Pub Date : 2019-04-03DOI: 10.1080/08975930.2019.1663774
Jennifer M. Harrison, Timothy B. Palmer
ABSTRACT Study abroad programs are increasingly encouraged as a method for students to develop cross-cultural competence and awareness of how to practice in diverse and multi-national settings. Barriers can exist to study abroad related to financing, scheduling, personal/professional obligations, and lack of international experience for novices. Short-term, faculty-led study abroad courses help to ameliorate these barriers, and still provide students with opportunities for experiential learning. A short-term interprofessional study course to Asia with business and health and human services undergraduate and graduate students provides opportunities for not only cross-cultural but transdisciplinary learning. The course provided participants with interprofessional learning about current issues in social justice, corporate social responsibility, development, and sustainability. Implementation, qualitative results, and future foci are discussed.
{"title":"Interprofessional Study Abroad: Enhancing Social Justice and Sustainability through Shared Experiential Learning","authors":"Jennifer M. Harrison, Timothy B. Palmer","doi":"10.1080/08975930.2019.1663774","DOIUrl":"https://doi.org/10.1080/08975930.2019.1663774","url":null,"abstract":"ABSTRACT Study abroad programs are increasingly encouraged as a method for students to develop cross-cultural competence and awareness of how to practice in diverse and multi-national settings. Barriers can exist to study abroad related to financing, scheduling, personal/professional obligations, and lack of international experience for novices. Short-term, faculty-led study abroad courses help to ameliorate these barriers, and still provide students with opportunities for experiential learning. A short-term interprofessional study course to Asia with business and health and human services undergraduate and graduate students provides opportunities for not only cross-cultural but transdisciplinary learning. The course provided participants with interprofessional learning about current issues in social justice, corporate social responsibility, development, and sustainability. Implementation, qualitative results, and future foci are discussed.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"125 - 146"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1663774","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523197","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: 10.1080/08975930.2019.1668333
M. B. Akdeniz, Chun Zhang, S. Cavusgil
Peter T. Paul College of Business and Economics, University of New Hampshire, Durham, New Hampshire, USA; Grossman School of Business, University of Vermont, Burlington, Vermont, USA; J. Mack Robinson College of Business, Georgia State University, Atlanta, Georgia, USA; Visiting Professor, University of South Australia Business School, Adelaide, South Australia, Australia; Visiting Professor, Leeds University Business School, Leeds, West Yorkshire, England
{"title":"Innovative Pedagogical Approaches in Teaching International Business","authors":"M. B. Akdeniz, Chun Zhang, S. Cavusgil","doi":"10.1080/08975930.2019.1668333","DOIUrl":"https://doi.org/10.1080/08975930.2019.1668333","url":null,"abstract":"Peter T. Paul College of Business and Economics, University of New Hampshire, Durham, New Hampshire, USA; Grossman School of Business, University of Vermont, Burlington, Vermont, USA; J. Mack Robinson College of Business, Georgia State University, Atlanta, Georgia, USA; Visiting Professor, University of South Australia Business School, Adelaide, South Australia, Australia; Visiting Professor, Leeds University Business School, Leeds, West Yorkshire, England","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"96 - 101"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1668333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47423215","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: 10.1080/08975930.2019.1668586
R. Aggarwal
{"title":"Reviewers for Journal of Teaching in International Business, Volume 29 (2018)","authors":"R. Aggarwal","doi":"10.1080/08975930.2019.1668586","DOIUrl":"https://doi.org/10.1080/08975930.2019.1668586","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"213 - 213"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1668586","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42930701","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: 10.1080/08975930.2019.1668587
R. Aggarwal
The editor for the Journal of Teaching International Business, Raj Aggarwal, is pleased to present this special issue on “Digital Transformation, Innovation, and Novel Pedagogical Approaches in Teaching International Business” edited by the excellent editorial team of Professor M. Billur Akdeniz of University of New Hampshire and Professor Chun Zhang of University of Vermont, lead by Distinguished Professor S. Tamer Cavusgil of Georgia State University. We hope you find this issue interesting and useful. JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2019, VOL. 30, NO. 2, 95 https://doi.org/10.1080/08975930.2019.1668587
{"title":"Introduction","authors":"R. Aggarwal","doi":"10.1080/08975930.2019.1668587","DOIUrl":"https://doi.org/10.1080/08975930.2019.1668587","url":null,"abstract":"The editor for the Journal of Teaching International Business, Raj Aggarwal, is pleased to present this special issue on “Digital Transformation, Innovation, and Novel Pedagogical Approaches in Teaching International Business” edited by the excellent editorial team of Professor M. Billur Akdeniz of University of New Hampshire and Professor Chun Zhang of University of Vermont, lead by Distinguished Professor S. Tamer Cavusgil of Georgia State University. We hope you find this issue interesting and useful. JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2019, VOL. 30, NO. 2, 95 https://doi.org/10.1080/08975930.2019.1668587","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"95 - 95"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1668587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981337","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: 10.1080/08975930.2019.1663777
F. De Beule, A. Jaklič, Aleksandra Kania, Katarzyna Mroczek-Dąbrowska, N. Vardar, Hinrich Voss
ABSTRACT The use of film material has a long tradition in management education and calls for dedicated video case studies date back more than 30 years. Against this backdrop and an incoming student generation that has grown up with digital technology, we assess the current use of stand-alone video case studies in international business (IB) teaching. Using survey data from IB scholars and students, we examine the usefulness of video case studies, the main barriers for and the (un)exploited potential of video case studies. While we find relatively modest use of video case studies in IB teaching to date, we also find strong interest by lecturers and students to expand their use. In particular, there seems to be a student preference and need for real-life, manager-led, and problem-solving video cases.
