, feedback received does not
count towards the final grade. Personal development is crucial, and students learn by continuously
reflecting on and trying to improve their behaviour. By doing so, students can try and test and make
mistakes.
Students learn how to provide constructive feedback at the beginning of the semester: they read relevant
literature, discuss the topic in class in their teams, and practise every week. They fill in an online form
in which they detail both the positive contribution and improvement points of each peer. I review and
send the received feedback to each student as a formative assessment. In class, I discuss examples of
both good and offensive feedback, which allows them to reflect on, test and improve their feedback
giving skills. The feedback given (LO3) counts for 20% of the final grade. They receive formative
feedback on their feedback given.
The assessment consists of a portfolio with 5 elements. The presentation of fieldwork and
discussion test LO2, LO4 and LO5; the weekly tests LO4; the feedback given LO3; the group report
LO2, LO4 and LO5 and the individual reflection paper
LO1. There is, therefore, a constructive
alignment between the LOs, the teaching activities and the assessment tasks.
14
5. Pedagogical materials
I have designed the course curriculum of the four courses I am responsible for. In FRA10, I use a
textbook complemented by material that I have created. In the three other courses, I have designed the
pedagogical material myself. These include, among others:
Role-plays: they give students the possibility to practise the language in professional settings. They can
actively use the vocabulary and expressions learned to become independent users of the language. I have
designed several role-plays, such as the one presented in the appendix
. Here, students are in a business
meeting and need to express and defend their opinions about selling a product/ proposing new products.
Activity packages: I have created activities to learn about facts about France actively: students are
divided into groups of 3-4 and work with a given topic
. In groups, they start by answering a few
questions that draw on their previous knowledge (2.2) about the topic and practise French in a safe
environment (2.1 and 2.2); then, they watch a short video and answer questions. This activity allows
them to draw on their listening and speaking skills. After 20 min, work on a new topic. Since the topics
are the most current ones, I regularly create new packages.
Experiential activities in class: In CEMS402, I assign a team leader each week
. Since the goal of this
course is to develop leadership skills, students can plan and implement their roles. After the session,
they receive peer feedback and write a reflection note to reflect on their improvement points. Such
activity is highly effective in developing leadership skills, as the literature shows (Caligiuri &Tarique,
2012; Mendenhall, 2020).
Another experiential activity is the analysis of emails. I analyse how they open their emails (how formal
they are) and show them my analysis in class. We discuss the findings, and I show then a survey I have
conducted that reports on how their emails can be perceived among international professionals. This
activity is an eye-opener for many and an activity that has a higher impact than a lecture on how to
effectively write professional emails
Guest lectures: Though students usually like when guest lecturers share their business insights in class,
they, too often, just lecture. Students hear a nice story, but they remain passive. To engage students, I
have developed two main activities:
- Interview: Before the class, I ask students to check the company’s activity and/or the guest’s
profile (on Linked In, for example). Then, they create a questionnaire
and interview the guest.
Students are engaged and can ask questions they actually think are relevant, and guest lecturers
also find the experience rewarding. I was inspired by Raaheim 2013 for this activity.
- Live case study: students are presented with a case by a guest lecturer on which they work on.
They then discover that the case is actually the experience/ the challenges of the guest lecturer.
See the appendix for an explanation of the case
.
Have I completely stopped lecturing? For the most part, yes. It would be more precise to say that instead
of lecturing as a default way of teaching, I use lecturing for very specific points. Sometimes, after their
readings at home, students have follow-up questions or a matter that needs to be clarified. Then I provide
a short lecture, but I include a form of active participation (short quiz on Mentimeter, 3-2-1 activity, pair
and share…).
As for future development: I see pedagogical development as a continuous process and aim to continue
creating new activities to foster active learning. I am currently planning several projects: 1) with
colleagues from the CEMS network, we are working on creating a common case study involving several
cultures 2) I am part of a lecture hop-in initiative with the Association for Business Communication. As
online teaching has become common, we can share our expertise across institutions through a short
15
lecture or short exercise and 3) I am currently working on another live case for the CEMS course (to be
ready by April).
6. Supervision
I supervise one PhD student, Victoria S.N. Schrøder
(main supervisor). To describe my philosophy
about supervision, I like to use the Norwegian word “veiledning”. Unlike the English term that implies
that the supervisor “looks over” (from its etymology), “veiledning” has the idea that the supervisor
“shows the way”. My role is to guide, as an expert and in a Socratic way (Vygotsky, 1978). In addition
to completing her PhD thesis, I think that my role is to help her build a good academic CV. Therefore,
I am mentoring her also in teaching. Inspired by the mentorship system developed at Harvard, I have
set up a program for her to develop her teaching skills: she has observed some of my colleagues and my
classes, and we have discussed my teaching philosophy. She has taught several classes, and at the
beginning, I followed her teaching and gave her feedback. Today, we still regularly share ideas and
discuss teaching plans.
Since 2018, I have also informally mentored Anouck Jolicorps, a lecturer in French at NHH. This
mentoring included working together with her teaching plans and activities (particularly at the
beginning), class observation, weekly discussion before and after each class, sharing best practices and
working together with the feedback and grading system. Though she is an experienced teacher, we still
regularly discuss teaching plans and ideas. In mentoring situations, I try to create a safe working
environment to foster collaboration and feedback. To do so, I insist on the importance of meta-
communication.
Both Anouck and Victoria attest to how I openly discuss best practices and value their feedback, as well
as students’ feedback.
In April 2019, I attended a seminar on supervision. This has also given me essential insights on the role
of meta-communication and on the importance of discussing mutual expectations (see Victoria’s report
on the expectation questionnaire)
7. Teaching planning and contributions in FSK and NHH
I have experience with course design at NHH. FSK10, FRA20 and CEMS402 have been
designed and implemented from scratch. FRA10 and INB431 have been completely redesigned for
learning outcomes, teaching activities and assignment forms. Therefore, I am familiar with
administrative tasks related to pedagogy, such as working on a course description, defining learning
outcomes, and calculating student workload and its conversion to ECTS points.
