About my self...

My full name is Achilleas Michailidis. I come from Greece and the last years before i came in London i lived in Athens. I worked for a Greek Bank which called Piraeus Bank in the department of confiscations. I took my bachelor degree from London Metropolitan University in Management and Business with specialization in Marketing last year.
My hometown is Volos. Volos is one of the biggest cities in Greece and probably if you try to find some information you will see the greek nature.
In a few months i will start again my work ,here in London in the branch of Piraeus Bank. I hope so that i have a free time to attend with out missing my postgraduate lessons.
My course in London Metropolitan University is the MA of International Business and Marketing.

Research report

Motivation

Over the last few decades the motivational theories have been developed steadily and used from people to increase the growth personal and corporate functions. The motivation of the pre – sessional English course is a function which everyone could develop and manage their own way. There are a number of theories with different meanings for everyone who want to increase steadily their personal results. Especially for this research we try to found how much the pre - sessional English course have been motivating the pre- sessional international students.

According to the theory of Abraham Maslow's people search for these motivations in two categories, the first one is the Intrinsic force , which it is constituted from the inside forces , such as the knowledge , the future aims , or the needs to fix same personal functions that they have been made with the need of human communication between persons or in academic or in a social level. The second category is the extrinsic motivation, which is the outside force such as, the main social current, or the political and economical developments.

However the family and the friendly environment are forces for the outside environment. Most of the times these forces has a common direction and of course if someone attend all these functions of motivation ,he will see the reactions between intrinsic and extrinsic forces. Especially for this reach we found some intrinsic and extrinsic forces which have relation with the quality and the quantity of the motivation which the pre- session students used to increase their language skills. For this occasion, tutorial teaching or other methods of teaching such as the conversation class are the most essential motivation function.

However, the motivation is a characteristic which have a personal use for every student. The purpose of the present research is therefore to know about, how much is this course motivates the international pre – sessional students.

Aims

The purpose of this research is to find out how much pre - sessional English course motivate international students to learn English. The second aim of this research was to see the individual students that motivate themselves to make a progress with their language studies. Finally we have been done this research to recognize if these motivates are intrinsic or extrinsic forces. Probably the sample of this research was so short but the collection data was very important academic information.

Method

It would be beneficial for the next pre – session English course to collect and analyze the factors of the motivations which can increase the effectiveness of the course. Also, we can find new ways to improve the communication, between teacher and student. In specific research we used the quantitative research to collect all the data which we need. Firstly we determined the purpose of our research and then we organized the questionnaire. We have been chosen the quantitative research because we need to know how much the pre – sessional English course motivate the international students. Further more, it could be beneficial that the pre – sessional postgraduate students to recognize the how much they understand the motivation. The sample of this research was 34 pre -sessional English students who responded to answer these questionnaire. The respondents was from many countries including Brazil , Columbia , Japan , Iran , Bulgaria and China. We didn't known the field of study of the respondents.

Data collection

For the data collection we used the questionnaires in sample of 34 students. Through the questionnaires we asked the opinion of the pre - sessional academic students about the importance of motivation in pre - sessional English course. We prepared six questionnaire for them and we categorized these questions to the follow category. Firstly we have the introductory questions. The introductory questions prepared the ground for the more specific questions such as , ''How is importance of the multi - nationality of classmates in motivating to study English at this class'' , ''How much important these following learning material for you '' ,for example to read a book or watch TV and ''What kind of tutorial recommendation is more useful for you''.

Findings Results

The text bellow presents the results of findings which we collected on 29 October 2008. In the first question 53% of the respondents believed that the inside force was more important for them that the out side force motivation. But in the same question the percentage of the students who believed that the outside force was more important to motivate them was also to high (47%). The majority of the students (97%) believed that the teacher motivated them very helpfully and only the 3% they had different opinion for this function.

In the questions which we analyzed the activity of teachers , 25 of 34 pre -sessional English students answered that was more helpful for their progress to took feedback for the teacher than to participated in the conversation glass. In the next question almost the students 30 of 34 answered that the teacher in this course motivate them to do best work. Only a minimum percentage of the respondents had different opinion. Furthermore a very few respondents of this survey believed that was not helpful for them to have multi - nationality classmates.

Finally there was a upward trend for the respondents who believed that was more useful for them to read a book or a journal than to watch television. The number of the pre -sessional students who believed that is more important to watch television programs was 25 less than the students who believed that the book and the journal text has a better motivation.

Team work - Roles


Nowadays in the academic environment there exists a new method which organizes the essential roles of teams. Additionally there exists 9 categories of roles that the people use in teamwork cooperation. Obviously sometimes when the team organizes these roles, they don't have only positive results because most of the time it is so difficult for people to achieve a better communication.
I believe that for the table below the most suitable roles for me are the ''plant'', the ''specialist'' and the ''implementer''. First of all, from my experience I know that if the team members do nοt have the same aims and functions, the bad results are obvious. When I was at college and I did my teamwork job, I had the role of the "plant". We had to organize work such us, business plans, marketing plans or strategic movements. I prepared the statement and when we decided which company to take then we shared the roles. The bad thing with the plant is the difficulties of communication between the members of the team. The most important thing is the cooperation between the members. If the plants do not organize well the members, the team has a problem. Most of the times the plants have to do all the work so that the team does not have a big communication gap between them.