Innovative Study Abroad and Student Intercultural Skills

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in International Business Pub Date : 2023-04-03 DOI:10.1080/08975930.2023.2231712
R. Aggarwal, Yinglu Wu
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引用次数: 0

Abstract

Nowadays, managers are facing more critical problems, such as Climate Change and Rain Forest Destruction, or the Emergence of New Pandemics, just to name a few. Global perspectives are a prerequisite in any steps to manage them successfully. In an increasingly globalizing world, such intercultural learning and global perspectives are ever more important (Aggarwal 2011). In the literature on IB education, considerable attention has been devoted to studyabroad learning and programs. Study abroad pedagogy plays a crucial role in internationalizing Business and other curricula, for it provides direct and immersive experiential learning opportunities for students. Studying abroad can yield numerous positive learning outcomes, with enhanced intercultural competencies and global perspectives at the core (Aggarwal and Goodell 2015; Ramírez 2019). In many, perhaps most, cases, the study abroad experience is the life-transforming part of participating students’ higher education. However, studying abroad comes with many restrictions related to international travel and costs, limiting its accessibility to a wider student population. Therefore, it is especially important for IB educators to explore innovative forms of study abroad, experiment with program adjustments, and seek effective alternatives to overcome the limitations of traditional study abroad programs. For example, some perhaps admittedly slightly less effective alternatives could include total immersion programs and working with local immigrant communities. When designing study-abroad programs, duration is an important element to consider, as the trip length will significantly shape the breadth and depth of the immersion experience and the effectiveness of the resulting learning. Compared to long-term study abroad that lasts as long as or longer than a full academic semester, short-term programs (typically eight weeks or shorter) are usually organized in a cohort or group format, with a predefined curriculum for all participants. This approach allows the program leader or faculty to take greater control over the experiential and learning components, thereby maximizing the learning opportunities for the students. The shorter programs are also generally cheaper and less disruptive for students, encouraging wider participation. The second element to consider is the destination. In long-term programs, students tend to have more freedom in choosing their study abroad destinations. Historically, the United States and European Union have consistently been the top regions attracting study-abroad students. However, there is an emerging trend of students opting for nontraditional destinations, such as in Asia, Latin JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2023, VOL. 34, NOS. 1–2, 1–6 https://doi.org/10.1080/08975930.2023.2231712
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创新留学和学生跨文化技能
如今,管理者面临着更为关键的问题,如气候变化和雨林破坏,或新流行病的出现,仅举几例。全球视角是成功管理它们的任何步骤的先决条件。在日益全球化的世界中,这种跨文化学习和全球视角变得越来越重要(Aggarwal,2011年)。在有关IB教育的文献中,对留学学习和项目给予了相当大的关注。留学教育在商务和其他课程的国际化中发挥着至关重要的作用,因为它为学生提供了直接和身临其境的体验式学习机会。出国留学可以产生许多积极的学习成果,以增强跨文化能力和全球视野为核心(Aggarwal和Goodell,2015年;Ramírez,2019年)。在许多情况下,也许在大多数情况下,留学经历是参与高等教育的学生改变生活的一部分。然而,出国留学有许多与国际旅行和费用有关的限制,限制了其对更广泛学生群体的访问。因此,IB教育工作者探索创新的留学形式,尝试课程调整,并寻求有效的替代方案来克服传统留学项目的局限性,这一点尤为重要。例如,一些可能公认效果稍差的替代方案可能包括完全沉浸式项目和与当地移民社区合作。在设计留学项目时,持续时间是一个需要考虑的重要因素,因为行程长度将显著影响沉浸体验的广度和深度以及由此产生的学习效果。与持续时间长达或超过一个完整学期的长期留学相比,短期项目(通常为八周或更短)通常以队列或小组形式组织,并为所有参与者提供预定义的课程。这种方法允许项目负责人或教员对体验和学习部分进行更大的控制,从而最大限度地增加学生的学习机会。较短的课程通常也更便宜,对学生的干扰更小,鼓励更广泛的参与。第二个需要考虑的因素是目的地。在长期项目中,学生在选择留学目的地时往往有更多的自由。从历史上看,美国和欧盟一直是吸引留学生的首选地区。然而,学生选择非传统目的地的趋势正在出现,如亚洲,《拉丁国际商业教学杂志2023》,第34卷,第1-2、1-6号https://doi.org/10.1080/08975930.2023.2231712
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
期刊介绍: The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.
期刊最新文献
Encompassing Diversity in International Business Education: A Case Study of Virtual Service-Learning International Collaboration Through Online Learning Between Students from Peru and India Domestic Study Abroad Offers Advantages Without the High Cost: Leveraging Diversity in the U.S. Improved Pedagogies in Teaching International Business The Impact of Experiential Learning and the Use of Digital Platforms on Global Virtual Teams’ Motivation
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