Pixel International Conferences

This paper presents the experiences from both students and coaches of a  project between Haaga-Helia University of Applied Sciences (Porvoo Campus, Finland) and NHL StendenUniversity of Applied Sciences (Emmen Campus, Finland) and >50 students from the universities and 20 companies.
Year one, saw the project focus on implementing pedagogical approaches of
Haaga-Helia and NHL Stenden (inquiry learning and problem-based learning) and on developing the meta-competences in the students, including ability to work in teams, leadership, project management, intercultural competences, peer teaching etc.
However, during this edition, it was felt these competences were not
sufficient, the 21st Century skills were not fully represented.
The project created an international business environment where the majority of communication was virtual. The focus was on empowering students to design and lead project tasks  and to be responsible for their project outcomes in the form of a reflective learning diary. Two project managers, chosen democratically, from the students, after a pitch to fellow students to lead the project.To give a setting for the students to work on transversal skills. Students met at Porvoo campus to finalise and present their project.
Once the project got underway the students also became aware of the challenges of online communication: miscommunication, lack of courtesy in some cases or even no-shows leading to hold-ups in the research process. However, the project also showed that online communication can be efficient in international business once the different parties commit to following a mutual agenda. With the introduction of digital tools, the need of physical meetings was seen to be  decreasing, however, once a physical meeting is organised, it should bring extra value in terms of human interaction. This question was also addressed in the project and this paper looks at these outcomes. During the period of physical meeting students were involved in a variety of lectures, visits and practical sessions. This paper will look at how the introduction of “Business Ballet” introduced presentation skills and body language interpretation to students.
Using Erasmus+ mobility funding, for industrial partners, the opportunity to collaborate with ExpLearn, a company that was known to them for developing and delivering exemplary bespoke experiential learning activities arose. ExpLearn also assisted in the feedback session on the student company  research  projects which proved invaluable for the students greater understanding of what will be demanded of them in the business environment.
The Experiential Learning activity delivered on several different levels, which we shall explore in this paper and show where collaboration with external partners can create a learning environment that cannot be achieved through conventional Teacher/Student interaction.
This paper explores the importance of reflective learning diaries in delivering on Transversal Skills through innovative learning activities including Business Ballet and Experiential Learning.

Keywords: Experiential learning, reflective learning, employability, emotional intelligence;

References:

[1] Wallenius, L. & Huisman, J. (2018). Empowerment On-Line Collaborations: Learning Diaries as a Sustainable Learning Tool. Florence: The Future of Education Proceedings. 
[2] Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam.