将基于问题的学习与商业教育中的国际实习相结合

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in International Business Pub Date : 2021-10-02 DOI:10.1080/08975930.2022.2033667
R. Hermann, M. Amaral, M. Bossle
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引用次数: 3

摘要

关于国际商务教学的文献通过三个关键领域促进了国际实习作为一种学习教学法的发展:理解学生参与国际实习后的发展能力和潜在的附加就业价值,支持结构在组织海外实习中的作用,以及最近的海外实习教学设计。因此,最近的研究对实习作为一种学习形式持批评态度,因为在将实习与国际商业项目更广泛的理论要素联系起来所需的教学要素中存在严重的差距。本研究通过两个研究问题来解决这些差距:i)教育者如何在商业教育中设计和实施基于问题的国际实习?ii)结合这两种商业教育中的主动学习经验,小型商学院、合作大学和主办机构需要做出哪些调整?本文介绍了在挪威-巴西背景下为本科生和硕士生进行的两门国际商业实习课程的教学行动研究。它在以下方面为国际商务教学文献做出了贡献:首先,经过验证的教学框架认为,国际实习与东道国组织中定义松散的问题有关,学生可以根据自己从其他课程中获得的理论知识进行自我评估和联系。其次,通过深入讨论基于问题的学习及其在国际商务实习中的适用性,我们解决了该领域关于学生如何在国际实习中将理论与实践联系起来的教学基础的现有差距。第三,该框架为希望在国内大学开展国际实习项目的教学和行政人员提供了实用指南,支持他们将文献中建立的实际方面与海外主办机构工作所产生的额外组织要求联系起来的能力。
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Integrating Problem-based Learning with International Internships in Business Education
ABSTRACT The literature on international business teaching has contributed to the development of international internships as a learning pedagogy through three key areas: making sense of the students’ developed competences and prospective added employment value following their participation in international internships, the role of support structures in the organization of internships abroad, and more recently the pedagogical design of internships abroad. Thus, more recent research has taken a critical stance toward internships as a learning form, as serious gaps exist in the pedagogical elements required to connect internships with the broader theoretical elements of international business programs. The present study addresses these gaps through two research questions: i) How can educators design and implement problem-based international internships in business education? ii) What adjustments does the combination of these two active learning experiences in business education demand for small business schools, partner universities, and hosting organizations? The paper presents pedagogical action research that was conducted over two courses for international business internships in a Norwegian-Brazilian context for bachelor’s and master’s students. It contributes to the international business teaching literature in the following ways: First, the validated teaching framework argues for international internships that are linked to loosely defined problems at the host organization, which the student self-scopes and connects based on their theoretical knowledge from other courses. Second, by providing an in-depth discussion of problem-based learning and its applicability in international business practicums, we address the existing gap in the field regarding the pedagogical foundations of how students connect theory to practice during international internships. Third, the framework serves as a practical guideline for teaching and administrative staff who wish to develop international internship programs at home universities, supporting their ability to connect the practical aspects established in the literature with the additional organizational requirements arising from working with hosting organizations overseas.
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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.
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