International Higher Education Teacher Award ^2024/25

The Global Case Study Challenge (GCSC) is a high-impact career-oriented teaching and learning virtual exchange (VE) program, providing educators and students with invaluable life-enriching experience. Focusing on intercultural, digital communication and sustainability competencies, the GCSC promotes Global, Conscious and Sustainable Communities. The GCSC showcases how new virtual models of learning within real-world contexts can forge new global connections, contribute to global learning and digital global readiness. To date 1450 students and 50 educators from 30 universities across 20 different countries have worked together on real-life business cases in 380 Global Virtual Teams. In the fourth edition (2021) of the GCSC, some 450 students worked together for 10 weeks in global virtual teams (GVTs) of 5-7 students, establishing team-building dynamics, collaborating on real-life project based team assignments, before presenting their solutions and recommendations to a corporate partner at a global virtual conference. This program offers students the opportunity to improve their intercultural, digital communication & literacy competencies, while increasing their awareness of SDGs in a corporate environment. The teaching cohort, in 2021 some 20 educators from 16 countries, engage in experiential professional development (EPD): applying common pedagogical approaches, collaborating across cultural and disciplinary contexts and integrating digital collaboration formats into their curricula. This shared pedagogical practice involves providing formative and summative feedback, co-grading student team assignments, aligning course design to the GCSC learning framework, and facilitating a live virtual event. The GCSC takes participants on a transformative virtual learning journey by applying: - The guiding principles of VE/COIL and Globally Networked Learning (GNL). GCSC can be used either as a complete for-credit course or can be incorporated into another course or module. - Project-Based Learning (PBL), through which students learn by actively engaging in real-world and personally meaningful tasks (Boss, S. & Larmer, J., 2018). - Internationalization@home, serving students unable to participate in intercultural and international exchanges - Self-directed, student-centered learning, alongside Kolb's Experiential Learning Model Adopting an iterative approach, the GCSC continuously evolves through multiple cycles of design, development, testing and revision.

Methodology

The GCSC represents an innovative and high-impact career-oriented teaching and learning virtual exchange (VE) project, providing educators and students with first-hand intercultural and international experience. The Global Case Study Challenge (GCSC) 2021 is a collaboration of 16 universities from across the globe - from Austria, Spain, to Japan, Russia, Malaysia and Chile, with the aim of enhancing digital communication, intercultural and sustainability competencies. The program has grown exponentially since its first iteration in 2018, when 3 universities from Austria and Chile took part with a total of 90 students. Now on its fourth iteration, a total of 1450 students and 50 educators from 30 universities across 20 different countries have participated in 380 global virtual teams as part of the Global Case Study Challenge. The GCSC management team has also grown since the program’s inception. Initially founded and coordinated by Dr. Barbara Covarrubias-Venegas (FH Wien der WKW) and FH-Prof. Dr. Eithne Knappitsch (Carinthia University of Applied Sciences), the team has expanded to include Dr. Anna Zinenko (UAB, Spain) and Dr. Svetlana Buko (SASS, Slovenia and CUAS, Austria). Collaborating as an intercultural, interdisciplinary, virtual team itself, the management team has extensive research, teaching and training expertise in: International Education; COIL; Intercultural Management; Corporate Sustainability; Project Management; New Work; International HRM; as well as inspiration events design and management. The instructional design of the Global case study Challenge relies on a data driven approach. Over a number of iterations, the GCSC team of instructional designers has collected data to test whether the GCSC learning experience has an impact on the development of the three core competencies promoted by the 10-week program: intercultural, digital communication and sustainability competencies. Results show that the program has a significant impact on these career-oriented competencies, which in turn has enhanced the learning and teaching architecture of the program. The GCSC leans on a number of valuable frameworks including Virtual Exchange (VE)/Cooperative Online International Learning (COIL) and Globally Networked Learning (GNL), Internationalization@home, Project-Based Learning (PBL) through real-life case studies, and Kolbs Learning Cycle. These frameworks are described in more detail below, following an outline of the overall didactical concept. Learning and teaching architecture: While internationalization and cross-border mobility are often considered as reserved for those individuals who can afford it, projects such as the GCSC offer institutions and individual students, who otherwise easily disengage from internationalization activities, an opportunity to participate in an Internationalization@Home initiatives. As a VE/COIL initiative, the GCSC provides invaluable opportunities for intercultural and interdisciplinary exchange, the forging of new global connections, and life-enriching authentic international experiences that enhance student engagement. The learning method is strongly student-centered, based on the "experience-based learning" approach according to the model of Kolb (1984), which represents a cyclical experience, observation and reflection, abstract conceptualization, and active experimentation. Learning is as a holistic process of experience, thinking and behavior, where knowledge is created through the transformation of experience in the virtual and cultural interaction situation. The Project-Based Learning (PBL) component of the GCSC, in which students learn by actively engaging in real world and personally meaningful tasks (Boss, S. & Larmer, J. 2018), revolves around a series of five business cases based on the ongoing integration and re-branding process of a major Merger&Acquisition involving a Spanish and Japanese multinational. These real-life business cases, focus on: corporate social responsibility, change management, corporate communication and merging organizational cultures, learning and development, and HRM and new work. GCSC Design and Implementation: Global Virtual Teams (GVTs) of between 5-7 members are formed after a virtual kick-off and in parallel students are introduced to the GCSC Moodle Learning Management System (LMS). The 10-week virtual exchange program is designed for students as follows: Kick-off and team assignment Virtual Session 1 Introduction and Collaboration in GVTS Virtual SDG Knowledge Quiz Virtual Team-building Virtual Session 2 on how to give effective presentation online and virtual Q&A session Virtual Q&A Session 3: Global Virtual Conference Online Case Submission Virtual De-Brief with CEOs and Managers of GVTs The additional program for educators is designed in parallel and includes the following: Pre-GCSC individual coaching for educators 1st Educator Check-in: 2nd Educator Check-in: Educators’ Virtual Laboratory 3rd Educator Check-in: Takes place prior to the student Q&A live session on the case studies Educator Conference Rehearsal Global Virtual Conference Educator Grading Conference This innovative teaching and learning design is visually presented here (https://view.genial.ly/60b8a72ead228d0d521f1ffa), as is the 2021 timeline for both students and educators (https://view.genial.ly/60afe60a40b4c20da5cb0052). GCSC 2021 Partners HEIs - 16 universities and universities of applied sciences from across the globe Corporate Partners - Everis (now NTT Data Europe and LATAM) as a corporate partner - Virtual Space Hero, virtual events company - AhaSlides, a cloud-based presentation platform - Miro, a whiteboard collaboration platform - Genially, an interactive content creation platform Intercultural Non-Profit Organizations (donators of the gamification prizes) - SIETAR Austria, Society for Intercultural Education, Training and Research - IACCM International Association of Cross-Cultural Managers (8619)

