1. Intention of the course – preamble

 

Searching for the roots of business administration as an academic discipline, it was found, more than 100 years ago, business people (merchants) expressed their wish to organize and enhance the manifold commercial knowledge (e.g. in the field of cost accounting). Business administration is thus from the very beginning closely connected with business practice, or as one of the most famous pioneers (Eugen Schmalenbach) said: “The academic discipline business administration has to design recommendations for the business practice.”

Further training constitutes a link to connect the know-how of universities with the requirements of business practice, which implicates for universities:

  1. University research in the field of business administration is forced to address relevant issues of business practice. This information must be presented in an interesting and relevant way, as company managers are only willing to invest money if they are sure, that this knowledge is helpful for their companies. Further training arranges this educational

 

  1. Universities, which are financed through taxation, have the social responsibility to provide the results of research for the advancement of the

 

  1. In times of resource shortages further training opens possibilities to gain additional income for universities and their employees. At the same time further training – if it is accepted by companies

– increases the reputation of the business administration faculties in society.

 

To achieve these benefits of further training THE CACTLE is dedicated to – amongst other things –

  • certify university teachers in modern Teaching Competencies in Economics and Business for three different target groups: students, employees of enterprises/institutions and

 

  • offer a course program and training material for different further training courses for enterprises/institutions to link the universities to business and industry, using specific modalities of teaching and learning

 

These well-educated Management trainers will meet the needs of companies and create user-oriented and interesting trainings.

 

2.   Timetable                                                                                               

 

The “Certification program for accredited management trainers – AMT” covers 60 teaching and learning hours in total.

 

They will be allocated to different teaching and learning settings as follows:

  • 24 hours contact-time/in-class teaching
  • 36 hours independent learning/distance learning

 

The 36 hours independent learning/distance learning will be allocated to different homework settings:

  • 16 hours inverted class room
  • 20 hours long distance learning

 

3.   Certification program                                                                                                 

 

The program for “Certified University Teachers” covers three main topics:

 

Topics

60 hours

in total

Inverted

classroom

Contact

hours

Long distance

learning

1     Acquisition of AMT courses

20

7

8

5

1.1 AMT-market

1

0,5

0,5

 

1.2 Forms of company training

1

0,5

0,5

 

1.3 Target group analysis

3

1

1

1

1.4 CCC and written offers

8

2

3

3

1.5 Contraction meetings

7

3

3

1

2     Designing AMT courses

25

7

9

9

2.1 Special issues in adult education

2

1

1

 

2.2 Benefits of company courses

2

1

1

 

2.3 Opening of a seminar

4

0,5

1,5

2

2.4 Closure of a seminar

4

0,5

1,5

2

2.5 Transfer & Follow-up-activities

3

1

1

1

2.6 Framework of AMT courses

5

2

1

2

2.7 ‚Tailor-made‘ trainings

5

1

2

2

3     Methods of AMT courses

15

2

7

6

3.1 Transfer methods

3

 

1

2

3.2 Introduction methods

3

 

1

2

3.3 Moderation / Facilitation

9

2

5

2

 

60

16

24

20

 

4.   Competences/Learning outcomes Teaching aims                                                                                                      

 

4.1.      Transferable competences                                                                                                          

 

By the end of this course, the AMT trainers will be able to

  • work effectively with a group as a leader or
  • clarify tasks and make appropriate use of the capacities or group
  • negotiate and handle conflict with
  • use full range of learning
  • reflect on own and others’ functioning in order to improve
  • act as an independent and self-critical learner, guiding the learning of others and managing own requirements for continuing professional development.
  • engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and
  • use their independent learning ability required for continuing professional study, making professional use of others where

 

4.2.        Content related competences/learning outcomes                                                                                                               

 

By the end of this course, the trainers will be able to use their professional teaching knowledge

  • to initiate higher cognitive learning processes
  • to develop advanced competences of participants in the fields of economic and business
  • to assess learning outcomes of the participants validly

4.3.      Specific teaching aims                                                                                                                        

  

Topics

The trainers will be able to

1     Acquisition of AMT courses

support the CACTLE coordinator during the process of

acquisition.

1.1 AMT-market

apply the information about the structure of the AMT-market in

their home countries in contraction meetings

1.2 Forms of company training

explain the different ways of learning in companies and apply this information in the contraction meetings

1.3 Target group analysis

conduct a target group analysis, as an important basis for

costumer-related trainings.

1.4 CCC and written offers

write short descriptions of their trainings for the CACTLE

course catalogue and develop informative offers

1.5 Contraction meetings

support the CACTLE coordinator in contracting meetings

2     Designing AMT courses

create trainings, that meet all criteria of good trainings

2.1 Special issues in adult education

apply scientific findings on adult learning in their trainings

2.2 Benefits of company courses

communicate to their participants the benefit of the training for the daily work

 

2.3 Opening of a seminar

design the start of the trainings in ways which take into account the possible fears of participants and prepare the

ground for an effective training

2.4 Closure of a seminar

design the training conclusions that complete an effective training

2.5 Transfer & Follow-up-activities

recognize possibilities of transferring knowledge to the daily work and create useful follow-up-activities

 

2.6 Framework of AMT courses

use their knowledge about important framework conditions in trainings like timetable, seating arrangement etc. to create effective trainings

2.7 ‚Tailor-made‘ trainings

create tailor-made trainings according to the needs of the company and the target group analysis.

3     Methods of AMT courses

use different methods in trainings effectively

3.1 Transfer methods

apply different transfer methods in alignment with the teaching

aims and the competences of the participants

3.2 Introduction methods

apply different introduction methods in alignment with the teaching aims and the competences of the participants

 

3.3 Moderation / Facilitation

explain why and how moderation should be involved in further trainings and apply different moderation tools in alignment with the teaching aims and the competences of the

participants