Pub Date : 2023-09-10DOI: 10.1080/08975930.2023.2255430
Raj Aggarwal, Yinglu Wu
Published in Journal of Teaching in International Business (Vol. 34, No. 3, 2023)
发表于《国际商务教学》杂志(第34卷第3期，2023年)
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Pub Date : 2023-04-03DOI: 10.1080/08975930.2023.2231712
R. Aggarwal, Yinglu Wu
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
{"title":"Innovative Study Abroad and Student Intercultural Skills","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2023.2231712","DOIUrl":"https://doi.org/10.1080/08975930.2023.2231712","url":null,"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","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44934216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/08975930.2023.2213458
James Servi, Nikolaus T. Butz, Jason R. Davis, Brooke E. Brewbaker, Andrea K. Galewski
ABSTRACT Employers are continually looking for graduates who show an understanding of people with diverse cultures, languages, and religions. The purpose of this exploratory study was to examine how participation in study abroad enhanced the interculturality of undergraduate business students. Participants included two cohorts of U.S. students participating in a short-term biennial study abroad program in China. The data were student’ scores on The Intercultural Effectiveness Scale (IES), a 52-item Likert scale spanning nine dimensions: continuous learning, self-awareness, exploration, interpersonal engagement, world orientation, relationship development, hardiness, positive regard, and emotional resilience. The IES was completed pre and post trip. Additional data were collected from the students’ open-ended journals that they wrote while participating in the study abroad program. Quantitative findings revealed that mean scores increased significantly between Time 1 (pre trip) and Time 2 (post trip) for most dimensions of the IES. Qualitative findings showed that three main themes impact student experiences: Travel, Memories, and Culture. Additional qualitative findings revealed that the Enjoyment and Challenges that students experience as part of a formal study abroad curriculum enhanced attainment of learning outcomes.
{"title":"U.S. Undergraduate Business Students and Short-term Study Abroad: An Exploratory Study on Cross-cultural Development","authors":"James Servi, Nikolaus T. Butz, Jason R. Davis, Brooke E. Brewbaker, Andrea K. Galewski","doi":"10.1080/08975930.2023.2213458","DOIUrl":"https://doi.org/10.1080/08975930.2023.2213458","url":null,"abstract":"ABSTRACT Employers are continually looking for graduates who show an understanding of people with diverse cultures, languages, and religions. The purpose of this exploratory study was to examine how participation in study abroad enhanced the interculturality of undergraduate business students. Participants included two cohorts of U.S. students participating in a short-term biennial study abroad program in China. The data were student’ scores on The Intercultural Effectiveness Scale (IES), a 52-item Likert scale spanning nine dimensions: continuous learning, self-awareness, exploration, interpersonal engagement, world orientation, relationship development, hardiness, positive regard, and emotional resilience. The IES was completed pre and post trip. Additional data were collected from the students’ open-ended journals that they wrote while participating in the study abroad program. Quantitative findings revealed that mean scores increased significantly between Time 1 (pre trip) and Time 2 (post trip) for most dimensions of the IES. Qualitative findings showed that three main themes impact student experiences: Travel, Memories, and Culture. Additional qualitative findings revealed that the Enjoyment and Challenges that students experience as part of a formal study abroad curriculum enhanced attainment of learning outcomes.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43062029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/08975930.2023.2213456
Papiya De, M. Bakhshi
ABSTRACT The paper underscores the need for including assertiveness skills training for international business students amidst the growing demand for other interpersonal skills such as empathetic communication, strong listening capabilities, conflict handling, and tackling difficult conversations. While these skills increasingly dominate the screening criteria of recruiters, making these the most “sought after” employability skills across the globe, the authors contend that appropriate assertiveness is a critical skill especially in cross-cultural communication contexts to establish strong interpersonal relationships and align communication to the globally accepted norms of organizational behavior. The paper provides practitioners with insights to design an assertiveness teaching module and outlines a portfolio of experiential learning activities and approaches including assignment design, module architecture, deliverables and rubrics, models and frameworks, and role-play resources that can be used to impart assertiveness training. It further discusses the implications for curriculum design and presents a case for adopting an integrative approach to teaching appropriate assertiveness, embedding it across other communication modules to strengthen the efficacy of learning.
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Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137280
M. Dieleman, Aušrinė Šilenskytė, K. Lynden, M. Fletcher, D. Panina
ABSTRACT This special issue on Teaching Innovations in the Field of International Business systematically explores the nature of teaching innovations and their impact. Featuring articles from the finalists of the 2021 Teaching Innovation Award organized by the Teaching and Education Shared Interest Group at Academy of International Business as well as a conceptual article that integrates these innovations, the special issue seeks to advance research on International Business pedagogy and to inspire scholars to pursue teaching innovations with greater impact.
