Pub Date : 2020-01-02DOI: 10.1080/08975930.2020.1729291
Haiyan Yin
ABSTRACT This study describes a foreign investment negotiation simulation game and evaluates its effectiveness on the teaching and learning of international business. The game involves the application of the major topics of an introductory international business course to a setting that is close to the real world, thus allows students to explore the association between theory and practice. By quantitative and qualitative analysis on the primary data collected from both face-to-face and online classes at the same time, the study finds strong evidence that the negotiation simulation game significantly improves students learning in both class settings, and the poor performers benefit the most from the simulation game. Evidence also shows that the simulation game is more effective in enhancing students learning in the traditional face-to-face class than the online class, indicating class settings matter. The findings suggest higher-level learning requires deep engagement of students, and student-centered active learning strategies like the negotiation simulation game can effectively engage all students, including those who are difficult to engage with other traditional pedagogical methods. Therefore, the simulation game can be an important addition to the teaching portfolio to accommodate students with different learning styles. Moreover, the game offers an experiential learning opportunity that improves both the cognitive and affective experiences of students learning, and provides hands-on experience of business negotiations. Professors, especially those who are searching for an active learning tool for teaching international business online could benefit from this study.
{"title":"Effectiveness of a Negotiation Simulation Game in IB Learning","authors":"Haiyan Yin","doi":"10.1080/08975930.2020.1729291","DOIUrl":"https://doi.org/10.1080/08975930.2020.1729291","url":null,"abstract":"ABSTRACT This study describes a foreign investment negotiation simulation game and evaluates its effectiveness on the teaching and learning of international business. The game involves the application of the major topics of an introductory international business course to a setting that is close to the real world, thus allows students to explore the association between theory and practice. By quantitative and qualitative analysis on the primary data collected from both face-to-face and online classes at the same time, the study finds strong evidence that the negotiation simulation game significantly improves students learning in both class settings, and the poor performers benefit the most from the simulation game. Evidence also shows that the simulation game is more effective in enhancing students learning in the traditional face-to-face class than the online class, indicating class settings matter. The findings suggest higher-level learning requires deep engagement of students, and student-centered active learning strategies like the negotiation simulation game can effectively engage all students, including those who are difficult to engage with other traditional pedagogical methods. Therefore, the simulation game can be an important addition to the teaching portfolio to accommodate students with different learning styles. Moreover, the game offers an experiential learning opportunity that improves both the cognitive and affective experiences of students learning, and provides hands-on experience of business negotiations. Professors, especially those who are searching for an active learning tool for teaching international business online could benefit from this study.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"28 - 50"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1729291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46622618","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 : 2019-10-02DOI: 10.1080/08975930.2019.1698389
N. Ding, D. Bakker, T. English, Thierry Bonsing
ABSTRACT A business student’s overseas internship is a unique place to investigate what knowledge/skills or personal traits that are important for their future career. This research consists of two stages: (1) First, we qualitatively analyzed students’ internship reports to explore what knowledge or skills and what personal traits are perceived to be important; 90 reports were scrutinized and coded regarding company profiles, internship tasks and perception of important knowledge/skills and personal traits. We arrived at a list of 12 skills and 20 personal traits that are crucial for a successful business internship. (2) Then, we administered a questionnaire to identify what expectations companies have of student interns in international business. One hundred and seven international companies participated in the survey. Companies’ expectations are roughly in line with students’ perception regarding knowledge, skills and personal traits for a successful internship. The findings shed light on international business education by addressing the necessity of refining a school’s curriculum to meet the requirements of the business workplace. For business educators, the current research helps them to prepare their students better, mentor them more effectively during their overseas internship, and adjust the curriculum design to meet the requirements of that workplace.
