Perspectives on International Co-op/Internship Programs:

A Panel Discussion

Perspectives on International Co-op/Internship Programs:

A Panel DiscussionCED Session 363

Welcome to . . .

PresentersPresenters

Ken Little, Georgia Tech Ken Little, Georgia Tech

Mary Kordys, Siemens Mary Kordys, Siemens

Gayle Elliott, Univ. of Cincinnati Gayle Elliott, Univ. of Cincinnati

Karl Zimmer, General Cable Karl Zimmer, General Cable

Game PlanGame Plan

Why?Why? How?How? What Next?What Next?

Why offer int’l co-op/internships?Why offer int’l co-op/internships?

Benefits

For Students

ForSchools

ForIndustry

For Profession

Benefits for StudentsBenefits for Students

• Prepare for global economy• Master a foreign language• Enhance employability upon graduation• Gain vital cross-cultural exposure• Improve communication skills• Grow personally and socially• Expand engineering skills and ability to

practice discipline in other cultures

Benefits for IndustryBenefits for Industry

• Attract highly-motivated students

• Establish ties with key universities

• Gain employees with global perspective

• Gain employees with language skills

• Develop future leaders for your company

Benefits for UniversitiesBenefits for Universities

• Gain world-wide visibility

• Increase the flow of technology between the institution and industry

• Foster students’ critical thinking skills

• Offer a value-added education to attract best students

• Meet ABET requirements

Work Abroad Programs Upgrade Entire Engineering Profession

Work Abroad Programs Upgrade Entire Engineering Profession

• Flexible, adaptable workforce that can respond to other cultures’ methods of analyses and problem-solving

• Engineers who understand global context of economics/international commerce

• Engineers who better understand global health, environmental, and security issues

Resulting in . . .

How?How?

• Models to emulate

• Tips for success

What next?What next?

• Future goals

• Research needed

Georgia Tech Degree Designators Cooperative Plan International Plan

Georgia Tech Degree Designators Cooperative Plan International Plan

• Georgia Tech was established in 1885 with a dedication to hands-on, experiential education.

• The cooperative education program, in existence at Tech since 1912, is recognized as an academic program that helps the institute produce graduates who will “have an impact.”

• Thus, until 2005, “Cooperative Plan” was the only degree designator Georgia Tech would add to a graduate’s diploma.

• Newly approved “International Degree Plan”

International PlanInternational Plan

• Strategic vision is to “define the technological research university of the 21st century and educate the leaders of a technologically driven world.”

• Focus on developing globally-minded graduates• Goal: Increase % of undergraduates with

international experience from 35% to 50% by 2010• Offer new “International Plan”

Georgia Tech’s International Plan: Three components

• Four required courses– Before international experience: 1. Global

economics, 2. international relations, 3. course about specific country/region

– 4. Culminating or capstone course in final year tying international experience to student’s discipline

• Language Proficiency – based on test rather than coursework

• International Experience – 2 terms, not less than 26 weeks, of study abroad, co-op/internship, or research. Any two of these three.

International Plan: How is it unique?

• University-wide template for the plan – general requirements consistent across all disciplines

• Tailored to each discipline (courses, location and nature of overseas experiences; capstone course/ final year design course)

• A degree-long program that is integrated into the student’s plan of study

• Students receive a designator on their diploma (e.g., B.S. in Electrical Engineering: International Plan)

International Co-op at Georgia Tech

• One or more of four required work terms set outside U.S.

• Georgia Tech co-ops’ work abroad counts toward International Degree Program

• Co-ops completing Co-op AND International requirements receive both designators on degree

Typical International Co-op Schedule at Georgia Tech

• Students complete first year in school• Students begin/continue studying foreign

language during school terms• Students work first 3 co-op assignments in

the USA• Test determines level of language fluency• Work final 2 co-op assignments back-to-back

at non U.S. location; length > 6 months

Y ear 1 2 3 4 5

Fall Semester

Academic Studies

Academic Studies

Work Term

Study Abroad

Academic Studies

Spring Semester

Academic Studies

Work Term

Academic Studies

International Work Term

Academic Studies

Summer Semester

Optional

Academic Studies

Work Term

International Work Term

International Co-op/Modern Languages Program - Typical Alternation Schedule:

Co-ops work three semesters in USA while learning 2nd language. Study abroad one semester using 2nd language. Remain abroad working back-to-back semesters in major field. Finish degree requirements at Georgia Tech.