{"title":"Teaching Innovations in the Field of IB: Insights from the Academy of International Business Teaching Innovation Award 2021 Finalists","authors":"M. Dieleman, Aušrinė Šilenskytė, K. Lynden, M. Fletcher, D. Panina","doi":"10.1080/08975930.2022.2137280","DOIUrl":"https://doi.org/10.1080/08975930.2022.2137280","url":null,"abstract":"ABSTRACT This special issue on Teaching Innovations in the Field of International Business systematically explores the nature of teaching innovations and their impact. Featuring articles from the finalists of the 2021 Teaching Innovation Award organized by the Teaching and Education Shared Interest Group at Academy of International Business as well as a conceptual article that integrates these innovations, the special issue seeks to advance research on International Business pedagogy and to inspire scholars to pursue teaching innovations with greater impact.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44061338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137277
Maria Elo, Lasse Torkkeli, H. Velt
ABSTRACT Transboundary challenges such as climate change, loss of biodiversity, energy transformation and the Covid-19 pandemic put vast pressures on generating solutions. They also call for updated teaching providing the required capabilities for international business (IB) and -entrepreneurship (IE) students. This paper presents a teaching initiative supporting master’s students to develop an overview of such contemporary and timely challenges and global concerns. The course, developed jointly by two universities and first administered in 2020 at LUT University, combines economic, social, and environmental sustainability aspects with managerial and entrepreneurial issues on IB, triggering the students to rethink and critically address ways forward. Students develop skills and competences to tackle complex real-life problems in collaboration with others, facilitating their entrepreneurial, global mind-set and sensitivity to cultural issues in IB. Thus, the presented teaching approach and course initiative contributes to theory and practice of teaching IB, by presenting how key challenges in contemporary IB can be incorporated in international business education of universities.
{"title":"Matching International Business Teaching with the UN Sustainable Development Goals: Introducing Bi-directional Reflective Learning","authors":"Maria Elo, Lasse Torkkeli, H. Velt","doi":"10.1080/08975930.2022.2137277","DOIUrl":"https://doi.org/10.1080/08975930.2022.2137277","url":null,"abstract":"ABSTRACT Transboundary challenges such as climate change, loss of biodiversity, energy transformation and the Covid-19 pandemic put vast pressures on generating solutions. They also call for updated teaching providing the required capabilities for international business (IB) and -entrepreneurship (IE) students. This paper presents a teaching initiative supporting master’s students to develop an overview of such contemporary and timely challenges and global concerns. The course, developed jointly by two universities and first administered in 2020 at LUT University, combines economic, social, and environmental sustainability aspects with managerial and entrepreneurial issues on IB, triggering the students to rethink and critically address ways forward. Students develop skills and competences to tackle complex real-life problems in collaboration with others, facilitating their entrepreneurial, global mind-set and sensitivity to cultural issues in IB. Thus, the presented teaching approach and course initiative contributes to theory and practice of teaching IB, by presenting how key challenges in contemporary IB can be incorporated in international business education of universities.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137279
M. Dieleman, Aušrinė Šilenskytė, K. Lynden, M. Fletcher, D. Panina
ABSTRACT Teaching innovations in the field of higher education (HE) have the potential to lead to better learning outcomes and higher faculty motivation. While the pedagogy literature has explored different types of teaching innovations, International Business (IB) scholars have paid relatively little attention to how these innovations are disseminated and generate impact across the IB field. This paper addresses this gap. Drawing on the innovation literature in management and the pedagogy literature on teaching innovations, we provide a typology of teaching innovations and their impact in the context of IB education. This framework illustrates the spread of teaching innovations by considering the intersection of types of pedagogy innovations, and the stakeholders impacted by them. By introducing this framework and illustrating select IB teaching innovations, we contribute to the pedagogy literature in the IB field. The framework also offers practical guidance for innovative educators and HE institutions.
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Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137276
M. Viswanathan, Arun Sreekumar, Ronald Duncan, Sophy Cai
ABSTRACT We describe lessons learned from one-and-a-half decades of global virtual immersion practices in subsistence marketplaces, and explore implications for international business teaching and learning in the post-pandemic world. Global virtual immersion refers to bottom-up learning experiences, typically in contexts much different than what we may be familiar with, without being physically present in a specific geographic location. “Bottom-up” learning connotes learning from actual ground-level reality rather than the opposite, “top-down” reliance on prior knowledge. The aim of global virtual immersion is to move learners from sympathy – a most natural human emotion in response to poverty and suffering, to informed empathy, developing an understanding of subsistence marketplaces in different countries through a variety of means. Students, thus, broaden their global horizons, paving the way for additional learning and perhaps actual immersion, where possible. This process is particularly relevant as global contexts are so diverse and often elude generalities, and more so at lower income levels. This “bottom-up” approach for understanding subsistence marketplaces enables a better appreciation of the environmental realities, social contexts, market-level exchange systems, and individual behaviors of subsistence consumers and entrepreneurs, providing a particularly important learning approach for international business education across geographically diverse settings.
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Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137278
Vanessa C. Hasse
ABSTRACT Despite decades of research on the global mind-set concept, no cohesive framework has emerged through which this way-of-thinking can be developed in learners, leading some to perceive the global mind-set as elusive. To move the literature forward, I propose a theory-driven pedagogy which combines insights from the extant global mind-set literature with the key tenets of transformative learning theory. On that basis, five course design principles are distilled along transformational learning phases which delineate the process through which learners can advance their ability to handle cognitive complexity and foster a cosmopolitan perspective. The importance of the learners’ agency and interdependency between learning elements is highlighted. The efficacy of this approach, which was first applied to a graduate-level course at a large North American research university in the 2021 winter semester, receives promising preliminary support. Specifically, while little difference exists across all courses in the sample with regards to quantitative scores, a qualitative text analysis of comments suggests that the course design framework generates distinct response patterns, specifically with regards to the categories of learning experience (cognitive complexity) and broadening of perspectives (cosmopolitan orientation). Implications for future research opportunities on the development of global mind-sets in practice are discussed.
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Pub Date : 2022-10-02DOI: 10.1080/08975930.2022.2137309
R. Aggarwal, Yinglu Wu
{"title":"Editors’ Introduction to This Special Issue","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2022.2137309","DOIUrl":"https://doi.org/10.1080/08975930.2022.2137309","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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