I have, in addition, co-organised two PhD courses: Transferable skills: Research
Communication and Career Planning (2016) and Language management (2019).
In planning these courses, I have collaborated closely with colleagues at FSK. I have extensively
worked with Kristin Rygg
(co-course responsible) in the planning, development, implementation and
teaching of FSK10. As stated above, one of the specificities of our teaching has been to plan and teach
the whole course together. When planning FRA20, I have extensively exchanged ideas and best
practices with colleagues at FSK (see the testimonial by
Beate Sandvei). This provided common learning
outcomes and assignment forms for the two new courses launched in 2019 (FRA20 and SPA20). To
ensure the relevance of the courses I teach, I also consider feedback from the industry.
I highly involve students in teaching planning. For FRA20, I have invited former students of the
French courses to provide me with feedback and took their suggestions into account. In the planning of
CEMS402, I also involved former students by inviting them to a panel. We openly exchange about what
worked well, what could be improved, and they shared their suggestions. My openness and receptivity
to feedback are in line with my teaching philosophy. Positive feedback is a good indication that what I
do contributes to student learning. I use negative feedback as a learning opportunity and a possibility to
grow as a teacher. I am also accountable to these students who take their time to share their insights with
16
me and make sure to tell them if/how I have taken their feedbacks into account. This is, for instance,
mentioned in a student’s testimonial, who join the feedback panels both for FRA20 and CEMS402.
In addition to informal exchanges with colleagues, I have held several presentations and lunch
seminars at the department:
- Presentations of FSK10 (2016) and FRA20 (2019) at the strategy seminar of FSK
- Regular participation in pedagogical lunch seminars at the department (Use of Mentimeter,
Edword, Experiences after my stay at Harvard)
At NHH, I recently presented my experience in teaching online using the flipped classroom method in
a pedagogical seminar
(autumn 2020). In 2019 I was also responsible and facilitated a case during the
welcome week (about 100 students). As mentioned above, I have also presented FSK10 (then VOA45)
in a staff seminar in 2014 as an example of best practice.
At NHH, it is also essential to attract new students, and the way we communicate our research to
potential new students is crucial. I have also been active on this front and made a video for Åpen dag
(2020) to promote intercultural communication to high school pupils. Also, together with colleagues at
FSK, we organised Forskningsdagene in 2016, explaining our research to pupils. I have also had several
similar activities at UiB previously.
Other institutions:
- Member of the Global Leadership Practice CEMS faculty
. We meet once a year to share best
practices in teaching the CEMS course.
- Member of the research group VAKE (Values and Knowledge Education) at NLA. VAKE is a
teaching method that is grounded on a constructivist view of cognitive and ethical development.
The research group offers a platform for discussion and sharing of best practices in teaching
such dilemmas.
- Member of the Association for Business Communication; sitting at the publication board (2020-
2022). We share good practice through seminars across institutions and have implemented a
hop in lecture scheme.
8. Dissemination
In the last few years, my teaching has also been an object of research. I have written 5 peer-reviewed
articles/book chapters related to my teaching. 3 of them are expected to be published in the fall 2021/
spring of 2022. See the appendix for the title and the topics of the articles.
The paper that reports on using TBL to develop global leadership skills (forthcoming Oct/Nov 2021)
has been qualified as a “wonderful paper (that) will be extremely useful for other global leadership
professors” by the lead editor of the journal Advances of Global leadership, Joyce Osland.
I have presented reflections or activities linked to my teaching in 2 international conferences (see
appendix). In October 2020, at the Annual ABC conference, I had a presentation in a panel on Learning
and Teaching, where I reflected and deconstructed my practice and discussed how the instructor and
students negotiated their identities in the classroom. At the beginning of March, I will present a
workshop on teaching leadership using TBL at the Team-Based Learning Collaborative conference.
This workshop will be co-presented with Judith Ainsworth from Mc Gill University in Canada. I had a
third conference paper about teaching French using flipped classroom method, but the conference was
cancelled because of Covid 19.
Writing research papers and presenting at conferences have helped me reflect on my practice and
actually become a better teacher. Through the comments from the reviewers, I have spelled out the
specificities of my courses; some of the learning outcomes become clearer; and I have questioned and
redesigned activities or assessment that I have then implemented in my teaching.
17
I have shared my reflections and best practices in talks and interviews. Recent ones include: 1) a Podcast
for NOKUT-podden – En podcast om høyere utdanning som skal bidra til samtalen om god praksis i
høyere utdanning – where I share my reflections after one year of teaching online. (To be aired in mid-
March 2020); 2) An interview in Khrono Slik lager hun et godt studiemiljø via Zoom (24.01.21) where
I share my tips to engage students online. To date, it has been shared 238 times (Source Retriever) and
3) An interview in Paraplyen “Focus on people, not on technology” by Astri Kamsvåg. I have also
written posts and articles on Linked In.
These papers, collaborations and examples of dissemination attest of my scholarship of teaching and
learning.
Further plans (As of 01.03.21): (1) I have sent a workshop proposal at the ABC conference 2021 (with
J.Ainsworth) It is entitled: Developing Competencies for Communicating and Working Across Cultures
in the Classroom: A Team-Based Learning Approach. (2) I have just interviewed by 2 journalists on my
approach to teaching leadership. (3) I have a kick-off meeting tomorrow with colleagues from 6 other
institutions to apply for funding for a call on Education and Democracy for Horizon 2022.
