The Palgrave Handbook of Learning and Teaching International Business and Management

Herausgegeben:Gonzalez-Perez, Maria Alejandra; Lynden, Karen; Taras, Vas

• Gebundenes Buch

Produktbeschreibung

This handbook, which serves as a follow-up text to The Palgrave Handbook of Experiential Learning In International Business, reviews theoretical and empirical approaches of experiential learning pedagogy, and its role in increasing the effectiveness in teaching and learning of international business, and also, in the incorporation of international business-related concepts and competences in business and non-business programs. This edition offers a broader and updated perspective on experiential learning pedagogy for international business and management, and beyond. The first part provides an updated overview of the theories of experiential learning and effectiveness of teaching and learning in international business through the use of experiential learning projects. Part two provides a collection of specific applications of experiential learning in International Business and related fields.

This handbook is a one-stop source for international managers, business educators, and trainers seeking to either select and use an existing experiential learning project or develop new projects and exercises of this kind.

Produktdetails

• Verlag: Palgrave Macmillan / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-030-20414-3
• 1st ed. 2019
• Seitenzahl: 1012
• Erscheinungstermin: 20. September 2019
• Englisch
• Abmessung: 241mm x 160mm x 60mm
• Gewicht: 1692g
• ISBN-13: 9783030204143
• ISBN-10: 3030204146
• Artikelnr.: 56168473

Autorenporträt

Maria Alejandra Gonzalez-Perez is Full Professor of Management at Universidad EAFIT, Colombia. She is current regional chapter chair for Latin America and the Caribbean (AIB-LAT) (2018-2021). She is Area Editor of the Cross-Cultural and Strategic Management (CCSM) Journal; Associate Editor of Transnational Corporations; and Editor-in-Chief of the business journal AD-minister.  Vas Taras is an Associate Professor of International Business at the University of North Carolina at Greensboro, USA. He is the Founder of the X-Culture Project. His research and work revolves around cross-cultural and global virtual teams and experiential approaches to international business education and development. Karen Lynden is a lecturer at the Bryan School of Business and Economics, University of North Carolina at Greensboro, USA.¿ She was the recipient of the Accreditation Council for Business Schools and Programs (ACBSP) 2017 International Teaching Excellence Award.  Her teaching philosophy centers on active and experiential learning, with an emphasis on global-virtual-team dynamics.

Inhaltsangabe

Section 1: Introduction: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

1. Introduction: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

· Authors: Vas Taras, Maria Alejandra Gonzalez-Perez & Karen Lynden

· Institutional Affiliation: University of North Carolina at Greensboro & Universidad EAFIT

· Country: United States and Colombia.

· Summary: This chapter will provide an introductory note to the Handbook, and present it's connection with the Palgrave Handbook on Experiential Learning in International Business, published in 2014.

Section 2: Theory Based and Conceptual Chapters: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

2. Experiential Versus Traditional Classroom in Teaching International Business at the University Level: Current Global Debates.

· Author: Mary Kinoti

· Institutional Affiliation: School of Business, University of Nairobi

· Country: Kenya

· Summary: This chapter examines the current debates in experiential versus traditional classroom in the context of universities with a focus of teaching of international business.

3. Evaluating Outcomes of Experiential Learning - A Review of Available Approaches.

· Authors: Raghu Kurthakoti & Deborah Cain Good

· Institutional Affiliations: Arcadia University & University of Pittsburgh

· Country: United States

· Summary: The chapter discusses common experiential approaches used in International Business and summarizes the literature on how these are evaluated, and the effectiveness of such evaluation tools. The chapter will then discuss the pros and cons of different evaluation approaches and provide an outline of what assessment tools are best suited to measure specific outcomes and knowledge acquisition dimensions.

4. Comparing Online and Face-to-Face Creativity Development for International Business

· Author: Tiit Elenurm

· Institutional Affiliation: Estonian Business School

· Country: Estonia

· Summary: This chapter explains the role of creativity development regarding searching for and creating new international business opportunities, and for developing capabilities to cooperate within business environments.