{"title":"Video Case Studies in IB Teaching: An Empirical Comparison of Academic and Student Perceptions and Expectations","authors":"F. De Beule, A. Jaklič, Aleksandra Kania, Katarzyna Mroczek-Dąbrowska, N. Vardar, Hinrich Voss","doi":"10.1080/08975930.2019.1663777","DOIUrl":"https://doi.org/10.1080/08975930.2019.1663777","url":null,"abstract":"ABSTRACT The use of film material has a long tradition in management education and calls for dedicated video case studies date back more than 30 years. Against this backdrop and an incoming student generation that has grown up with digital technology, we assess the current use of stand-alone video case studies in international business (IB) teaching. Using survey data from IB scholars and students, we examine the usefulness of video case studies, the main barriers for and the (un)exploited potential of video case studies. While we find relatively modest use of video case studies in IB teaching to date, we also find strong interest by lecturers and students to expand their use. In particular, there seems to be a student preference and need for real-life, manager-led, and problem-solving video cases.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"175 - 195"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1663777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426529","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: 10.1080/08975930.2019.1663776
J. Koponen
ABSTRACT A general direction in higher education has been to move away from lecture-based instruction toward more active and student-centered learning. Even though much research has been done regarding digitalization in instructional contexts, there is not much research on applying a flipped classroom (FC) approach to teaching cross-cultural communication in the international business field. Therefore, this study applies an FC pedagogical approach and the principles of sales communication education (SCE) to teaching cross-cultural communication to millennial international business and sales management students. Data regarding student satisfaction, students’ perceptions of elements of an FC course, as well as learning outcomes and meaningful learning experiences were collected using a mixed methods approach. The results show that overall student satisfaction with the FC course was very high. The millennials found the FC course to be a highly enjoyable way of learning cross-cultural communication. They particularly valued the pre-learning materials (video lectures), interactive in-class meetings and the teacher’s supportive actions. The learning outcomes included cognitive, behavioral and affective learning. Meaningful learning experiences included interviewing a CEO or international seller and engaging in practical negotiation exercises. Pedagogical improvements, theoretical implications and directions for future research are discussed.
{"title":"The Flipped Classroom Approach for Teaching Cross-cultural Communication to Millennials","authors":"J. Koponen","doi":"10.1080/08975930.2019.1663776","DOIUrl":"https://doi.org/10.1080/08975930.2019.1663776","url":null,"abstract":"ABSTRACT A general direction in higher education has been to move away from lecture-based instruction toward more active and student-centered learning. Even though much research has been done regarding digitalization in instructional contexts, there is not much research on applying a flipped classroom (FC) approach to teaching cross-cultural communication in the international business field. Therefore, this study applies an FC pedagogical approach and the principles of sales communication education (SCE) to teaching cross-cultural communication to millennial international business and sales management students. Data regarding student satisfaction, students’ perceptions of elements of an FC course, as well as learning outcomes and meaningful learning experiences were collected using a mixed methods approach. The results show that overall student satisfaction with the FC course was very high. The millennials found the FC course to be a highly enjoyable way of learning cross-cultural communication. They particularly valued the pre-learning materials (video lectures), interactive in-class meetings and the teacher’s supportive actions. The learning outcomes included cognitive, behavioral and affective learning. Meaningful learning experiences included interviewing a CEO or international seller and engaging in practical negotiation exercises. Pedagogical improvements, theoretical implications and directions for future research are discussed.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"102 - 124"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1663776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657415","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: 10.1080/08975930.2019.1663779
Olivia Hernandez-Pozas, Horacio Carreon-Flores
ABSTRACT New generations of International Business (IB) students include the Centennials, also known as Generation Z. These students have experienced their whole life in a virtual and physical reality. They learn differently than previous generations and have an even shorter span of attention than Millennials. We – IB educators – need to acknowledge these changes in students, and propose new educational solutions that keep on preparing them to succeed in the international arena. In this paper, we suggest Virtual Reality (VR) as an innovative, cheaper and effective alternative solution to make IB students practice competencies. Based on Experiential Learning Theory, Social Cognitive Theory and Generational Theory, we offer ideas of several VR applications in the field. As an example, we describe an ongoing VR project using avatars to make students practice negotiation and intercultural communication. We report its preliminary findings. Paper ends with a discussion on VR teaching implications. Today, when multinational organizations are increasing the use of state-of-the-art technologies, initiatives like this can contribute to make IB students to exercise digital competencies too.