9. Evidence of student learning
Student learning can be assessed in different ways. Alone, they provide an insight on the teaching. Yet,
taken together, these qualitative and quantitative elements offer triangulation that attests to student
learning. In addition to my own assessment above, I can refer to:
9.1. Student evaluations
The evaluations oscillate between very good and excellent (source Bluera)
FRA10
(H18): 4.8/5; (H19): 4.22; (H20):4.90.
FRA20
(V19): 5 (88% response rate)
FSK10
(H18): 5; (H19): 4.73
INB431
(V19:4.00); (V20):4.40. Students in V 21 are so far very happy with the course, as
attested by students’ reflection papers and emails
9.2. Emails from programme directors
My teaching is qualified as “knallgod”, “strålende bidrag” and “veldig positive til ditt kurs”. These can
be found in the appendix
.
9.3. Student testimonials
Some students have written me emails after the exam to tell me how much they have learned and how
much they have appreciated my teaching. A few quotes are provided here.
Full assessments can be found
in appendix. About the French courses : “jeg er overrasket over hvor omfattende læringsutbytte jeg
synes jeg fikk», «jeg var fornøyd med utbytte jeg fikk fra kursene siden jeg føler at fransken min ble
forbedret både skriftlig og muntlig», «det siste året har jeg lært mer enn jeg gjorde på 5 år fra
ungdomskole til videregående skole».
About the CEMS course: “I liked the course and I gained a lot
from it”; “Now I've started to realize the value of the class and it is changing me on a weekly basis. I
really appreciate what is given by the class and would like to express my gratitude again!”
9.4. Assessments by external examiners
18
The two external examiners praise the assessment methods and high quality of the students:
“imponerende høy kvalitet” (FRA10 and FRA20) and “ I have witnessed such learning in the reflection
pieces produced by most students” (INB431/CEMS). Their full assessment is in appendix.
9.5 Students’ work
I show 3 examples of student learning. 1) I show how a student in FRA20 has increased his ability to
produce structured text in a very good French. We can see that comments are fewer and fewer throughout
the semester, despite the increasing difficulty of the tasks. We can also see that the second version of
the hands-in is almost perfect. This clear progression attests to his learning. 2) I show how students in
CEMS have learned and understood theories. I refer to 4 weeks of TBL group tests, where scores for all
6 teams oscillate between 40/40 and 38/40. 3) I show how the weekly feedback provided throughout the
semester in the CEMS course has changed these students. I also show how a student has increased his
ability to write feedback: at the start of the semester, feedback is vague, while at the end, he can pinpoint
specific positive contributions and areas of improvement. This highlights how giving and receiving
regular and detailed feedback can lead to effective learning and behavioural change.
10. Conclusion: a few reflections on online teaching
I’ve taught online for a year now and have done so successfully. I will conclude with a few reflections
about contributing to student learning behind the screen. Without the physical classroom, it has been
more challenging to engage students. Yet, I believe that it is not impossible, and my experience confirms
so. I have learned new tools and used them extensively (such as break out rooms in Zoom); I have
simplified access to information on Canvas
; I use even more metalanguage about what I do. I believe I
have successfully transferred my teaching philosophy into digital learning activities to engage students.
With break out rooms, students learn by practising the discipline (2.1).
I have implemented virtual
lunches to build rapport with the students and created a friendly atmosphere.
I don’t make a fuzz about
my video background, which lowers the threshold for students to have their cameras on and be active. I
have built connectivity over content: connectivity between the teacher and the students, but also among
the students themselves (Anand, 2016), participating in maintaining a safe and supportive environment
(2.2). I continue to guide and provide extensive feedback on students’ work (2.3) to learn as effectively
as possible. More importantly, I regularly ask for feedback (2.3) and reflect, experiment online and
improve student learning. I have recently shared my reflections and tips with colleagues at NHH
(pedagogical seminar) and in interviews and podcasts. Students’ comments about online teaching and
learning have been overwhelmingly positive: “what I've learned outweighed my expectations. I really
liked the breakout room activities but also the feeling of freedom and understanding during the course.
I also felt much more included in the "lecture" than during comparable courses previously. The most
important learning outcome from today is, in my opinion, realising, that online lectures can be even
more effective than casual classes. » (V21). I don’t record my sessions since class time is devoted to
discussions. Yet, class attendance has been high despite the pandemic. According to the following
comment, one may even wonder whether my classes can actually give a sense of normality: “I en tid
hvor hverdag ikke er det samme som det en gang var, så har det vært betryggende og behagelig å ha
dette faste holdepunktet to ganger i uken.» Many students have praised my humanised approach to
teaching (Khan, 2011). Most importantly, I have shown that I deeply care for the students. I will end
this self-assessment with a student statement: «Da lockdown ble innført i Norge i mars 2020 ( …) Hun
var også den eneste foreleseren som spurte hvordan det gikk med oss før vi startet videosamtaler. Denne
tiden var vanskelig for mange, og Annelises tilpasningsdyktighet og ikke minst medfølelse bidro til at vi
fikk fullført kurset og semesteret på et relativt normalt vis».