{"title":"Expectations of an Undergraduate Overseas Business Intern? Exploring the Necessary School-Knowledge and Personal Traits","authors":"N. Ding, D. Bakker, T. English, Thierry Bonsing","doi":"10.1080/08975930.2019.1698389","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698389","url":null,"abstract":"ABSTRACT A business student’s overseas internship is a unique place to investigate what knowledge/skills or personal traits that are important for their future career. This research consists of two stages: (1) First, we qualitatively analyzed students’ internship reports to explore what knowledge or skills and what personal traits are perceived to be important; 90 reports were scrutinized and coded regarding company profiles, internship tasks and perception of important knowledge/skills and personal traits. We arrived at a list of 12 skills and 20 personal traits that are crucial for a successful business internship. (2) Then, we administered a questionnaire to identify what expectations companies have of student interns in international business. One hundred and seven international companies participated in the survey. Companies’ expectations are roughly in line with students’ perception regarding knowledge, skills and personal traits for a successful internship. The findings shed light on international business education by addressing the necessity of refining a school’s curriculum to meet the requirements of the business workplace. For business educators, the current research helps them to prepare their students better, mentor them more effectively during their overseas internship, and adjust the curriculum design to meet the requirements of that workplace.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"373 - 396"},"PeriodicalIF":1.5,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46589196","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 : 2019-10-02DOI: 10.1080/08975930.2019.1698391
E. T. Kodzi
ABSTRACT Curricular development is critical for preparing students in a coordinated fashion for life after graduation – especially when their roles will involve cross-border business decisions. The design of specific courses in any curriculum must be purposeful in terms of what is taught, how it is taught, and how all the course components fit together. For a supply chain management course targeted at international business (IB) students, one key purpose is to understand how competitiveness is developed across the extended enterprise, rather than within the confines of individual companies. This “winning together” view helps foster capabilities for connectedness and cooperation in IB environments typically characterized by geographic dispersion and cultural dissimilarities. The objective of this article is to examine how integrating fundamental pedagogical theories (student-centeredness, diversity, reflection, self-direction, experiential learning) in course design can influence the outcomes of a semester-long practice-oriented international supply chain course. The course espouses the winning together view while probing in-depth core supply chain themes, with the aim of producing cohorts of undergraduates that have developed the intuition, aptitude, and methods for co-creating value across business boundaries in cross-border situations. This article’s contribution is in demonstrating the innovativeness of blending multiple pedagogical tools and experiences in a single semester, rather than an entire program of study. The observed positive student learning outcomes are consistent with the integrated course design model. Replicating such course design over a program of study, will multiply the resulting positive outcomes for students, hence preparing them better as prospective global managers.
{"title":"From Design to Delivery: Teaching Supply Chain Management to IB Majors","authors":"E. T. Kodzi","doi":"10.1080/08975930.2019.1698391","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698391","url":null,"abstract":"ABSTRACT Curricular development is critical for preparing students in a coordinated fashion for life after graduation – especially when their roles will involve cross-border business decisions. The design of specific courses in any curriculum must be purposeful in terms of what is taught, how it is taught, and how all the course components fit together. For a supply chain management course targeted at international business (IB) students, one key purpose is to understand how competitiveness is developed across the extended enterprise, rather than within the confines of individual companies. This “winning together” view helps foster capabilities for connectedness and cooperation in IB environments typically characterized by geographic dispersion and cultural dissimilarities. The objective of this article is to examine how integrating fundamental pedagogical theories (student-centeredness, diversity, reflection, self-direction, experiential learning) in course design can influence the outcomes of a semester-long practice-oriented international supply chain course. The course espouses the winning together view while probing in-depth core supply chain themes, with the aim of producing cohorts of undergraduates that have developed the intuition, aptitude, and methods for co-creating value across business boundaries in cross-border situations. This article’s contribution is in demonstrating the innovativeness of blending multiple pedagogical tools and experiences in a single semester, rather than an entire program of study. The observed positive student learning outcomes are consistent with the integrated course design model. Replicating such course design over a program of study, will multiply the resulting positive outcomes for students, hence preparing them better as prospective global managers.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"342 - 372"},"PeriodicalIF":1.5,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46166242","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 : 2019-10-02DOI: 10.1080/08975930.2019.1699316
R. Aggarwal, Yinglu Wu
As any senior executive or a corporate board member will tell you, business, perhaps to its discredit, does not separate itself neatly into finance or marketing or another single functional discipline as taught in most business schools. However, we must teach individual disciplines to facilitate in-depth understanding of business. But then, we need to integrate these individual disciplines into a wholistic view and understanding of business and business decision-making. Generally, most business schools struggle with such integration and few are satisfied with their efforts. Strategic business problems, such as competitive response, by their nature are integrative. Further, many within discipline problems and responses to them have cross-disciplinary impacts. So, business decision-making must take a holistic view of business. In the case of international business this holistic view must also account for cross-border effects including national differences in political and economic institutions, nature of laws and their enforcement, languages, and cultures. International business should be and is integrative in nature. The unique contribution of the IB discipline resides in two sets of activities: 1) observing complex interacting issues to define phenomena that affect business activities in the international context and 2) integrating different discipline-based theories to extend the understanding of these phenomena (Zettinig and Vincze 2008, 2011). IB education can offer students a total enterprise perspective grounded in a global environment (Peng 2004). To achieve this outcome, students should have suffiecent knowledge in multiple business disciplines in order to form a valid wholistic enterprise perspective. In addition, students and faculty need to understand the complexity of the international environment (Aggarwal 1989). For example, Leonidou and Kaminarides (2007) propose three levels of factors that comprise the global marketing environment, including macro factors such as physical and sociocultural, meso factors such as economic and political-legal, and micro factors such as competitors and customers. As a result, effective IB teaching involves