International Models Used

• Work exchange placements with partner universities

• Academic/work exchanges with partner universities

• Home country placements

• Branch location placements

• Students find own job

• Consortium placements

Role of Work Abroad Advisor

• Works with employers and partners to develop work abroad opportunities

• Reviews resume and advises for international resume/CV format

• Guides interns and co-ops through work visa process

• Confirms registration in int’l co-op or internship course

• Monitors work performance and academic progress throughout international work experience

The Right Student for an International Assignment Must BE:

• A close match to the job requirements

• A good ambassador, open to new cultures

• Flexible, adaptable, self-reliant, and motivated

• Outgoing, mature, reliable, and independent

The Right Student for an International Assignment Must HAVE:

• Third or fourth year academic standing & high g.p.a.

• Relevant technical skills; prior work experience helpful, especially when with the same employer

• Host country language• Good communication and social skills• Enthusiasm for and commitment to the

goals of an international education

Top Three Tips for Universities:• Develop relationships with multinational companies that

can use co-ops in domestic assignments before sending them to a branch in another country.

• Determine locations your students desire to work internationally and assess them for employability of your students. If compatible, seek partnership with a similar university in that country to set up work exchanges or academic/work exchanges.

• Establish clear criteria for student selection and develop a structure of support to prepare students prior to their international assignments.

Top Three Tips for Employers:

• Hire students as domestic co-ops and identify specific expectations to be considered for international assignments on later work terms

• Hire international students to work in the US as co-ops, then send them to your facilities in their home country.

• Identify a reliable employee in the host country who can serve as the student contact person.

Contact: Debbie GulickInternational Practicum Coordinator

Division of Professional PracticeThe Georgia Institute of Technology

Atlanta, GA 30332-0260

Phone: +404-385-7344

Fax: +404-385-4147

debbie.gulick@profpractice.gatech.edu

www.profpractice.gatech.edu

Business Process Support - CF

Recommended Approaches for Recommended Approaches for Developing an International Developing an International Intern/Co-op ProgramIntern/Co-op Program

Agenda

Siemens Facts/Figures

Employer Perspective: Why participate in formal co-op programs

Formal Co-op Program Elements

Brief Overview of International Co-op/Intern Programs

GA Tech/TUM Model

Purdue’s GEARE Program

Measures of Success

Top three tips for Universities

Top three tips for Employers

What’s next

A Global Powerhouse

Siemens AG: Worldwide figures for fiscal 20051 (U.S. GAAP)2

Global Player in 190 Countries

Employs 460,000 people

Sales: $96 billion; profit $5.9 billion

Infrastructure Company

Medical, Transportation, Communications, Power Generation, Lighting, Automotive, Building Technologies, Water Filtration, Automation

Research andDevelopment: $6.6 billion

Dedicates more than 47,000 employees to global R&D

Derives 75% of total sales from products and services developed in the last five years

1Fiscal Year October 1 – September 30

A World Leader in Electrical Engineering and Electronics

Siemens AG: Comparing the top ten in fiscal 2004

Sony

$67.9€ 55.9

$53.0€43.6

GE IBM Siemens

$94.5€ 77.8

$89.8€73.9

$91.3€ 75.2

$82.3€67.7

Hitachi

$81.9€ 67.4

Matsu-shita

$74.8€ 61.6

Toshiba

$52.7€ 43.4

Dell

$47.1€ 38.8

SamsungElectronics

$66.2€ 54.5

$59.8€49.2

$37.5€30.9

$71.1€58.5

$47.5€39.1

$47.1€38.8

$59.5€49.0

Hewlett-Packard

$79.7€ 65.6

$77.4€63.7

Total sales (in billions)*

Sales in Electrical Engineering & Electronics – Solutions & Services(in billions)*

$144.6€ 119.0

*Average annual exchange rate for FY 2004: €1.00 =$1.215

The USA is Siemens' Second Largest Market

• Sales $18.8 billion*

• Orders $20.8 billion*

• U.S. sales account for20 percent of worldwide sales

• 70,000 employees in all 50 states

• 6,945 employees and $900 million dedicated to R&D

• 11,000 U.S. patents**

• Some $3 billion invested in U.S. acquisitions in the past year

Siemens in the USA: Key statistics for fiscal 2005 (U.S. GAAP)

. * Sales/Orders by U.S. Operating Companies exclusive of transactions with affiliated companies** As of 11-30-05.

Europe

Asia-Pacific

North America

Africa

South America

Middle East

C.I.S.

Major Production Locations Around the World*

*Production locations grouped by economic region

North America

Germany Europe excl.Germany

Asia-Pacific

South America

Middle East,Africa, C.I.S.