19
11. Appendices
A. Teaching CV
Teaching affiliations and course responsibilities
07/2017- present:
Associate professor (FSK), NHH
Course responsible of:
FRA10: French language for economics (elective, bachelor)
FRA20: France today: economy, society and culture (elective, bachelor)
FSK10 (VOA045): East Asian culture and communication (elective, bachelor)
CEMS402: Global leadership practice (mandatory, master, CEMS)/ formerly INB431 Global
management practice
Organisation committee for:
PhD course: Language management, Lingphil (2019)
01/2017- 04/2017
Associate Professor, NHH (part-time) and Researcher (forsker II) SNF (part-time)
Course responsible of:
FSK10 (VOA045): East Asian culture and communication (elective, bachelor)
08/2011- 10/2016:
PhD Research Scholar in intercultural communication, FSK, NHH
Course responsible of:
FSK10 (VOA045): East Asian culture and communication (elective, bachelor)/ creation and
teaching
Organisation committee for:
PhD course: transferable skills: research communication and career planning, Lingphil (2016)
01/2011- 05/2011
Assistant Professor, University of Bergen, Norway and UiB
Course taught:
FRAN 201, translation course (Norwegian to French)
01/2007- 05/2011
Teacher of French and supervisor for new teachers, Folkeuniversitetet i Bergen
Evening classes for adults, all levels from beginners to conversation classes (up to 9 classes
per week)
01/2010- 10/2010
20
Assistant Professor, NHH
Course taught: FRA 010, French language and economy
08/2008- 07/2010
Teacher (lektor) at Bergen Kommune, Bergen
Taught French in secondary school and in primary school (morsmålslærer: for pupils with
French as their mother tongue)
Ytre Arna Skole (2009-2010) and Åstveit Skole (2008- 2009)
11/2006- 07/2008
Teacher (lektor) Danielsen Videregående skole, Bergen
Taught French and worked as a substitute teacher in French, English and marketing,
09/2005- 05/2006
Teacher, Lille Graduate School of management (ESC Lille), Lille, France
Taught French to foreign students: beginners and intermediate levels
07/2004- 11/2004
Teacher, Chanel Headquarters Shanghai, China and in a French school in Shanghai
Taught of French to company employees
01/2004- 05/2004
Assistant in French, NHH, Norway
Taught 4 hours a week as “kollokvieleder”
Guest lectures at university level
2021 Guest lecturer NHH executive MBA MØST
2020 Guest lecturer NHH Executive MBA in FINTECH
2018 Guest speaker (career workshop), the Lingphil summer school, Bergen
2017 Guest lecturer, Bergen Summer Research School, University of Bergen
2017 Guest lecturer in “Corporate entrepreneurship on a global scale”, on
Corporate Entrepreneurship (STRA545), NHH
2016 Guest lecturer “Making sense of interview data”, University of Ghent,
Belgium
2014 Guest lecturer “Chinese business culture” in Global management
practice, (INB431), NHH
2012-2014 Guest lecturer “Chinese business culture” 4-hour lecture in the course
Chinese challenges (INB425), NHH
Dissemination of pedagogical practice at NHH
2020 Seminar on flipped classroom online
Click here to go back
to biography
21
2019 Insights from Insights from the Global Colloquium on Participant-
Centered Learning Harvard, July 2019, Faglunsj, FSK (August)
2019 How can we use mentimeter in our teaching, Faglunsj, FSK, (Mars)
2019 Endringer i fransk, Strategy seminar, FSK (January)
2016 Presentation of FSK10, Strategy seminar, FSK (January)
2014 Presentation of VOA045, Best practice seminar, NHH
Promotion of research/ French studies
2020: Contribution for Åpen dag (video)
2016: Forskningsdagene: member of the organising committee. Representing NHH on a stand
at Forskningstorget (23-24 September). Approx. 9000 visitors
2012: Career day (Karrieredagen): invited for a talk: “Språk, veien til interkulturell
kompetanse”. Event: “På jobb med fremmedspråk”, organized by the University of Bergen
(26.09.2012)
2011: “Ka vil du bli med språkfag?” presentations and activities geared towards school pupils.
Organised by the University of Bergen (23-24.03.2011)
2011: “La France dans le monde, l'exemple du climat”: presentation at Faglig-pedagogisk
dag. Organized by the University of Bergen (04.02.2011)
2011: “Ingen grenser for franskstudenter” invited for a talk in a seminar to promote French
studies. Organized by the University of Bergen (09.09.2010)
Education
• Academic qualifications
2016 PhD in intercultural communication, (NHH), Norway
Title of the thesis: “International internal communication: a
transdisciplinary approach”
2009 Master in French, University of Bergen, Norway
2006 International master’s in management, ESC Lille/ SKEMA, France
2006 Bachelor specialisation in teaching French as a foreign language (FLE),
La Sorbonne University, Paris, France
2002 Bachelor of Arts in French literature, La Sorbonne University, Paris,
France
• Pedagogical courses and seminars
22
(Pedagogical courses over 50 hours are marked in bold; course diplomas can be provided
upon request)
2021-2020 Several pedagogical seminars organised by NHH (online): Winners of
Bronsesvampen (2021), Communication with students (2020), Leganto
(2020), Digital teaching studio (2020), Mentimeter (2020), Use of
Zoom and Temas (2020), Digital tools for teaching online (2020)
Pedagogical webinars organised by Harvard Business School: How the
pandemic made me a better educator (2021); Teaching in Online and
Hybrid classes (2020) ; Making online classroom work for you (2020);
Designing a curriculum for online and hybrid classes (2020); Exploring
the Challenges and Opportunities in Online Case Teaching: Insights
from Two Case Teaching Experts (2020)
Pedagogical seminars about teaching by the association for business
communication: Decoding the Disciplines approach to teaching and
learning (2020)
2019 Global colloquium on participant-centered learning, Harvard
Business School, USA (July)
Seminar om production of instructional videos at NHH, NHH (June)
Teaching portfolio course, NHH (May)
Supervisor seminar, organised by Lingphil, University of Agder (April)
2018 Pedagogical breakfast. Topic: Team-based learning, NHH (November)
Seminar on creation of exams on Wiseflow (autumn)
2017 Best practice at NHH (Spring)
2013 Seminar: Interrogating diversity initiatives and programmes, University
of Helsinki (December)
Pedagogical training, NHH (spring)
2012 Advanced case method workshop, ECCH, NHH (Spring)
Dissemination (scientific papers, conferences and science communication). Se under
23
B. FRA10: examples of activities and assignments
Example of teaching plan
Homework prior to class
Students need to prepare for the next class.
Here, they have some grammatical revisions to look at and do a few application exercises.