{"title":"Functional Areas in Improving Depth of IB Teaching","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2019.1699316","DOIUrl":"https://doi.org/10.1080/08975930.2019.1699316","url":null,"abstract":"As any senior executive or a corporate board member will tell you, business, perhaps to its discredit, does not separate itself neatly into finance or marketing or another single functional discipline as taught in most business schools. However, we must teach individual disciplines to facilitate in-depth understanding of business. But then, we need to integrate these individual disciplines into a wholistic view and understanding of business and business decision-making. Generally, most business schools struggle with such integration and few are satisfied with their efforts. Strategic business problems, such as competitive response, by their nature are integrative. Further, many within discipline problems and responses to them have cross-disciplinary impacts. So, business decision-making must take a holistic view of business. In the case of international business this holistic view must also account for cross-border effects including national differences in political and economic institutions, nature of laws and their enforcement, languages, and cultures. International business should be and is integrative in nature. The unique contribution of the IB discipline resides in two sets of activities: 1) observing complex interacting issues to define phenomena that affect business activities in the international context and 2) integrating different discipline-based theories to extend the understanding of these phenomena (Zettinig and Vincze 2008, 2011). IB education can offer students a total enterprise perspective grounded in a global environment (Peng 2004). To achieve this outcome, students should have suffiecent knowledge in multiple business disciplines in order to form a valid wholistic enterprise perspective. In addition, students and faculty need to understand the complexity of the international environment (Aggarwal 1989). For example, Leonidou and Kaminarides (2007) propose three levels of factors that comprise the global marketing environment, including macro factors such as physical and sociocultural, meso factors such as economic and political-legal, and micro factors such as competitors and customers. As a result, effective IB teaching involves","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"309 - 313"},"PeriodicalIF":1.5,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1699316","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42805095","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 : 2019-10-02DOI: 10.1080/08975930.2019.1698396
A. Inci, Hakan Saraoglu
ABSTRACT In this paper, we propose two diagrams, the corporate strategic framework diagram and the free cash flow diagram, to teach students how the finance function is integrated to other business functions in a multinational corporation. We recommend the diagrams as pedagogical tools in the context of a widely used management simulation software, Business Strategy Game (BSG). We provide specific examples of their use to enhance the effectiveness of the simulation experience, to motivate the students to follow current events in international business more closely, and to connect the simulation to real-world business situations. The formulation and implementation of global strategy are complex processes and can benefit from a structured framework. Methods that use the proposed diagrams in teaching international business provide the necessary framework to students in an experiential setting and enhance their learning. Using evaluation scores from end-of-semester business reports, we demonstrate that students’ learning of the global strategy-making process improved from semester to semester as these methods were gradually implemented in our classes.
{"title":"Two Diagrams with Many Stories: Incorporating Finance into Teaching Global Strategy","authors":"A. Inci, Hakan Saraoglu","doi":"10.1080/08975930.2019.1698396","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698396","url":null,"abstract":"ABSTRACT In this paper, we propose two diagrams, the corporate strategic framework diagram and the free cash flow diagram, to teach students how the finance function is integrated to other business functions in a multinational corporation. We recommend the diagrams as pedagogical tools in the context of a widely used management simulation software, Business Strategy Game (BSG). We provide specific examples of their use to enhance the effectiveness of the simulation experience, to motivate the students to follow current events in international business more closely, and to connect the simulation to real-world business situations. The formulation and implementation of global strategy are complex processes and can benefit from a structured framework. Methods that use the proposed diagrams in teaching international business provide the necessary framework to students in an experiential setting and enhance their learning. Using evaluation scores from end-of-semester business reports, we demonstrate that students’ learning of the global strategy-making process improved from semester to semester as these methods were gradually implemented in our classes.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"314 - 341"},"PeriodicalIF":1.5,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42314032","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 : 2019-07-03DOI: 10.1080/08975930.2019.1698392
Yuwei Shi, S. Dow
ABSTRACT Borrowing from Yale School of Management, we call this new approach the raw case method of learning. Unlike a traditional case study, a raw case is not confined in print or pages of a narrative about a challenging international business situation. It is an open, real-time information space through which case study students may wander. But it also comes with a specific and demanding assignment that requires students to discover, evaluate, analyze, decide, and communicate. This is indeed how managerial decisions are made in the real world of international business. It is more difficult today when the impact of business must be understood and managed against the backdrop of the changing global political, economic, social and technological landscape. It is also, in our view, geared to transformational management education that coincides with the shared aspiration for our profession, as outlined in the new AACSB Vision (www.aacsb.edu/vision/infographic). In this paper, we introduce the raw case method of learning, make a case for its adoption in international business education, and discuss several implementation issues.