96 72 6144

14 4

• Decentralized recruiting strategy – every operating company acted independently

• Relied heavily on traditional college recruiting strategy - successfully managing Campus Development Programs

- Full-time entry-level rotational leadership development programs- Very expensive to organization (approx $100K per trainee per year)

• Overall successful in meeting hiring goals, but lacked alternative strategic approach for building technical talent pipeline within Siemens

• Reactive approach vs. proactive approach

• College recruiting focused on meeting domestic business needs as opposed to global business needs

• Domestically driven; lacked international focus• Lacked comprehensive strategy in building talent pipeline

- Interns/Co-ops viewed as supplemental labor as opposed to technical pipeline of talent

- Domestic and international intern programs not linked

• Limited diversity initiatives to grow minority talent pipeline

• Recruiting strategy limited in attracting entry-level talent that is culturally and internationally prepared for a global workplace

Historical Perspective

Why Have a Formal Co-op Program?

Key Advantages/Benefits: Strategic initiative to build technical pipeline for the future:

Campus Development Program and/or Direct Hire openings Provides entry-level talent that is culturally, linguistically and technically prepared

to work for a global company

Students gain valuable experience in field of study/industry

Students receive academic credit

Cost effective program for company Allows managers to ‘shop’ before they ‘buy’ candidates Students become ambassadors/recruiters for company Reduces need for formal campus recruiting activities

Allows employer to continue strengthening relationships with key core Siemens schools

Concept works with all disciplines/functions (not just engineering)

Can integrate an international component into concept (work & study abroad)

Selection Criteria Student must be full-time undergrad student; minimum GPA 3.0 Targeting Sophomores/Juniors Student must be enrolled as full-time co-op student to receive school credit Must possess following competencies: leadership, strong communication skills; internationally oriented; strong work ethic, strong PC skills and second language ability

Program FundingCentral Services H.R.Campus recruiting costs

Hiring Manager Hourly wages Housing Subsidy/Relocation Travel (if required) Training (if required)

Rotational Assignments Divisional participation Six months in length (best practice)

(example: June through December or January through June)

Requires student to work through entire semester as opposed to taking coursework Flexible based on student’s availability (ie work Jan-May) to be able to take summer school

- Administrative Program Elements College Recruiting to coordinate “front end” of college recruiting: campus interviews/offers/new hire administration/relocation/housing. Program owned by divisions (headcount)Hiring Manager/H.R. to provide mentors / training / leadership development offerings / networking activities Hiring Manager/Student responsible for PDP feedback discussion/evaluationHiring Manager/H.R. to handle exit administration upon completion of assignmentH.R. / Hiring Manager/Student to evaluate effectiveness of program at end of first pilot

Formal Co-op Program Elements(The How)

International Co-op/Modern Languages ProgramExample of Established Concept with GA Tech/TUM

• Co-ops work one or two terms in USA while learning 2nd language.

• Study abroad one semester using 2nd language.

• Remain abroad working back-to-back semesters in major field.

• Finish degree requirements at GA Tech.

Y ear 1 2 3 4 5

Fall Semester

Academic Studies

Academic Studies

Academic Studies

Study Abroad at TU-Munich (Exchange Student)

Academic Studies

Spring Semester

Academic Studies

Academic Studies

Academic Studies

International Work Term at

Siemens Germany

Academic Studies

Summer Semester

Work Term at Siemens

USA (optional)

Work Term at Siemens

USA

German 3 month Summer

Class (TUM)

International Work Term at

Siemens Germany

LBAT (Language for Business & Technology) Program

» German 3691 – Business Communication

» German 3692 – German Business Culture

» German 3693 – German Science & Technology

LBAT Excursions

GEARE; Purdue, TH Karlsruhe ModelGlobal Engineering Alliance for Research and Education

Additional Features:

Revenue- and graduation-time neutral for participating students

1st semester at Karlsruhe, 2nd semester at Purdue

Work in small teams of Karlsruhe and Purdue Students, e.g.. 2 + 2 or 3 + 2

Industry-inspired projects

Design phase at Karlsruhe (April through July)

Prototype construction phase at Purdue (January through April)

Note: Karlsruhe students will miss first couple of weeks of summer semester to finish the spring semester at Purdue.

Purdue GEARE

Karlsruhe GEARE

Candidate Selection

Candidate Selection

US - Internship

Purdue - Courses + Orientation

Vordip.Exam

s

US - Internship

Purdue - Design Team

Proj. #2Purdue

OctSep

Purdue - Design Team

Proj. #2

NovOctNovDec Dec

SeniorJanFebMarAprMayJun Jul AugSepJul Aug

Germ. Intern-ship

Karlsruhe - Design Team

Proj. #1

Germany - Internship

Karlsruhe -Design

Team Prj.#1

Karlsruhe - Courses + Orientation

NovDecJan

Sophomore JuniorFebMarAprMayJunJul AugSepOctMarAprMayJunJanFeb

Measures of IEP Success

Universities: Competitive edge for attracting freshmen for top engineering and

business schools Develop ‘worldly’ talent Growth in program size/language students

Industry: Reduce costly college recruiting expenses Allows for development of technical talent pipelines Accelerated assimilation rates for entry-level grads

Joint grant writing

Long-Term Relationships With Corporate and Academic Partners With Graduates Corporate Hires

Top Three Tips for Universities

1. Establish and develop relationships with multi-national, global organizations in the U.S. and abroad.

Establish personal relationship with University Relations Manager to understand their business needs so that the proper candidates can be identified for them.