They need to look for new vocabulary and do easy application exercises (that both use the grammar
points and the new vocabulary)
24
Activities in class
Class time is built around the homework. Students start with an exercise on Mentimeter where they have
to report on the sentences they had to translate (homework). This is corrected by peer-review. This
shows that they understand the content (see Bloom’s Taxonomy) . See the explanation under.
The rest of class time is used to further apply the vocabulary and grammar learnt (activity 2). Then, they
listen to a text a few times and answer comprehension questions, again based on the vocabulary and
grammar learnt at home. Then they analyse the text, looking for specific grammatical points. With the
last activity, they become independent user of the language and create dialogues. There are several
activities proposed, with different level of difficulty. Students can choose the one that fits the best to
their level (individualized learning) (italics refer to the level from Bloom’s taxonomy)
25
Example of peer-review, using Mentimeter
(students correct sentences they have written as homework)
Here, 7 students have given a translation for this sentence. They are corrected in plenary session by the
students themselves. At the end of the 7 examples, students have reviewed grammar and vocabulary,
discussed possible translation options, analyzed and evaluated the sentences.
26
Example of role-play
Here is another illustration of how students work on activities that help them become independent users
of the language. I have created a role-play on a topic and vocabulary learned at home (professional
meetings). Now, students work in groups of 4 and are assigned a role, with a specific agenda and task
(here, the role of Pierre Couturier is provided).
27
Example of assignment: writing a professional email
28
C. FRA20: examples of set of activities, assignments and student deliverables
Example of activity package
Students start with a group discussion to recall previous knowledge on the topic (2.1), with a few
questions. Then, they look at an authentic document (here they listen to a podcast) with help
(vocabulary) and need to answer a few comprehension questions.
The correction is given at the end.
29
30
Example of course approval activity
Students read an authentic newspaper article. They have to answer a few comprehension questions and
write two short answers (100 words)
31
Example of student deliverables
Assignment 1: questions about a newspaper article and a short text to write (150 words). Presented here
are the first version (with our comments on Edword) and the second version.
First version:
student’ mistakes
are not corrected,
but highlighted and
specified
(preposition,
tense…)
32
Second version: the
student sends a
corrected version based
on our comments and is
corrected once more.
This student
demonstrates a high
commitment in
correcting his paper
that is now almost
without any mistakes
33
Assignment 2 : Guided essay (500 words), first and second version
In the 2nd
assignment,
we already
see that the
student
makes less
mistakes,
though the
assignment
form is more
complex
Second
version:
again,
almost
perfectly
written
34
Assignment 3: Essay (500 words) : first and second version
Very few
mistakes in the
third
assignment and
an excellent
introduction.
The student
shows a clear
progression
throughout the
semester.
Second
version, once
more, almost
perfectly
written
35
D. FSK 10: examples of class activities and assignments
Homework with readings and questions and case study in class
36
Case study and teaching plan
First, I contextualise the case: why do we study this case, and how does it relate to the programme. What
are the expected learning outcomes?
In class, students discuss the case. I have a set of questions and activities related (short role-play,
vote…). At the end of the discussion, I have a short presentation and I wrap up the main learning. At
the end of the class, students write a short reflection note.
37
Example of assignment
38
E. CEMS402: example of activities, assignments and student deliverables
Individual and team test: multiple choice question (extract)
39
Example of application activity: Live case study.
The guest here is Arne-Christian Haukeland who works at DNB. He first presents the company (slide
1-12), and briefly about the situation in Brazil (slides 11-12)
Then, he introduces the problem, and the three possible candidates. In their TBL groups, students discuss
the candidate and choose. In plenary session, group simultaneously share their choices and discuss
40
Then, students work in their TBL groups and answers questions.
They share in a plenary session. Arne-Christian comments on their answers. Then he wraps up by
explaining what actually happened
Some student feedback after this exercise:
In today's session, it was really interesting to get (again) some practical insights using a
real case study. What surprised me was that Arne-Christian actually was Henrik - good
thing we didn't criticize too much! Furthermore, it was interesting to hear about the
unusual challenges he faced while trying to establish a new office in Brazil. For example,
when they lost one of their copies and put everything to a halt because of this simple
formality. Furthermore, it was interesting to hear about the issues and creative solutions
they used regarding Arne-Christian's visa issues.
“Regarding the guest lecture by Arne I must complement you on the excellent choice! I
liked that the case he presented to us was a real-life example and it showed again that
what we learn in this class does have a huge connection to the real business world.
Furthermore, it was interesting to hear his stories. My main takeaway is that you always
have to be able to adjust your views, be aware of your culture and reflect on it critically
and stand with your values, even though it might be more challenging (the example of a
low hierarchy environment and the huge amount of time it takes to recruit the right
people). I think the level of openness and honesty was quite refreshing and while going
abroad for work is always a great opportunity to develop, it also has drawbacks especially
when returning to the home country. So I definitely learned to be aware of the difficulties
when returning from an assigment abroad.
Thank you for this very insightful class!
Today’s session has so far been my favorite session. I want to thank Mr Haukeland for
being such a honest and active presenter, that really tried to give useful and hands-on
insights on his leadership experience when setting up a subsidiary in Brazil. Especially in
41
this session I feel that the theoretical background was very useful in the sense that it
showed me to what extend theoretical literature can help in real-life experiences. The
combination of the case study we had so solve ourselves and the input of Mr Haukeland
helped me to get a better understanding of the obstacles and challenges international
companies face when sending an expatriate to a foreign country.
I thought this week was one of the most interesting weeks we've had. Indeed I find that a
presentation of a hut in progress as well as having a speaker who is a key player in this hut
was a real added value of this week. Furthermore, what I liked about this week's session
was that when we talk about creating a subsidiary abroad, we see the strategic aspect, but
the operational aspect is very important and interesting.