5. Understanding the Global Business Environment through the High Impact Practice Activities

· Authors: Irina Naoumova & Annette Rogers

· Institutional Affiliations: University of Hartford

· Country: United States

· Summary: The chapter describes the experience in teaching international business related courses, incorporating high impact practices designed to increase cultural exposure. Various practices, including analytical and consulting projects, were tested in different groups of international and domestic students, first generation immigrants, and mixed teams that include the above categories.

6. Revisiting the Importance of Education Philosophies and Theories in Experiential Learning

· Authors: Irwyn Shepherd, Elyssebeth Leigh & Amanda Davies

· Institutional Affiliations: Monash University, University of Technology, Rabdan Academy

· Countries: Australia & United Arab Emirates

· Summary: Learning does not occur in a vacuum. Effective learning environments engage closely with relevant educational theories throughout the design process, ensuring that content, assessment, tasks, and learning outcomes are consistently aligned with underlying academically-relevant principles and philosophies. This chapter provides guidance for using an evidence-supported framework to develop International Business courses that are contextualized, authentic and experience-based.

7. Experiential Learning through a Social Media Branding Project

· Authors: Ilan Alon & Massiel Carolina Henríquez Parodi

· Institutional Affiliations: University of Agder

· Country: Norway

· Summary: This study analyses the attitudes and perceptions of students towards an experiential learning project in an international marketing master course at a Business School in Norway, United States and Israel. The findings validate the implementation of experiential learning exercises that incorporate social media and technology as an effective alternative to traditional teaching methods to enhance learning outcomes.

Section 3: Applications of Experiential Learning Pedagogy in International Business Management Learning and Teaching

COURSE DESIGN

8. Using Experiential Learning Theory to Promote Diversity in the Classroom

· Author: Andri Georgiadou

· Institutional Affiliation: Cyprus University of Technology

· Country: Cyprus

· Summary: This chapter aims to explore the design and implementation of a suitable level undergraduate curriculum that will enable students and faculty to become acquainted with the theoretical and practical underpinnings of promoting diversity, with an aim to foster accessible and effective environments for all. The analysis will identify potential pitfalls on the way diversity is promoted in the classroom, which can be addressed by applying remedies suggested within this chapter.

9. Experiential Learning as Catalyst for Global and Integrative Learning, through Sustainable Development Goal (SDG) Anchored Assignments

· Author: Sergio A. Castrillon-Orrego

· Institutional Affiliation: Universidad EAFIT

· Country: Colombia

· Summary: Portraying the challenges of sustainable development as strategic business opportunities, this chapter offers a comprehensive set of didactic exercises, which purposefully develop global mindsets and holistic learning. Leveraging the power of experiential learning and universal concerns, assignments centered on Sustainable Development Goals (SDGs) are easily transferable learning assignments, which integrate experiences, concepts, and scenarios for eventual experimentation.

10. Creating an IB Course with Active Learning Strategies as "Building Blocks"

· Authors: Longzhu Dong; Angie Stombaugh & Cindy A. Albert

· Institutional Affiliation: University of Wisconsin

· Country: United States

· Summary: This chapter introduces an innovative teaching approach that scaffolds eleven inter-connected active learning strategies throughout the course to help students practice the required tasks and skills needed to formulate a foreign-market-entry plan for a real-life local business. This approach could work for all levels, abilities, and class sizes, and ideally face-to-face because timely feedback is needed for all learning strategies.

11. Out of the Classroom and Into the Deep End: Real World Learning at ICCM

· Authors: Richard Griffith; Katherine Rau & Tessly A. Dieguez

· Institutional Affiliation: Institute for Cross Cultural Management

· Countries: United States

· Summary: The Institute of Cross Cultural Management (ICCM) is a full-service consulting firm staffed by master's and doctoral level graduate students who design, develop, and implement all deliverables to clients. This chapter discusses how students learn by doing within a carefully designed setting that promotes experiential learning and individual development. Best practices for similar organizations are shared and discussed.