Tools, equipment, technology used

Digital platforms and tools are used an innovative way to achieve authentic GVT interaction. This requires introducing students to a range of (new) digital tools such as Miro and Genially, and incorporating them into both synchronous and asynchronous activities throughout the entire program, including during the final conference. Global students and educators show large differences in their preferences for and applications of digital tools. Facilitation of reflection on these differences had to be carefully embedded in the course design and space provided, for example through online forums, for open sharing of experience with different tools in different contexts. Moodle is used by the GCSC Management team as a Learning Management System to coordinate the exchange of information between educators and the 450-600 students, as well as for the collection of longitudinal data at the beginning and end of the program. Live sessions and the flagship Global Virtual Conference are held in an interactive format via Zoom. Interaction during the live sessions is encouraged via reaction buttons, use of the chat, polling via AHASlides and using the GCSC Miro Board as a collaborative whiteboard (https://miro.com/app/board/o9J_ljXHtbk=/?invite_link_id=352666777965).

Outcomes and outputs, main results

Learning Outcomes: Learning Fields and Competence Development The GCSC teaching and learning program adopts both online (synchronous as well as asynchronous) and offline learning approaches and thus creates a learning environment for the students that is very close to reality in practice. The heterogeneity of the student groups themselves also supports intercultural and interdisciplinary learning and facilitates mutual learning. This makes the topic of intercultural and global cooperation tangible for the students, but also the work in remote teams, which is a current trend. The didactical concept underlying the teaching and intended learning outcomes hinges on three main learning fields: digital working environments, virtual intercultural cooperation and sustainable (corporate and personal) responsibility. The GCSC as such is becoming a movement towards creating Global Conscious and Sustainable Communities. Learning Field 1: Digital Working Environments The digitalization of the world of work is no longer just an abstract vision of the future, but a trend of new working environments towards (partially) remote work. >> Digital communication competence development: application of file sharing tools and/or other cloud-working communication and cooperation tools, communication and facilitation skills in a virtual context (presenting); leadership of remote teams, e-conference know-how. Learning Field 2: Virtual Intercultural Cooperation Global virtual communication is almost self-evident in today's international business environment, but is rarely integrated into educational programs. >> Intercultural competence: self-awareness, perspective-taking skills; intercultural awareness, self-directed learning in groups; personal and team organization; conflict management; communication and cooperation skills in a virtual context. Learning Field 3: Sustainability Competencies In keeping with the Education for Sustainable Development (ESD), the GCSC aims to help both students and educators acquire key competencies necessary for transformational sustainable learning.. >> Sustainability competence: complex problem-solving skills; critical/connected thinking and communication; systems-thinking The Flagship Global virtual Conference: Case Study Presentations The GCSC global virtual conference is the GCSC flagship event and marks the crowning achievement of the global virtual team collaboration, where students are given the opportunity to showcase their work and educators the opportunity to facilitate in the virtual space.