Example of experiential learning 1) leadership in TBL
Students are assigned a group leader role for the week. Then, they play out their roles in class.
They receive feedback from peers and write a reflection note. Here is an example of students’ feedback
and reflection note on leadership (extract)
Peer feedback
42
Reflection note from the team leader
It was a pleasure being selected as this week’s leader for my group.
Even before the class, I did my best to embrace a transformative leadership style and
motivate my peers. I have also attempted to maintain a steady stream of communication,
sharing links and starting a discussion on the readings. During our breakout sessions, my
focus rested on nudging everyone to contribute and distilling concrete take-aways.
Therefore, I am under the impression that my group appreciated my proactiveness this
week. Particularly in an online setting, the conversation flow benefits from an engaged
moderator, and I intend to keep this energy up.
What seemed to be working well is opening up a conversation by asking if anyone had
any previous experiences with a subject matter and what their thoughts were (e.g.
experiences in conducting interviews). On the other hand, in a team of six bright and
talented individuals, it will always remain a challenge to find a common denominator
amongst the different opinions and settling on a clear result or position. For instance, we
struggled to come up with a clear recommendation for Jake in the WORLDWIDE Rx case.
Example of experiential learning 2) email communication
How can students most effectively learn about how to write professional emails. I have created this
activity based on my research. First students discuss the following questions
Then, I show them how they have actually communicated with me when sending me their first email
43
I continue my presentation showing them how my experiment has unfolded, with 2 hypotheses: 1) Is
this a Norwegian phenomenon and 2) businesspeople can react negatively to such openings. There, I
conducted a short survey that I show and discuss in class
44
45
Example of assignment with grading rubric
46
Example of peer-to-peer feedback and reflection note
(provided above when describing the experiential learning activity)
Peer-to-peer feedback
Reflection note
Extracts of reflection notes can also be found here and here
I created a rubric for grading,
that I communicated to the
students and to the examiners
47
Student deliverables. Example 1: TBL tests
Instead of “covering” the theoretical part with a lecture, students work with the syllabus at home. In
class, they first complete an individual test and then a group test.
Here is the screenshot of the group tests after 4 weeks of teaching CEMS402 (V21). TBL test scores
are excellent (max:40/40, min 38/40), showing that the theoretical part is understood.
Student deliverables. Example 2: the effect of providing weekly feedback and giving weekly
feedback throughout the semester
Table 2 offers extracts for semester-long feedback received by two students and highlights how regular
and specific feedback can lead to behavioral change. Student A seems to be shy at the beginning of the
semester. Her peers, P and D, urge her to voice her opinions more and be more active in the teamwork.
The extracts show how A, thanks to the feedback, participates more and more in the discussions and
activities. This is also attested by other team members, G and T. At the end of the semester, P and D
commend her for her contributions to the team: she has been “crucial” and is a “real professional”. In
the second example, student S is perceived by her team as too direct. However, extracts from week four
reveal that a change has taken place, as peers notice positively how she “builds on people’s opinions
effectively and positively” and “asks follow up questions”. One of the team members, T, who has
commented on her direct way of disagreeing initially, commends her at the end of the semester for
having “improved considerably”.
Table 1 and 2: The effectiveness of the feedback received
Extracts of feedback received by two students
For privacy purposes, the students are anonymised. These examples are representative of the student
group
48
Table 1: Student A
Week
Positive feedback
Improvement points
1
“A could voice her own opinions even stronger
sometimes” (P)
2
“A is active in group discussions and provide
valuable input” (P)
“
A
was coming up with very interesting and
creative ideas for the in-class project.” (G)
“A could have volunteered to help present our
findings to the class” (D)
3
“A remembered a lot from the articles, and she
was the one showing our answers.” (G)
“I have no new remarks for A. She contributes
to a fun and friendly atmosphere within the
team. After we discussed the answer of the
group today, she was responsible for showing
the answers for our group” (D)
4
“A contributed to the group discussion very well,
and she always comes up with good ideas and
supports the others (G)
“nothing to add in the improvement part” (D)
“So far so good” (T)
7
“A has been crucial in the work with finding our
interview subject, getting access and handling the
logistics around the interview. She’s also
contributed well to the interview guide and in the
discussion around the interview itself” (P)
8
“A is a real professional. She was in charge of all
the communication with our interviewee and did
so very well” (D)
Example 2: Student B
Week
Positive feedback
Improvement points
1
“Some people might not be able to handle the honest
disagreement that well - could express opinion a bit
less directly” (T)
3
“She might come across as a little direct sometimes,
so I believe one improvement could be to be more
empathetic of other people’s opinions.” (F)
“Her direct way of communicating if she doesn’t
agree with something. She should be aware that in
some contexts, people might need some time in order
to get along with it” (T)
4
“S is doing great at the moment, so I don't see any
specific ways she could improve” (E )
“Today I could not see any room for improvement for
S.” (T)
5
“She has very constructive comments and
builds on other people’s opinions effectively
and positively.” (F)
49
“S is very attentive asked many good follow
up questions during our discussion” (E)
6
“S improved considerably on the comments
I made during previous sessions. This
session, there was nothing she could have
done better in my opinion!” (T)
Table 2: Extracts of feedback provided by student D
For privacy purposes, the student is anonymised. These examples are representative of the student group
Week
Positive feedback
Improvement points
2
“G contributes to a fun and friendly
atmosphere within the team.”
“T is doing well. Keep up the good work.”
5
“A is always clear in the way she
communicates, whether it be online or face
to face. She also came up with a good
option on who to interview for the
fieldwork.”
“I see P taking on some leadership roles
more frequently, and I think he is doing that
well. He also cares very much about
everyone in the team feeling good.”
“G is good at keeping the team positive in
these difficult Corona times. Also she had
valuable suggestions when deciding who to
interview for the fieldwork.”
