Perspectives on International Co-op/Internship Programs: A Panel Discussion

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Perspectives on International Co-op/Internship
Programs A Panel Discussion
Welcome to . . .

• CED Session 363

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Presenters
Ken Little, Georgia Tech
Mary Kordys, Siemens
Gayle Elliott, Univ. of Cincinnati
Karl Zimmer, General Cable
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Game Plan
Why?
How?
What Next?
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Why offer intl co-op/internships?
Benefits
For Students
For Schools
For Industry
For Profession
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Benefits 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

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Benefits 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

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Benefits 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

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Work Abroad Programs Upgrade Entire Engineering
Profession
Resulting in . . .

• 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

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How?

• Models to emulate
• Tips for success

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What next?

• Future goals
• Research needed

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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
  graduates diploma.
• Newly approved International Degree Plan

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International 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

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Georgia Techs 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 students
  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.

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

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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

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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 gt 6 months

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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.
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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

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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 intl co-op or
  internship course
• Monitors work performance and academic progress
  throughout international work experience

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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

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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

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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.

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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.

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Contact Debbie GulickInternational Practicum
CoordinatorDivision of Professional
PracticeThe Georgia Institute of
TechnologyAtlanta, GA 30332-0260
Phone [phone] Fax [phone] debbie.gu
lick_at_profpractice.gatech.edu
www.profpractice.gatech.edu
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Recommended Approaches for Developing an
International Intern/Co-op Program
Business Process Support - CF
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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
• Purdues GEARE Program
• Measures of Success
• Top three tips for Universities
• Top three tips for Employers

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

1Fiscal Year October 1 September 30
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A World Leader in Electrical Engineering and
Electronics
Siemens AG Comparing the top ten in fiscal 2004
144.6 119.0
Total sales (in billions)
Sales in Electrical Engineering Electronics
Solutions Services (in billions)
94.5 77.8
91.3 75.2

• Average annual exchange rate for FY 2004 1.00
  1.215

81.9 67.4
79.7 65.6
89.8 73.9
74.8 61.6
82.3 67.7
67.9 55.9
66.2 54.5
77.4 63.7
71.1 58.5
52.7 43.4
59.5 49.0
59.8 49.2
47.1 38.8
53.0 43.6
47.5 39.1
47.1 38.8
37.5 30.9
Sony
GE
IBM
Siemens
Hitachi
Matsu- shita
Toshiba
Dell
Samsung Electronics
Hewlett- Packard
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The USA is Siemens' Second Largest Market
Siemens in the USA Key statistics for fiscal
2005 (U.S. GAAP)

• 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
  RD
• 11,000 U.S. patents
• Some 3 billion invested in U.S. acquisitions in
  the past year

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

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Major Production Locations Around the World
C.I.S.
North America
Europe
Asia- Pacific
Middle East
Africa
South America
96
72
61
44
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4
North America
Germany
Europe excl. Germany
Asia- Pacific
South America
Middle East, Africa, C.I.S.
Production locations grouped by economic region
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Historical Perspective

• 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

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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)

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Formal Co-op Program Elements(The How)

• 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 Funding
• Central 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 students 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/evaluation
• Hiring Manager/H.R. to handle exit administration
  upon completion of assignment
• H.R. / Hiring Manager/Student to evaluate
  effectiveness of program at end of first pilot

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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.

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LBAT (Language for Business Technology) Program

• German 3691 Business Communication
• German 3692 German Business Culture
• German 3693 German Science Technology

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LBAT Excursions
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GEARE Purdue, TH Karlsruhe ModelGlobal
Engineering Alliance for Research and Education
Note Karlsruhe students will miss first couple
of weeks of summer semester to finish the spring
semester at Purdue.
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)
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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

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Top Three Tips for Universities

• 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.
• 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.
• 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 bachelors degree.

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Top Three Tips for Employers

• 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

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Multifaceted Relations between Universities and
Siemens

• Whats 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

Recruiting short and long-term
Image/ Branding
Student as future Customer
Business through University
Knowledge, RD
Scale 0 not important 10 very important
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SBT
A Guide to Educational Partnerships and Long-Term
Student Hires
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University of Cincinnati International Co-op
Programs (ICP)

• Gayle G. Elliott, Assistant Professor
• Division of Professional Practice
• Karl Zimmer, Plant Manger, General Cable, Jackson
  Plant

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International 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 abroad
• Additional international opportunities available.

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UC Structure of ICP

Intro to Co-op
Orientation to International Co-op
Intensive Language

5/6
2
3
4
ICP Schedule
1
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General Cable Overview

• Headquartered outside of Cincinnati, OH
• World leader in manufacture of copper aluminum
  wire and cable
• 2 billion in sales
• 20 manufacturing facilities in N. America,
  Oceania, Europe, and China
• 8,000 employees

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UC 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 ChEs in 2005
• Potential international assignments in France,
  Spain and China.

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Tips 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.

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Tips 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.
• Dont get pigeon-holed by students course of
  study

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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 work
• Opportunity to evaluate success in an
  international environment.
• .

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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