2. Prepare students both linguistically and culturally for their experience abroad. It is not enough for the students just to have language ability; they must learn about cultural differences to be successful in a foreign market.

3. Market international exchange programs to Freshman so that they can properly prepare to participate in an international exchange program. Students must be aware that these programs will typically push out their graduation at least one year from a typical bachelor’s degree.

Top Three Tips for Employers

1. Develop relationships with universities that have established and proven international exchange programs that include components of foreign language study in addition to a major area of study such as engineering or business.

Best Practice: Avoid ad-hoc requests for international internships from individual students: work directly with Program Director of Exchange Program/Department Head or Professor for student referrals. University will screen students for academic excellence; foreign language ability; maturity, and fit for company/industry.

2. Encourage students to apply six months in advance to coordinate administrative and visa details.

3. Best Practice: Have the student complete a domestic internship first with your operating company before sending them abroad for an international assignment.

a.      Allows the student to learn about your industry and company culture

b.      Allows student to develop relationships with colleagues and to set up networking contacts

c.      Assign the student an official mentor to help navigate them through their internship

Multifaceted Relations between Universities and Siemens

Image/

Branding

Knowledge, R&D Business through University

Student as future Customer

Recruiting short and long-term

Scale: 0 = not important 10 = very important

What’s next?

Workshop training and development

Equipment Donations for labs

Career Center Consultation

Education-to-Careers Course

Computer Donations

Sponsorship of special events

Faculty Externships

Advisory Board Participation

Engineering Curriculum Development

Research Project Funding

Scholarship Programs

SBT

A Guide to Educational Partnerships and Long-Term Student Hires

Building Education TM

Siemens Building Technologies

We can meet all your facility needs …and help your students succeed.

A Guide to Educational Partnerships and Long-Term Student Hires

http://www.building-education.com

University of CincinnatiUniversity of Cincinnati

International Co-op Programs (ICP)International Co-op Programs (ICP)

Gayle G. Elliott, Assistant Professor

Division of Professional Practice

Karl Zimmer, Plant Manger, General Cable, Jackson Plant

International Co-op Program StructureInternational Co-op Program Structure

UC / ICP - five-year curriculum.One year of co-op experience in the US.German, Japanese, or Spanish

language and culture preparation.Choice of international electives.Capstone six-month co-op abroadAdditional international opportunities

available.

5/62 3 4

F W S S F W S S F W S S F W S S F W S

Freshmen Sophomore Pre-Junior Junior Senior

ICP Schedule

Intro to Co-op

UC Structure of ICP

Orientation to International Co-op

1

Intensive Language

General Cable OverviewGeneral Cable Overview

Headquartered outside of Cincinnati, OHWorld leader in manufacture of copper &

aluminum wire and cable$2 billion in sales20+ manufacturing facilities in N. America,

Oceania, Europe, and China8,000 employees

UC – General Cable PartnershipUC – General Cable Partnership

Top ten employers– 30 students annually

Alternating terms in multiple sites– Consistent availability of candidates is key– Students willing to stay for 2+ quarters

International co-op assignments in Mexico– Two ChE’s in 2005

Potential international assignments in France, Spain and China.

Tips for UniversitiesTips for Universities

Create a program to utilize and enhance your strengths.

Offer something extra -- make it easy for employers to choose you.– Expats are no longer the “norm” in business; take

care of the administrative side for employers

Keep your alumni involved.

Tips for EmployersTips for Employers

Why not send students overseas?

While students are overseas, supervisors and colleagues help by taking time to speak their language with American students.

Assess abilities and give students as much responsibility as they can handle.

Don’t get pigeon-holed by students course of study

Why Do It? (from University Standpoint)Why Do It? (from University Standpoint)

Cost is less than full-time employees (with families, relocation costs, etc.).

Co-op Students can fill short-term needs.Contacts and knowledge from US assignments

assist in international environment/project workOpportunity to evaluate success in an international

environment. .

Why Do It? (from Employer Standpoint)Why Do It? (from Employer Standpoint)

Recruiting & Development– Especially for the top students

Culture– Transfer cultural experiences

Communication– Breakdown traditional barriers

ROI– Co-ops can be risk-takers and find the “big solutions”