7
“A is a real professional. She was in charge
of all the communication with our
interviewee and did so very well. Also, she
took great notes during the interview».
“When group discussions are about to
become a bit more serious, P always brings
us back on track.”
“During group discussions, A often finds a way to start
talking about a completely unrelated topic. Although
often interesting, this works rather distracting.”
“P has done great this week, no new improvements for
now.”
50
F. Asking for feedback
Examples of sources to ask for feedback
Mentimeter
CEMS402, 17.02.21
Classroom Screen
51
Weekly reflection notes (extracts)
“This class has made me much more aware of being cultural-biased”
“I personally find that all the different cases provide a very good basis for team discussions and are
great learning opportunities. Sharing the most important findings with the whole class works well
too. The cases contributed enormously to our examination of problems in a cross-cultural setting
since we had to really dig deep in the different levels of analysis and look at the different aspects
of the case, that is, problems and solutions.”
«Honestly, I feel like I have to reflect on that even more after today since I think it is very
challenging to find appropriate solutions to issues such as in the Worldwide Case.”
“Furthermore, while I though the theory was more complex in today’s session than in the
previous ones as well, I think the cases made it clearer since they were quite interesting and
challenged my mind.”
“Our session today was eye-opening in many ways…”
“this class always acts as a great refreshment for previously learned theories.”
“Furthermore, while I though the theory was more complex in today’s session than in the
previous ones as well, I think the cases made it clearer since they were quite interesting and
challenged my mind.”
“What I find even more interesting is now finally getting better understanding of the concepts
I had already learned during my bachelor thesis, but this time with way more practical
examples. To me, it feels as if now finally many different “pieces of knowledge” gained
throughout my studies become to one interconnected and complex construct. This course
particularly gives me the confidence to use tools to examine cross-cultural problems.”
“Today's class went quite well as always, engaging and thoughts-provoking.”
“Challenging us to put ourselves in somebody else's shoes forced us to think differently about the
situation”
“I believe this course has given some new tools regarding problems in a cross-cultural setting.
Especially, the new concepts have helped me to understand the existence of problems I have
never thought about before”
“what I've learned outweighed my expectations. I really liked the breakout room activities but
also the feeling of freedom and understanding during the course. I also felt much more
included in the "lecture" than during comparable courses previously. The most important
learning outcome from today is in my opinion realising, that online lectures can be even more
effective than casual classes.»
52
Testimonials about supervision
Note from Victoria S. N. Schrøder.
I have acted as her main supervisor since August 2019
Note from Anouck Jolicorps,
Anouck teaches FRA10 and FRA20
Not included in the online version
Not included in the online version
53
G. Testimonials about a collegial attitude and student feedbacks
Testimonial from Kristin Rygg, FSK
with whom I have closely work for implementing and teaching FSK10
Not included in the online version
54
Testimonial from Beate Sandvei, FSK,
Head of the department and colleague of Spanish. I have worked closely with Beate when we
implemented FRA20/SPA20 in 2019
Not included in the online version
55
H. Evidence of student learning
Extracts from student evaluations
Here FRA20, V19
56
Correspondance with programme directors
Student testimonials (examples)
Not included in the online version
Not included in the online version
57
58
59
Assessment from external examiners
Not included in the online version
60
61
Students’ work as evidence of their learning
For FRA10/ FRA20: I refer to the three written tasks presented here
For INB431: I refer to how feedback given have improved students’ skills and how feedback provided
has improved during the semester. This is presented here
.
I also refer to the excellent grades in the TBL tests after 4 weeks of class, showing that students have
learned and understood the theory. (scores between 38/40 and 40/40). See here
I. Dissemination
Scientific Papers
1) Challenges of teaching intercultural business communication in times of turbulence, in
Intercultural Competence: Alternative Approaches for Today´s Education, Edited by F. Dervin
and Z. Gross, Palgrave McMillan, 215-236 (with K. Rygg). Can be read here
The chapter reports on the design of FSK10. The abstract is available here:
(https://link.springer.com/chapter/10.1057/978-1-137-58733-6_11
).
2) Ly, 2019: Réflexions pour repenser le management interculturel, in Les Nouvelles voix/voies
de l’interculturel, edited by F.Dervin & N. Augier, Le Langage et l'Homme, L’Harmattan, 23-
34 (https://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=63659
).
In this didactics journal in French, I explain how I view intercultural communication and
provides the consequences of this approach for my research and teaching
3) Ly, Forthcoming (expected in Oct/Nov 2021): Developing future global leaders’ competencies
in a business school course: A case study of a course design inspired by Team-based learning,
In Advances in Global leadership 14 (https://www.emerald.com/insight/publication/issn/1535-
1203).
The article reports on the design of the CEMS course using TBL. Can be read here
4) Ly (forthcoming, expected in 2022): Practicing and reflecting on communication issues across
cultures and contexts through experiential, in class email activities. In Critical intercultural
education at tertiary level: Putting theory into practice Edited by M Sommier, A. Roiha and
M. Lahti. Routledge.
The chapter reports on experiential activities that I have implemented in class to promote
experiential learning
5) Ly (forthcoming, expected in 2022): Using the flipped classroom online method to teach
foreign languages: practice, reflection and tool kit. In Effective Online Language Teaching in
a Disruptive Environment.edited by LeLoup and Swanson, IGI Global (
https://www.igi-
global.com/book/effective-online-language-teaching-disruptive/265460#table-of-contents)
The chapter reports on my experience of teaching French online during the autumn 2020
62
Conferences
March 2021: Workshop on using Team-Based learning to develop leadership skills, with Judith
Ainsworth, at the Team-Based learning collaborative conference
https://julnet.swoogo.com/tblcmeeting
In this workshop, we use TBL to illustrat how global leadership skills can be developed. Participants
work on an IRAT, TRAT and application activity (negotiation case). Teams then re-join the main
room for simultaneous report, feedback and discussion.
