Through work on the theoretical material (readings) and the discussion of topics/open issues on the topics in class, students are enabled and encouraged to creatively use various ideas for elaborating teaching concepts. Putting their thoughts in written format, supports them in further developing their abilities to shift material effectively, structure their thoughts and considerations, and present them in acompelling way. Participation promotes the drive to exchanging ideasand thoughts with others in a learning environment. It sharpens students’ skills to structure and effectively communicate their comments in a competitive setting.

In the first session of the course students will be made familiar with the requirements needed for teaching (international) marketing and international business-related topics to 14 to 19 year olds. This will be done by having a closer look at the curriculum (Lehrplan HAK2014) as well as by (critically) evaluating existing teaching material and concepts.

The second session will partly be dedicated to the question of how to evaluate pupils’ skills. Putting together exam papers is a verycritical task. By analysing and critically reviewing existing exam papers relevant insights shall be gained. Furthermore, exam questions will be elaborated and critically reviewed.

Sessions three to five will be used for presenting elaborated teaching concepts. In addition to that, the role as discussant helps students gather not only further topical knowledge, but also critically evaluate existing work and learn from it for their own benefit.

After completing this course, students will be able to:

• draw on a basic understanding of the marketing system – marketing philosophy, concepts, processes and decisions

• understand the marketing planning process, the identification and selection of target markets and the development of appropriate marketing mix responses (product, price, promotion and distribution decisions)

• identify information needs and understand the role of research in marketing and international business decisions

• develop didactic concepts based on their reflections on how to teach marketing and international business effectively

• define precise learning objectives and select appropriate contents for teaching marketing lessons

• develop teaching and learning material for marketing and international business lessons emphasising problem-based approaches and hands-on activities

• present parts of their didactic concepts, analyze and discuss them in class

Within this course, a variety of didactic elements is utilized to facilitate the successful completion of learning outcomes outlined above. The course is delivered as a mix of lectures covering theoretical concepts and their application, through knowledge transfer within team coaching sessions, as well as active participation by the students, who present their teaching concepts in class and serve as discussants on fellow students’ presentations.

Team Coaching Sessions on the Marketing/ International Business as well as the Didactic Part will provide the chance to discuss open issuesregarding the topic selected for presentation as well as reflect onpotential ways to deliver the material in classroom (exchange ofexperiences). These coaching sessions are delivered through distance learning approaches. 

Assessment

Individual-level:

Active Participation (10%) To reward students for actively participating in the course, 10% of the grade are devoted to this. Participation is evaluated on activity during the session (participating in discussions, raising interesting issues etc.). Recognizing the fact that this course is a learning environment, questions/answers are not based on whether they are right or wrong, but meaningful, inspiring and thought provoking for the group overall.

Peer Review (5%) On an individual basis, group members are asked to evaluate the contribution of fellow group members to the work process (in terms of contributing to the content but also to workflow issues).

Group-level:

Annotated Bibliography (10%) An annotated bibliography is a list of sources which reviews the literature of a particular subject. It includes concise descriptions and evaluations of each source on a given topic. It allows you to get acquainted with the material available on a particular topic. It demonstrates the quality and depth of reading that you have done. For others, it exemplifies the scope of sources available - such as journals, books, web sites and magazine articles. It highlights sources that may be of interest to other readers and researchers.

Teaching Concept (30%) Students will be grouped in teams and assigned a certain marketing/international business topic for preparation (e.g. segmentation-targeting-positioning, choosing market entry strategies). Based on the literature provided and additional individual research, the student group is asked to prepare ways how to teach this content effectively to business students.

Discussant Evaluation (20%) In addition, each student team is assigned a second topical package (e.g. pricing policy). Again, students are asked to prepare themselves contentwise, as they will serve as “discussant” for their peers’ teaching session and will evaluate their peers’ teaching concept.

Presentation (25%) Each student team has to present its teaching concept in class in a real-life manner. The way how this concept is executed in the classroom setting is graded later on. 

Grading Scheme (Total 100 pts)

100-90 pts - 1

89-80 pts - 2

79-70 pts - 3

69-60 pts - 4

below 60 - failed