{"title":"Teaching International Business Using Virtual Reality","authors":"Olivia Hernandez-Pozas, Horacio Carreon-Flores","doi":"10.1080/08975930.2019.1663779","DOIUrl":"https://doi.org/10.1080/08975930.2019.1663779","url":null,"abstract":"ABSTRACT New generations of International Business (IB) students include the Centennials, also known as Generation Z. These students have experienced their whole life in a virtual and physical reality. They learn differently than previous generations and have an even shorter span of attention than Millennials. We – IB educators – need to acknowledge these changes in students, and propose new educational solutions that keep on preparing them to succeed in the international arena. In this paper, we suggest Virtual Reality (VR) as an innovative, cheaper and effective alternative solution to make IB students practice competencies. Based on Experiential Learning Theory, Social Cognitive Theory and Generational Theory, we offer ideas of several VR applications in the field. As an example, we describe an ongoing VR project using avatars to make students practice negotiation and intercultural communication. We report its preliminary findings. Paper ends with a discussion on VR teaching implications. Today, when multinational organizations are increasing the use of state-of-the-art technologies, initiatives like this can contribute to make IB students to exercise digital competencies too.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"196 - 212"},"PeriodicalIF":1.5,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1663779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42865137","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 : 2019-01-02DOI: 10.1080/08975930.2019.1627979
Enrique Ramírez
ABSTRACT Study-abroad programs represent one of the initiatives implemented by universities to internationalize curricula and prepare students to perform in a globalized society. The purpose of this research was to evaluate how intercultural interactions influence the development of intercultural competence. Results from a sample of 158 students indicate that students’ intercultural contacts have a significant positive effect on their change in intercultural competence, which is calculated as the difference between the measures before and after going abroad (b = .236; s.e. = .104; β = .289; p < .05). These findings confirm that mere exposure to foreign environments does not automatically result in effective learning; thus, universities should set conditions to facilitate active engagement between visiting students and national hosts.
{"title":"Influence of Students’ Interactions Abroad on Developing Intercultural Competence","authors":"Enrique Ramírez","doi":"10.1080/08975930.2019.1627979","DOIUrl":"https://doi.org/10.1080/08975930.2019.1627979","url":null,"abstract":"ABSTRACT Study-abroad programs represent one of the initiatives implemented by universities to internationalize curricula and prepare students to perform in a globalized society. The purpose of this research was to evaluate how intercultural interactions influence the development of intercultural competence. Results from a sample of 158 students indicate that students’ intercultural contacts have a significant positive effect on their change in intercultural competence, which is calculated as the difference between the measures before and after going abroad (b = .236; s.e. = .104; β = .289; p < .05). These findings confirm that mere exposure to foreign environments does not automatically result in effective learning; thus, universities should set conditions to facilitate active engagement between visiting students and national hosts.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"57 - 76"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1627979","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45671415","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 : 2019-01-02DOI: 10.1080/08975930.2019.1628686
Jeffrey E. Johnson, M. Jordan
ABSTRACT The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.
{"title":"The Development of Undergraduate International Business Practicums in Small Business Schools: An Experiential Learning Framework","authors":"Jeffrey E. Johnson, M. Jordan","doi":"10.1080/08975930.2019.1628686","DOIUrl":"https://doi.org/10.1080/08975930.2019.1628686","url":null,"abstract":"ABSTRACT The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"32 - 6"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1628686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017978","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 : 2019-01-02DOI: 10.1080/08975930.2019.1627980
Rebekah Dibble, Linda S. Henderson, Zachary C. Burns
ABSTRACT This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.
{"title":"The Impact of Students’ Cultural Intelligence on Their Psychological Safety in Global Virtual Project Teams","authors":"Rebekah Dibble, Linda S. Henderson, Zachary C. Burns","doi":"10.1080/08975930.2019.1627980","DOIUrl":"https://doi.org/10.1080/08975930.2019.1627980","url":null,"abstract":"ABSTRACT This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"33 - 56"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1627980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49511193","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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