12. Exploring the Effectiveness of Education Learning Space Principles' Application in the field of Tourism and Hospitality Education

· Authors: Lam Ching Chi (Cindia), Lei Weng Si (Clara), Fernando Lourenco & Natalie Sappleton

· Institutional Affiliations: Institute for Tourism Studies, Macau; Manchester Metropolitan University

· Countries: Macau & United Kingdom

· Summary: Application of the Education Learning Space (ELS) principles within two courses with different natures was carried out to examine the principles' effectiveness on student learning and student learning attitude. This chapter provides insights on the application of ELS principles on bachelor degree programs in a tertiary education institution. Educators who have been adopting experiential learning method and seek to further explore and perfect pedagogical methods are the targeted audience of this chapter.

13. Teaching and Applying the GLOBE Cultural Dimensions in International Business

· Authors: Todd Friends & Dawn Keig

· Institutional Affiliations: Whitworth University

· Country: United States

· Summary: This chapter shares the background of a scaffold approach in teaching the GLOBE cultural dimensions. The student learns how to develop a GLOBE cultural lens that can be applied to the cross-cultural factors involved with doing international business. The nine GLOBE cultural dimensions become a soft-set of business tools that consciously increase the effectiveness of cross-cultural management.

CAPSTONE PROJECTS

14. Kratos Universidad EAFIT: A New Platform to Live Learning Experiences

· Authors: Sara Aguilar-Barrientos; Alejandro Arias Salazar; Juan Esteban Escalante; Jaime Leonardo Barbosa Pérez; Manuel Esteban Acevedo-Jaramillo & Juan Pablo Román Calderón

· Institutional Affiliations: Universidad EAFIT & ICETEX

· Country: Colombia

· Summary: Kratos is an educational program that pursues new schemes of generation, transmission, and adoption of knowledge. Kratos is an initiative conceived under the guidelines of experiential learning, and materialized through high impact projects that seek to respond to complex challenges. This chapter provides an analysis of Kratos in terms of effectiveness of learning and development of competencies through its different projects, as well as its potential for replication and transferability.

15. Experiential Learning in Management Education: The Lagos Business School Experience

· Authors: Chris Ogbechie & Hammed Akanji

· Institutional Affiliations: Lagos Business School, Pan-Atlantic University

· Country: Nigeria

· Summary: Arguably, one of the most natural and potent ways to learn is through experience, or learning by doing- an approach that has been vehemently ingrained in the teaching and learning programs at Lagos Business School (LBS). LBS is a reputable business school situated in Lagos, Nigeria. The school has incorporated experiential learning procedures into its management education programs through real-life projects such as; Capstones, Study tours, and project simulations. The prospective chapter will explore the process of integration and transfer, the progress made, challenges encountered, and how they have been managed so far.

16. Global Financial Strategy of MNE with a Selected Overseas Subsidiary Expansion

· Authors: Sylwia E Starnawska

· Institutional Affiliation: SUNY - Empire State College

· Country: United States

· Summary: The chapter presents the applied capstone project students individually perform as experiential learning activity in the final capstone course of Master of Finance degree on-line program and in the Global Finance and Investment graduate certificate. Students are exposed to various characteristic of different international markets while exploring country risk profiles, existing financial instruments, and possible entry strategies. The project supports development of transferable skills for managing a corporate financial function across cultures in the global financial market.

17. Project-based Approach in Teaching International Entrepreneurship

· Authors: Anatoly Zhuplev & Csilla Samay

· Institutional Affiliation: Loyola Marymount University

· Country: United States

· Summary: Emerging global trends actualize critical thinking, applied business skill development, and problem solving in teaching international business/entrepreneurship (IBE) in higher education. The chapter provides a conceptual overview of experiential learning, specifically focusing on project-based approach (PBA) in IBE. Comparative advantages, disadvantages, transferability, and limitations of PBA and instructional applications are explored in the IBE context.