October 2020: Presentation at the panel: Learning, Research, and Practice in Business
Communication: A Careful Balancing Act on the Road to Success, 85th Annual conference,
Association for Business Communication, online (27-31.10)
In this presentation, I first describe how I have adapted TBL to develop global leader competencies.
Then, based on the students ‘weekly and final reflection papers on their experience of working in
teams, as well as their peer-to-peer feedback, I deconstruct the teaching and learning practice: I
discuss examples of student resistance during the learning process, and examples of success, and I
examine how students and the instructor negotiate their and each other’s identities along the way.
Under review: Workshop proposal: Developing Competencies for Communicating and Working
Across Cultures in the Classroom: A Team-Based Learning Approach for the virtual ABC 86th
Annual International Conference October 18-23, 2021
63
J. Teaching online
Screenshot from the canvas page. Instead of having the module as home page, I now use the syllabus.
It gives a better overview of homework, class activities and is easier to navigate.
64
K. References cited in the teaching portfolio
Anand, B. (2016). The content trap: A strategist's guide to digital change. Random House Group.
Anthony, S., & Garner, B. (2016). Teaching soft skills to business students: An analysis of multiple
pedagogical methods. Business and Professional Communication Quarterly, 79(3), 360-370.
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish
Online Journal of Distance Education, 16(4), 28-37.
Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT journal, 57(3), 278-
287.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.
International society for technology in education.
Biggs, J. (2014). Constructive alignment in university teaching: HERDSA Review of Higher
Education, 1, 5–22.
Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: What the student does
(4th ed.). Berkshire: McGraw-Hill,Society for Research into Higher Education, Open University
Press.
Blasco, M. (2009). Cultural Pragmatists? Student Perspectives on Learning Culture at a Business
School. Academy of Management Learning & Education, 8(2), 174–187.
Caligiuri, P., & Tarique, I. (2012). Dynamic cross-cultural competencies and global leadership
effectiveness. Journal of world Business, 47(4), 612-622.
Clapper, T. C. (2010). Creating the safe learning environment. Pailal, 3(2), 1-6.
Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies: a (new) old
trend. Higher Education for the Future, 2(2), 114-125.
Cunliffe, A. L. (2016). “On becoming a critically reflexive practitioner” redux: What does it mean to
be reflexive?. Journal of Management Education, 40(6), 740-746.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual
learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings
of the National Academy of Sciences, 116(39), 19251 LP – 19257.
https://doi.org/10.1073/pnas.1821936116
Ensign, T. G. (2019). Triggers of Transformative Learning in Global Leadership Development: The
Disorientation Index. Advances in Global Leadership, 12.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of
superior expert performance. The Cambridge handbook of expertise and expert performance, 38(685-
705), 2-2.
Gagné, R. M. (1965). Conditions of learning.
Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning.
Journal of Work-Applied Management, 7(1), 15–27.
65
Holliday, A. (2012). Understanding intercultural communication: Negotiating a grammar of culture.
Routledge.
Khan, S. (2011). Salman Khan: Let's use video to reinvent education. TED.
Kolb, D. (1984) Experiential learning: Experience as the source of learning and development
Prentice-Hall, Englewood Cliffs, NJ (1984)
Lane, H. W., Bird, A., & Athanassiou, N. (2017). Translating theory into practice: Developing global
leaders through undergraduate experiential education. In Advances in Global Leadership (pp. 193-
220). Emerald Publishing Limited.
Ly, A. L. (2016). International internal communication in the workplace: A transdisciplinary
approach. NHH–Norwegian School of Economics doctoral dissertation.
Ly, A., & Rygg, K. (2016). Challenges of teaching intercultural business communication in times of
turbulence. In Intercultural Competence in Education (pp. 215-236). Palgrave Macmillan, London.
Ly 2019 (2019). Réflexions pour repenser le management interculturel, Le Langage et l’Homme, 23-
34
McGuire, L., Lay, K., & Peters, J. (2009). Pedagogy of reflective writing in professional education.
Journal of the Scholarship of Teaching and Learning, 9(1), 93–107.
Mendenhall, M. E., Burke-Smalley, L. A., Arnardottir, A. A., Oddou, G. R., & Osland, J. S. (2020).
Making a difference in the classroom: Developing global leadership competencies in business school
students. In Research Handbook of Global Leadership. Edward Elgar Publishing.
Mezirow, J. (1997). Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions
for Adult and Continuing Education, 74, 5–12.
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New
Directions for Teaching and Learning, 2008, 7–27.
Muldrow, K. (2013). A new approach to language instruction: Flipping the classroom. The Language
Educator,(November), 28–31.
Raaheim, A. (2013). Råd og tips til deg som underviser. Oslo: Gyldendal akademisk.
Osland, J. S., Dunn-Jensen, L. ., Nam, K. A., & Wells, P. (2017). The global leadership advancement
center: Developing global leadership expertise in a university setting. Advances in Global Leadership,
10, 221–249.
Serres, M. (2015). Petite poucette. Le pommier.
Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education (p. 159). Hillsdale, NJ:
Lawrence Erlbaum.
Sweet, M., & Michaelsen, L. K. (2012). Team-based learning in the social sciences and humanities:
group work that works to generate critical thinking and engagement. Stylus Pub.
Szkudlarek, B., Mcnett, J., Romani, L., & Lane, H. (2013). The Past, Present, and Future of Cross-
Cultural Management Education : The Educators ’ Perspective The University of Sydney Stockholm
School of Economics. Academy of Management Learning & Education, 12(3), 477–493.
66
Thompson, N. E., & Wheeler, J. P. (2010). Learning environment: Creating and implementing a safe,
supportive learning environment. National Standards for Teachers of Family and Consumer Sciences,
235.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of
children, 23(3), 34-41.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard
university press.
