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TEACHING ERASMUS STUDENTS IN THE PERIOD AFTER COVID-19. CASE STUDY
Abstract
Over the 30 years of its existence, the Faculty of Business and Management (FBM) at Brno University of Technology, has educated more than 17,000 graduates in economic and managerial fields. Paying great attention to internationalisation, FBM supports students in their studies abroad while accepting international students as well. It has concluded 58 bilateral agreements with universities abroad under the Erasmus+ programme supporting also student mobility outside the EU within the Erasmus Mundus programme. Internationalization is among the criteria applied by the Ministry of Education in ranking the Czech universities. The funds received by each university are then given by the resulting ranking. The past 3 years have brought significant challenges to the forms of teaching at universities. Generation Z, (people born around the year 2000) is characterized by its digital expertise and the proliferation of stimuli needed to gain and maintain attention. As the COVID-19 pandemic created an urgent need to change the form of teaching, FBM, like other universities, switched over to online teaching [1],[2]. All the advantages and disadvantages of this form of teaching were amplified in the teaching of international students. In 2021, they completed a foreign placement under the Erasmus programme from their homes. This paper describes the experience and the best practices of online teaching in an international environment. It summarizes FBM teachers' experience. This experience is used not only in online teaching but also in contact learning. Generation Z welcomes the possibility of working in a virtual environment. However, teachers must ensure that social ties are maintained and supported in contact and even more in online teaching with the students' social competencies increased as well. The case study analyses and presents these practices.
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References8
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Faculty of Business and Management, BUT (vutbr.cz), internal documents.
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