CONSULTING / CORPORATE CHALLENGES

18. Experiential Learning Through Student-Led Assessments: The Noodle Bar Strategy

· Author: Sandra Bordia

· Institutional Affiliation: Australian National University

· Country: Australia

· Summary: this chapter outlines the rationale, techniques, and benefits of using student-led assessment strategies. Students choose their own assessment contexts by identifying a case and finding a set of problems within the case. Students then conduct a literature review of a theory that applies to the case, followed by a report to the organization with recommendations for better practices.

19. Teaching International Venturing Through Virtual International Consulting

· Authors: Mark J. Ballam & Martina Musteen

· Institutional Affiliations: San Diego State University

· Country: United States

· Summary: This chapter showcases an experiential learning program aimed at exposing students to the experiences of international entrepreneurs. It details a semester-long project in which graduate business students develop a strategy for young, resource-constrained firms and startups seeking to grow their business internationally using a virtual platform. Drawing on the analysis of qualitative data collected over the span of eight years, we report on the effectiveness of the program as a pedagogical tool in IB education and provide suggestions for future similar experiential learning programs that aim to teach students how to identify, pursue and realize business opportunities in a global context.

20. Strengthening Peruvian Small Business

· Author: María de las Mercedes Anderson

· Institutional Affiliation: Universidad de Lima

· Country: Peru

· Summary: Knowledge transfer mechanisms as well as competency development play important roles in Academia. This teaching-learning project is based on three key elements: final years undergraduate students, businesses oriented to international development, and professors that specialize in export and internationalization education of Peruvian SMEs. Results: Education for professional individuals, and support for businesses seeking entry into international markets.

21. First-hand Consulting Experience: Developing Internationalization Strategies for Small Businesses

· Authors: Gabriela Bonilla Chumbi, Courtney N Bowles & Wolfgang Messner

· Institutional Affiliations: Darla Moore School of Business

· Country: United States

· Summary: This advanced strategy course engages students in an authentic internationalization strategy project for small businesses. Students are placed into the role of management consultants; they engage the client, conduct a market analysis, and develop go-forward recommendations. The approach is transferrable to other areas taught in business schools.

22. On-Site Applied Learning and the use of Mixed Methods as a Transformative, Life-Long Learning Model in International Business

· Author: Arkadiusz Mironko

· Institutional Affiliations: Indiana University East

· Country: United States

· Summary: This chapter discusses a transformational learning model for application within International Business courses that is grounded in an on-site learning experience where student teams work on a live corporate challenge. The model offers a two-fold approach. First, for learners to develop skills by: applying the model to learn new skills to address a set problem; ability to seek and receive feedback; reflect on the feedback and learning; and offer a new proposal. Second, for faculty to adopt the learning model to design assignments to deliberately assess applied elements of learning, such as adaptive and critical thinking skills.

23. Internationalization Strategies for SMEs: an Experiential Learning Approach

· Authors: Carolina Herrera-Cano, Isis Miosotis Álvarez Flórez & Lina Giraldo Agudelo

· Institutional Affiliations: Universidad Autónoma Latinoamericana (UNAULA)

· Country: Colombia

· Summary: This chapter focuses on The Integrated Project, a pedagogical strategy developed at UNAULA-Business School in Medellin, Colombia as an opportunity for students improve research and practical knowledge, while becoming an international business first-approach consultancy for Medellin's small and medium enterprises (SMEs). The Integrated Project could be used as an opportunity for social projection of educational institutions in emerging markets through international business learning.

INTERNATIONAL COMPETITIONS

24. Ideas for Action (I4A): An Experiential Learning Competition on Financing for Development and Accelerating the Implementation of the Agenda 2030

· Authors: Mahmoud Mohieldin, Djordjija Petkoski & Maria Alejandra Gonzalez-Perez

· Institutional Affiliations: World Bank Group, Wharton School, & Universidad EAFIT

· Countries: United States & Colombia

· Summary: This chapter describes Ideas for Action (I4A), an experiential learning competition that targets students as they will the ones affected and responsible for the implementation of the global development agenda by 2030 including the Sustainable Development Goals (SDGs) and the Paris Agreement on climate change.