{"title":"International Business Education at the Interface: The Raw Case Study Method","authors":"Yuwei Shi, S. Dow","doi":"10.1080/08975930.2019.1698392","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698392","url":null,"abstract":"ABSTRACT Borrowing from Yale School of Management, we call this new approach the raw case method of learning. Unlike a traditional case study, a raw case is not confined in print or pages of a narrative about a challenging international business situation. It is an open, real-time information space through which case study students may wander. But it also comes with a specific and demanding assignment that requires students to discover, evaluate, analyze, decide, and communicate. This is indeed how managerial decisions are made in the real world of international business. It is more difficult today when the impact of business must be understood and managed against the backdrop of the changing global political, economic, social and technological landscape. It is also, in our view, geared to transformational management education that coincides with the shared aspiration for our profession, as outlined in the new AACSB Vision (www.aacsb.edu/vision/infographic). In this paper, we introduce the raw case method of learning, make a case for its adoption in international business education, and discuss several implementation issues.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"246 - 268"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698392","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42308852","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 : 2019-07-03DOI: 10.1080/08975930.2019.1698395
S. Slater, Mayuko Inagawa
ABSTRACT Research on the education of international students sheds light on the difficulties of studying in a foreign language, but often underplays the opportunities provided by cultural diversity in the classroom. This study, prompted initially by the authors’ experiences of the contrasts between East/West learning styles, explores how education systems, language, and cultural orientations inform students’ approaches to learning. It explains how role reversal in the classroom can be implemented in higher (university) education settings, to generate deeper perspectives of meaning and understanding when teaching internationally diverse cohorts to show how imaginative postgraduate student engagement can not only bridge cultural differences, but also capitalize upon them. While the apparent polarization between East and West educational system stereotypes served as the catalyst for the search for effective pedagogies of engagement, the proposed methods were found to have universal application, clearly resonating with culturally diverse cohorts studying in the UK. The approach benefits international business teaching as cultural, national, and institutional perspectives become explicitly incorporated into course material, using the students’ own background, knowledge and experience as resources to add value.
{"title":"Bridging Cultural Divides: Role Reversal as Pedagogy","authors":"S. Slater, Mayuko Inagawa","doi":"10.1080/08975930.2019.1698395","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698395","url":null,"abstract":"ABSTRACT Research on the education of international students sheds light on the difficulties of studying in a foreign language, but often underplays the opportunities provided by cultural diversity in the classroom. This study, prompted initially by the authors’ experiences of the contrasts between East/West learning styles, explores how education systems, language, and cultural orientations inform students’ approaches to learning. It explains how role reversal in the classroom can be implemented in higher (university) education settings, to generate deeper perspectives of meaning and understanding when teaching internationally diverse cohorts to show how imaginative postgraduate student engagement can not only bridge cultural differences, but also capitalize upon them. While the apparent polarization between East and West educational system stereotypes served as the catalyst for the search for effective pedagogies of engagement, the proposed methods were found to have universal application, clearly resonating with culturally diverse cohorts studying in the UK. The approach benefits international business teaching as cultural, national, and institutional perspectives become explicitly incorporated into course material, using the students’ own background, knowledge and experience as resources to add value.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"269 - 308"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47803171","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 : 2019-07-03DOI: 10.1080/08975930.2019.1698393
J. Okoli, Nuno Arroteia, Oliver Barish
ABSTRACT The paper reflects on the practice of implementing a portfolio of experiential learning activities in workshops involving undergraduate students in an international business management module. The aim of the workshops was to bridge the gap between theory and practice and steer students toward an inductive and collaborative learning experience. The paper presents a series of nine activity-based workshops designed to reinforce theoretical concepts taught during lectures. Based on qualitative data from the module evaluation questionnaire, we found that the workshops significantly improved students’ learning experience, as well as enhanced their engagement with the module. This paper provides practitioners with practical materials and insights which can be immediately applied to teaching international business in a classroom environment. Moreover, by implementing a portfolio of experiential learning activities that provides a wide range of opportunities for students to experience first-hand real-world challenges, this approach is expected to aid their learning process at a crucial point of their academic careers.