Lessons learnt

• In the first two editions, the success of the program was only measured using qualitative structured reflections. In the third and fourth additions, a mixed research approach has been taken, measuring competency development via qualitative reflections and longitudinal surveying of intercultural, digital communication and (in 2021) sustainability competencies. • It became evident that GVTs needed to put additional effort into trust-building environment in order to generate a sense of team spirit. Hence, targeted virtual team-building activities have been built into the GCSC design and included also as part of the assessment criteria. • A gap exists in digital competences and knowledge of digital tools across different cultural contexts, this needs to be carefully and effectively managed. • After the initial two iterations, a significant learning curve for the GCSC management team was that self-directed learning in fact requires even more careful monitoring and additional structured, especially in a globally diverse learning and teaching community. • It was only from the 2019 GCSC on, that the GCSC was intentionally re-visioned as an experiential professional development (EPD) opportunity for educators (including peer-learning and networking opportunities, global educator laboratories, co-grading conferences and digital facilitation as part of the global virtual conference.

Adaptability and sustainability of the best practice (for other institutions)

The majority of educators and universities have participated in the GCSC over a number of years, and as such have become key promoters of the program. To date a number of successful inter-university collaborations have emerged out of the GCSC. In terms of replicating the GCSC, educators are given complete insight into the development and design of the GCSC program, including scripts for the conference. Educators are additionally provided with optional training on the interactive digital tools and platforms used by the GCSC team, including Genially and Miro, so also here educators have the potential to adapt and use these tools for their own need.

Promotion of best practice

TGCSC has been promoted across the world at numerous conferences and events in 2021, incl. at the American based IVEC 2021 (International Virtual Exchange Conference), at the South American COIL LATAM 2021 conference, at the SIETAR Russia 2021 conference, at the DYNAMED 2021 conference, and at the 2021 WEEF/GEDC Conference “Diversity and Ethics in Education for an Inclusive and Sustainable World”. In 2020 the GCSC was recognized in peer reviewed competition as an outstanding and innovative online learning and teaching project. The GCSC was shortlisted for the 2020 Austrian ARS Docendi “excellence in teaching” award in the category of Digital Transformation of Teaching and in the same year was a finalist in the 6th International e-Learning Excellence Awards at the European Conference on e-Learning. The GCSC is listed as a best practice teaching and learning project on the Atlas of Good Teaching website (https://gutelehre.at/) The GCSC hosts its own website (www.globalcasestudychallenge.com) and posts regular blog posts and updates via its LinkedIn page https://www.linkedin.com/company/global-case-study-challenge/ . Partners, such as Miro and Genially, are also extremely valuable in promoting the GCSC as a best practice educational program.

Scope and impact

• Course/department level
• Institutional level
• Cross-institutional level

At an individual level, students and educators describe the many and manifold benefits the see in the program (testimonials from students and educators on the website and via LinkedIn). The compact and career-oriented design of the GCSC means that it is adaptable across disciplines and departments and can be used as an independent virtual exchange program or as an integrated part of a course or module as part of Global Networked Learning (GNL). At institutional level, in keeping with national and international strategies, the GCSC as a VE provides a specific methodology for the internationalization of curricula, helping to further interationalisation@home and COIL strategies. Additionally, at cross-institutional level, the GCSC contributes to other forms of blended mobility and independently organized collaborations among its partners.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: The GCSC has been recognized as an outstanding and innovative online learning and teaching project. The GCSC was shortlisted for the 2020 Austrian ARS Docendi “excellence in teaching” award in the category of Digital Transformation of Teaching and in the same year was a finalist in the 6th International e-Learning Excellence Awards at the European Conference on e-Learning. The GCSC, as a career-oriented program, introduces both educators and students to a range of digital collaboration tools.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning
• Developing students' multicultural awareness
• Students engagement in international projects
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)
• International projects/research results embedded into course development and T&L

Reasoning: The GCSC is receiving global recognition as a one-of-the-kind collaborative online international learning and teaching program. In 2021 the GCSC was invited to present the didactical design and research component of the GCSC at several prominent conferences and events including the 2021 LatAm COIL Conference and at the IVEC 2021 conference. In 2022 a GCSC follow-up Blended Intensive Program for some of the 2021 GCSC participants will be organized at the Carinthia University of Applied Sciences.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Universally designed teaching material - adjustable for special needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• (Innovative) use of devices and tools for inclusion

Reasoning: This international digital cooperation format is intentionally equitable and accessible to those individuals unable to go on exchange. It contributes to global fairness in the digital space through virtual exchange and by creating opportunities for authentic encounters that recognize and honor diversity in an equitable manner. Creating a shared pedagogical practice among educators can play a significant role in deepening awareness and fostering action around DEI.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials

Reasoning: Students and educators increase their awareness of sustainability in general and in the corporate context throughout the GCSC. A longitudinal survey of participants’ sustainability competencies is conducted at the beginning and end of the 10-week program. Initial results show a significant increase in sustainability awareness and competencies. All GCSC partnerships are developed with long-term sustainable partnerships in mind and each business case incorporates a corporate SDG component.

3.3 Public contact datas

Name	Email address	Website
Eithne Knappitsch	e.knappitsch@cuas.at	https://www.globalcasestudychallenge.com/