International MOBTS 2022

DHBW Mannheim  |  Mannheim, Germany

June 22-25, 2022

Call for Papers

Hosted by the Baden-Wuerttemberg Cooperative State University (DHBW) in Mannheim, Germany

Submission Deadline is Friday, the 30th of January 2022

Conference Dates: 22nd to 25th of June 2022

 

Submission Guidelines  |  Paper Submission


International MOBTS 2022 Team:

  • Andrea Honal, DHBW-Mannheim (Conference Chair)
  • Brandon Charpied, MOBTS Executive Director
  • Robert Lahdo, DHBW-Mannheim
  • Alexandra Toth, DHBW-Mannheim
  • Alexander David Jaensch, DHBW-Mannheim
  • Volker Rundshagen, Hochschule Stralsund

Arrive early and stay late as you make the most of this tremendous experience!

Join us in Germany at the Baden-Wuerttemberg Cooperative State University (DHBW) for the 2022 MOBTS International conference. We are the first higher education institution in Germany which combines on-the-job training and academic studies and, therefore, we achieve a close integration of theory and practice, both being components of cooperative education. With around 34,000 enrolled students, over 9,000 partner companies and more than 145,000 graduates, we count as one of the largest higher education institutions in the German Federal State of Baden-Wuerttemberg. Founded on March 1, 2009, DHBW traces its roots back to the Berufsakademie Baden-Wurttemberg. Today the university continues to carry on the highly successful tradition of cooperative education. We are passionate about teaching innovations, centered on improving the quality of teaching and learning.


Conference Theme

The core purpose of this conference is to bring together management educators from around the world, from the Australasian region, from America, from Europe and other countries. We want to create a vibrant international community of educators so that we can share our experience of best practices, learn from each other and build learning networks for today and into the future. As such, this is a very broad theme, congruent with the vision of MOBTS.

We welcome interactive and experiential sessions that share insights into effective teaching practices and the experience of life as an educator. We are as interested in what works as what does not work, as learning from failure in our view is part of the lived experience of the life-long journey of an educator. We do not wish to be prescriptive in saying what you should submit to the conference. You are the community of active management educators: from you will emerge best practice and themes.


Proposal Formats

We very much welcome a blend of proposals including:

  • Interactive exercises or cases on a particular topic;
  • Round table discussions that encourage dialogue around a topic, or offer the community the opportunity to develop a particular skill;
  • Presentations of best practices in management education.
  • Poster sessions
  • Pedagogical research

Emerging Themes, Add to the Conversation

Below are some themes that have emerged from our experience of management education and about which we are keen to gain insights into best practice. As a community, you will have additional insights, so consider the below initial thoughts. We welcome proposals both within and outside the below themes.

Large Group teaching. There is a tension between our desire to teach in small groups, to facilitate exchange of ideas, and the challenge of institutional pressures to generate income through large classes. How do we as educators manage the challenge of large group teaching? Issues may include, but are not limited to:

  • Managing experiential learning in large groups
  • Designing effective and engaging assessments
  • Providing meaningful and developmental feedback to students
  • Managing behavior in large groups compared to small
  • Identifying, integrating, or abandoning, technological supports to aid large group teaching
  • Creating meaningful industry and research engaged teaching in large groups
  • Teaching Strategies That Show Students You Care

Learning strategies, environments and innovations:

How do we as educators develop an effective and engaging learning environment, select and implement a learning approach to fit the learning objectives of our programs and needs of our students?

How do educators and institutions need to position themselves to succeed in the future of Management Education? What trends will shape its evolution beyond the pandemic? Which disruptive models and disruptive players exist in management  education and what can we learn?

Artificial intelligence can support learning, but can also be used as a replacement for the educator and the educated student. How are you as educators harnessing the benefits of Artificial intelligence and preparing your students for a world where they work with and compete against machine learning?

How do we choose between styles of learning, how do we implement these effectively, and what is impact of these on different types of teacher and learner:

  • Problem based learning
  • Evidence based learning
  • Action learning
  • Service learning
  • Work placements

Assessment of learning outcomes. A major task for all educators is designing effective and meaningful assessments of learning outcomes. The impact of assessment upon and response by students is not always positive. How do we manage the challenges of assessment?