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Pub Date : 2019-07-03DOI: 10.1080/08975930.2019.1699318
R. Aggarwal, Yinglu Wu
Student engagement is most important for effective learning. While this is true for all learning settings, it is particularly true in teaching complex and inter-disciplinary subjects, such as international business. Active learning is a very important component of engagement and so active learning usually is a critical component in the international business (IB) curricula. Active learning tools can also greatly help internalize the concepts and knowledge being taught. Such internalization is an important part of building a global mind-set making many aspects of IB analysis and decision making instinctual – a very useful ability in complex and rapidly changing business situations. Consequently, it is imperative that we include active learning tools and pedagogies in IB course designs. Effective IB education should enable students to make decisions by analyzing and synthesizing information from multiple disciplines and, at the same time, accounting for the cross-cultural and cross-national differences. Neither of these two key abilities can be achieved through a single typical college class; rather, the development of business analytical skills and the global mind-set are likely to be the cumulative effects of the IB and non-IB disciplinary courses offered within the IB program (Aggarwal and Goodell 2015). An IB program needs to encompass a variety of courses and learning styles and components that can reinforce and build upon each other, and subsequently advance students along an effective path toward the desired outcome of student understanding and an ability for multidisciplinary and integrated decision making in IB settings. To develop students’ business analytical skills, initial IB courses usually focus on exercises that facilitate the learning and application of content related to a single business function (such as finance and marketing) with the emphasis on the difference between decisions within the domestic versus international scale. Higher-level courses tend to tap into the integration of business functions and the development of overall global management strategy. To develop students’ global mind-set, IB courses commonly also focus
{"title":"Enriching IB Course Design with Active Learning","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2019.1699318","DOIUrl":"https://doi.org/10.1080/08975930.2019.1699318","url":null,"abstract":"Student engagement is most important for effective learning. While this is true for all learning settings, it is particularly true in teaching complex and inter-disciplinary subjects, such as international business. Active learning is a very important component of engagement and so active learning usually is a critical component in the international business (IB) curricula. Active learning tools can also greatly help internalize the concepts and knowledge being taught. Such internalization is an important part of building a global mind-set making many aspects of IB analysis and decision making instinctual – a very useful ability in complex and rapidly changing business situations. Consequently, it is imperative that we include active learning tools and pedagogies in IB course designs. Effective IB education should enable students to make decisions by analyzing and synthesizing information from multiple disciplines and, at the same time, accounting for the cross-cultural and cross-national differences. Neither of these two key abilities can be achieved through a single typical college class; rather, the development of business analytical skills and the global mind-set are likely to be the cumulative effects of the IB and non-IB disciplinary courses offered within the IB program (Aggarwal and Goodell 2015). An IB program needs to encompass a variety of courses and learning styles and components that can reinforce and build upon each other, and subsequently advance students along an effective path toward the desired outcome of student understanding and an ability for multidisciplinary and integrated decision making in IB settings. To develop students’ business analytical skills, initial IB courses usually focus on exercises that facilitate the learning and application of content related to a single business function (such as finance and marketing) with the emphasis on the difference between decisions within the domestic versus international scale. Higher-level courses tend to tap into the integration of business functions and the development of overall global management strategy. To develop students’ global mind-set, IB courses commonly also focus","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"215 - 218"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1699318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259943","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 : 2019-04-03DOI: 10.1080/08975930.2019.1663775
Laura Kirste, Dirk Holtbrügge
ABSTRACT Digital transformation has opened novel opportunities for educators to approach the challenges of educating tomorrow’s business leaders and managers. New methods of instruction such as blended learning and e-learning allow to cater better to a generation of digital natives and to enhance their learning ability. In the fast-moving business world, different cultures become increasingly intertwined which calls for managers who can function effectively in situations characterized by cultural difference. Hence, IB educators need to provide intercultural learning opportunity to a generation that lives on the intersection of the digital and analogue world. This paper presents and tests an approach to intercultural training by translating experiential learning into a digital context. Drawing on the results, enhancements and future directions for IB scholars and educators are offered.
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