Stages of Collaboration | PIME - I

PIME - I (1998-2000)
PIME, Phase I (PIME I) focused on three major areas:
- faculty and curriculum development,
- joint exploration of technology-supported distance learning strategies, and
- engaging corporate sponsorships for key initiatives.

A major initiative was the design and delivery of six core business management curriculum (CBMC) courses, jointly developed by SOM and TAM faculty. During 1999-2000 eight UMF faculty members taught six courses on the TAM campus: Economics, Marketing, Accounting, Finance, Organizational Behavior/HRM, and Operations Management. Most UMF faculty members who taught at TAM were paired with an appropriate TAM faculty colleague.
UMF faculty taught CBMC courses in intensive two-week sessions to an average class size of 39. Fifty-seven TAM students completed at least one course, and 25 completed all six. TAM students, who are all fluent in the English language, consistently demonstrated a profound interest in and enthusiasm for the dynamics of a free market system. Furthermore, their academic performance exceeded all the expectations of UMF faculty.

In addition to the visits associated with CBMC courses, PIME I activities also included faculty/administrator visits, professional meetings, and three TAM student internships.

On balance, PIME I was an outstanding success. Candid communication, combined with numerous and varied interactions, created an atmosphere of mutual trust and confidence. The relationship of trust and openness, which has been developed between two institutions, obviously is based upon, and promoted by, faculty interaction.

Benefits for SOM:
- gained valuable experience with non-traditional course delivery systems and calendars;
- learned much about the relevance and application of their disciplines in an emerging economy; and
- began to experiment with technology-mediated learning.
Benefits for TAM:
- reviewed and redefined its mission;
- revised its entire curriculum, adopting a credit hour system and a trimester calendar;
- explored, considered, and entered AACSB CPP;
- got outstanding opportunities to improve and advance English language skills for faculty, students and administrative staff;
- were provoked to develop analytical and critical thinking skills as TAM faculty and their students were challenged to understand Western management theory and practice, and its adaptation to the Russian environment;
- were assisted and encouraged to significantly improve its information and instructional technology infrastructure.

PIME I confirmed that TAM students have excellent academic preparation and capability, as well as excellent fluency in the English language. PIME I also offered opportunities to test the TAM information technology infrastructure. It became abundantly clear that technology-mediated learning must be a centerpiece of the next phase of our collaboration.