  • Examples of effective and failed innovations in assessment
  • Assessment strategies for small, medium and large size classes
  • Assessment in diverse learning environments
  • Peer assessments
  • Assessing visiting and international students
  • Setting expectations and managing student disappointments

From individual educator to school/university programs. How do we manage the process of designing and delivering effective modules in the wider context of a suite of modules (be that a degree, certificate, amongst others), quality assurance by universities, accreditation requirements, and balancing the competing needs of teaching and service.

  • Designing and implementing effective curriculum change
  • Integrating our teaching into accreditation processes

Research led teaching and turning teaching into scholarship.

  • At a practical level how do we convert our research into meaningful teaching experiences for our undergraduate, postgraduate and executive learners?
  • How do we convert our teaching practices and experiences into research and scholarship?
  • What questions can drive pedagogical research to improve teaching practices?

Leading while teaching (or not). What are the challenges and strategies to manage life as both a teacher and a leader within your institution? As our careers develop, we often move from teaching and research into managing programs and institutions. What experience and best practice can we share of:

  • Benefits and challenges of teaching while leading as a program director, departmental or school head, university administrator
  • As educators do we want, and what are the implications of having leaders who do or do not teach? What is the practical impact on our students and ourselves?
  • How do we manage the ethical and practical challenges of being both an educator on a program and a leader resourcing and managing it?

How the pandemic made us better educators: From the introduction of learning management systems to e-books and polling software, the trend towards “modernizing” the classroom has been ongoing and omnipresent. What experience and best practice can we share of:

  • Challenges and strategies to manage the teaching situation no one could have planned for
  • What did we learn from the pandemic?
  • Lessons learned from pivoting to livestreamed, hybrid, and blended learning modalities
  • How to bring gratitude and optimism into the classroom
  • Innovative ways to build meaningful connections to your students.
  • Ways to leverage technology to adapt traditional teaching methods for the virtual classroom
  • How could the “New Normal” for home-based learning be better after the pandemic?
  • What is gained (or lost) when learning and teaching move fully online?        
  • Is there an optimal combination of online and on-campus learning?
  • How will educational practices, policies and research change due to the pandemic?
  • Effects of absence from campus due to social distancing measures on students mental health 

Roundtables: While we welcome roundtables in any topic, be it from above, or another topic, we are especially interested in roundtables that offer insights into:

  • Converting teaching into publications. Can editors, reviewers and authors provide best practice insights to those of us who wish to share our teaching experience with the research community?
  • Career management. How do we manage our career as an educator such that we continue to be enthusiastic and effective educators throughout our career? How do we manage personal challenges while continuing to be effective educators?
  • International networking. How can we create international experiences and networks for our students and educators that help us to develop new skills and networks for the modern business world?

About the Baden-Wuerttemberg Cooperative State University (DHBW) community of Management Education Teachers and Researchers

We welcome you to our academic home in Mannheim, Germany and look forward to learning more about your experiences of teaching, insights into what works and what does not, and how you manage the challenges faced by modern university life. We are proud of our emerging association with MOBTS and the Journal of Management Education. Several members of this community have inspired our management curriculum by showcasing practices to enhance student engagement, and developed our capabilities as scholars of teaching and learning.

We are honored to host the MOBTS conference! To us the conference represents a unique opportunity to host management educators from around the world, learn from your experiences, and provide a venue in which free exchange of ideas and the development of networks can occur.

Mannheim is a fantastic place to study. With its city-defining baroque palace, one of the largest castles in the world, it forms the economic and cultural center of the Rhine-Neckar metropolitan area with 2.35 million inhabitants. Mannheim is home to important and innovative institutes and companies as well as numerous famous cultural institutions. Many important inventions come from Mannheim: e.g. the first two-wheeler (1817), the first electric lift (1880), Carl Benz's first automobile (1886), the Lanz Bulldog (1921).

The DHBW Mannheim offers a convenient location. No matter what your mood is: whether comfortable accommodation, music, art, culture, a sister-city trip to Heidelberg or shopping - Mannheim is the city of short distances.

Do join us at the Baden-Wuerttemberg Cooperative State University (DHBW), Germany. We would love to learn from you!