The University of South-Eastern Norway and Pennsylvania State University (USA)
Overview
In Fall 2023, a six-week VE/COIL collaboration connected ten master’s students from the University of Southeastern Norway (USN) enrolled in the Cross-Cultural Management course at Campus Ringerike with ten third-year undergraduate students from Pennsylvania State University (PSU) in the International Business Operations course. The goal of this initiative was to enhance students' cross-cultural communication skills, develop their ability to work in international teams, and increase self-awareness in diverse work environments. The project also sought to deepen collaboration between the two institutions, exploring ways to further integrate VE/COIL into their respective curricula.
COIL Instructors
Martha Clabby Kjølseth, assistant professor (retired)
Martha Clabby Kjølseth is a retired Assistant Professor from the University of South-Eastern Norway (USN) Hønefoss campus, where she taught courses in Cross Cultural Management and International Management. With decades of experience in international business, Kjølseth focused on preparing future managers to navigate global environments through teaching, research, and real-world experiences. She has also held roles as an examiner at UiT - The Arctic University of Norway and served as program coordinator for the USN International Summer School. Prior to her academic career, Kjølseth worked in industry as a lead country analyst for Euromonitor International and as a manager at Telenor Mobil.
Caroline Cruaud, associate professor, Unit for Digitalization and Education
Caroline Cruaud is an Associate Professor at the University of South-Eastern Norway (USN), where she specializes in the educational use of ICT, immersive technologies (VR/AR), and playful learning. Her research focuses on game-based learning, gamification, and the development of staff's pedagogical and digital competence. Cruaud holds a PhD in Education from the University of Oslo, where her thesis explored the design and use of gamified applications for foreign language learning. She is actively involved in research projects such as "Escape Room for Learning" and "VRMed" on the use of VR in nursing education.
Sherry Robinson, associate professor of business and program coordinator, Bachelor of Science in Business
Sherry Robinson is an Associate Professor of Business and Program Coordinator for the Bachelor of Science in Business at Penn State Hazleton. With over 20 years of teaching, advising, and research experience, she has been a Fulbright Scholar to Norway (2008-2009), Iceland (2016), and France (2023). Fluent in Norwegian, Robinson's research focuses on entrepreneurship, learning games in higher education, and creativity. She holds a PhD in Applied Management and Decision Sciences from Walden University and has published extensively on these topics.
Tiffany MacQuarrie, associate director, Global Academic Engagement, Penn State Global
Tiffany MacQuarrie is the Associate Director for Global Academic Engagement at Penn State Global. She has been working in global education since 2016 and is an associate teaching professor of English. From May 2019 to December 2023, MacQuarrie served as Professor in Charge of the Experiential Digital Global Engagement (EDGE) program, leading Penn State faculty from 15 campuses to partner with 42 international institutions across 27 countries. Under her leadership, EDGE facilitated collaborative projects aimed at fostering global learning experiences for students. With over 20 years of teaching experience, MacQuarrie brings a deep passion for experiential, high-impact, and innovative pedagogy to her work, equipping and supporting Penn State faculty in their global education efforts.
Curricular Framework
This VE/COIL project aimed to provide an experiential learning environment where students could engage with their peers from different cultural backgrounds. The collaboration involved both synchronous and asynchronous activities using Zoom and Task Cards. Educators focused on designing a course framework that allowed students to explore cross-cultural management topics through real-time interactions and structured group projects, enhancing their readiness to navigate international work environments.
The course objectives were centered on developing intercultural communication, improving teamwork, and fostering adaptability in cross-cultural contexts. A critical element of the framework was ensuring that students not only learned about cultural differences in theory but also applied these lessons in practice. Students participated in weekly group discussions, project-based collaboration, and reflective assignments to enhance their understanding of cultural dynamics in business operations.
USN targeted three student groups with this course:
- Incoming exchange students, preparing them to navigate the cultural challenges they would face while studying abroad.
- Outgoing exchange students, ensuring they were equipped with the skills needed to adapt to new cultures and environments.
- USN students plan to pursue international careers, providing them with practical cross-cultural management training.
Despite careful planning, the collaboration encountered technical difficulties, particularly in the synchronous sessions, where sound and camera issues led to lower engagement from PSU students. These challenges provide valuable lessons for educators piloting VE/COIL, highlighting the importance of early technical testing and robust IT support.
Goals & Outcomes
The project had three primary goals, which were reflected in the shared learning outcomes across both institutions:
- Cross-Cultural Awareness: Students were expected to develop an awareness of and compare perspectives that arise in cross-cultural interactions. This included identifying how cultural nuances shape communication and decision-making in business environments.
- Effective Communication: Participants needed to manage communication across cultures in a way that ensured shared understanding and fostered collaboration, particularly in a virtual setting where non-verbal cues may be limited.
- Team Collaboration: Students were tasked with facilitating teamwork by engaging constructively with each other’s cultural perspectives in both synchronous and asynchronous group settings.
By the end of the course, students demonstrated varying degrees of intercultural competency and reported an improved ability to navigate cross-cultural communication, despite the logistical challenges that arose during the synchronous sessions.
Activities
The VE/COIL activities were designed to mirror the real-world demands of working in cross-cultural teams, with a focus on both live collaboration and asynchronous discussions. Key activities included:
- Icebreaker Sessions: Students participated in interactive icebreaker exercises to build rapport, establish communication norms, and begin exploring cultural differences in the workplace.
- Weekly Group Discussions: Zoom breakout rooms were used for weekly discussions on key cross-cultural management topics. These discussions allowed students to exchange ideas and analyze case studies related to international business operations.
- Collaborative Projects: Students worked in mixed groups to complete a capstone project, where they applied cross-cultural management theories to solve business challenges. They presented their findings to the larger group in the final session.
- Reflective Assignments: Both USN and PSU students were required to write reflective essays at the end of the project, focusing on their experiences working in cross-cultural teams and the challenges they encountered.
These activities were designed to develop cross-cultural teamwork skills, but the results varied due to participation challenges. PSU students faced engagement issues early on due to technical difficulties, and only two of the ten enrolled students completed the full project.
Results & Impact
The implementation phase revealed several lessons for educators interested in piloting VE/COIL projects. Despite the well-coordinated planning phase between USN and PSU, technical difficulties during the synchronous sessions (particularly sound and camera issues) reduced participation, especially among PSU students. Only two of the ten PSU students completed the group project, in contrast to full participation from the USN students.
This project emphasized the critical role of technological infrastructure in virtual exchanges. The limited IT support available at PSU’s Hazleton campus, coupled with last-minute unilateral changes to the course organization, diminished the effectiveness of the synchronous sessions.
However, the project demonstrated a successful proof of concept for USN, where COIL initiatives were in the early stages of implementation. For USN faculty, this experience served as a springboard for integrating COIL into their broader institutional strategy, and it initiated conversations with university leadership about expanding VE/COIL offerings.
Testimonials & Experiences
From PSU faculty, there was recognition of the impact of this initiative in building foundational relationships. One faculty member noted,
This experience helped benchmark where we had successes and gaps in our program, and the workshop session in Bergen was incredibly valuable for fostering lasting connections between our institutions.
USN faculty echoed these sentiments, with Professor Cruaud stating,
This project was an important icebreaker for COIL courses at USN, and we see tremendous potential for expansion in the coming years.
Students from USN were also positive about the experience, with one student reflecting,
We enjoyed learning about cultural approaches to business, and it gave me new perspectives on how to communicate in international teams.
Future Directions
Although Professor Kjølseth’s retirement at the end of 2023 marked the end of this particular course-level partnership, the potential for expanding USN’s partnership with PSU remains strong. Several stakeholders from USN expressed interest in continuing the collaboration and exploring new ways to integrate COIL into other courses. There are ongoing discussions about engaging other faculties and increasing IT support to address the technical challenges experienced during this project.
USN has also made VE/COIL a strategic priority, with plans to incorporate virtual exchange into its mobility strategy and course offerings, further promoting “Internationalization at home.” PSU is exploring ways to integrate COIL into broader institutional frameworks and overcome challenges posed by personnel changes.
In conclusion, this case highlights the importance of institutional support, technological readiness, and adaptability in sustaining successful VE/COIL partnerships. By addressing the challenges encountered in this collaboration, both institutions are well-positioned to build more robust and scalable virtual exchange programs in the future.