PARTNERSHIPS/JOINT PROJECTS WITH BUSINESSES AND COMMUNITY

25. Experiential Learning in International Management Consulting: Connecting International Students and Leading Management Consulting Firms

· Authors: Corrado Cerruti & Ernesto Tavoletti

· Institutional Affiliations: University of Roma Tor Vergata & University of Macerata

· Country: Italy

· Summary: This chapter discusses an experiential learning based university program in management consultancy that is the result of an innovative cooperation with leading global management consulting firms. As management consultancy plays a central role in the spreading and application of management ideas in international businesses, this experience is relevant for other leading business schools who want to develop similar educational programs.

26. Bringing Experiential Learning into the Classroom: "Fireside Talks"

· Authors: Hinrich Voss & Giles Blackburne

· Institutional Affiliations: Centre for International Business, University of Leeds

· Country: United Kingdom

· Summary: 'Fireside Talks' are student-business co-curriculum interactions that offer students the opportunity to relate theoretical knowledge to real-life business issues being experienced by organizations, and to make recommendations to them within a warm and intimate environment. Such interactions strengthen students' understanding of course content, whilst increasing their commercial awareness, confidence, and employability. The format is flexible across subject areas and organization types.

27. Teaching Embedded Entrepreneurship through Experiential Learning in International Business

· Authors: Hans Hendrischke & Wei Li

· Institutional Affiliations: The University of Sydney Business School

· Country: Australia

· Summary: This chapter introduces two interlinked courses on entrepreneurship which are taught in China to a pre-experience Master of Management and a post-experience MBA cohort. Students analyze and evaluate the institutional embeddedness of entrepreneurs, and interact with local institutions and enterprises to create their own strategies. The underlying academic literatures are on institutional entrepreneurship, embedded agency, and the strategic tripod.

ARTS, CULTURE AND EXPERIENTIAL LEARNING IN INTERNATIONAL BUSINESS

28. Global Leadership Education: Integrating Dance as an Experiential Teaching Tool

· Author: Secil Bayraktar

· Institutional Affiliations: Toulouse Business School

· Country: France

· Summary: This chapter shares insights and challenges regarding a fun and interactive experiential tool, dance and movement, in cross-cultural management education with a focus on global leadership. It introduces an exercise, where leaders and followers, through their connection, and the elements surrounding them in today's highly turbulent environment are analyzed through movement and lessons from the kinesthetic experience on the dancefloor.

SIMULATIONS, MEDIA AND INFORMATION TECHNOLOGY IN EXPERIENTIAL LEARNING

29. Is it Just a Game? Overcoming Knowledge Stickiness in International Business Simulation Games

· Authors: Amonrat Thoumrungroje, Olimpia C. Racela Asda Chintakananda

· Institutional Affiliations: Mahidol University, Assumption University &National Development of Administrative Institute (NIDA)

· Country: Thailand

· Summary: A business simulation game (BSG) can make learning fun, but what makes it effective in fostering knowledge transfer to the actual work setting? A thematic analysis of qualitative responses from a diverse sample of former participants of an international strategy BSG uncovered meaningful pedagogical practices that enable knowledge transfer of four critical higher-order cognitive skills to the workplace.

30. A teamwork Perspective on Teaching via Global Strategic and Financial Simulations

· Authors: Joan Lofgren, Andres Ramirez & Elyssebeth Leigh

· Institutional Affiliations: Aalto University; Bryant University University of Technology, Sydney

· Countries: Finland, United States & Australia

· Summary: This chapter explores the impact of teamwork through the performance of undergraduate students in an online international business simulation. The authors draw on quantitative and qualitative data gathered during several iterations of the course, focusing on factors such as team formation and team dynamics. Insights into experiential learning will be useful to other faculty considering the use of simulations.

31. Help - What Do I Do Now? Practical Approaches to Introducing a Computer-Based Simulation into IB Curriculum.

· Author: Elizabeth Alexander

· Institutional Affiliation: Newcastle University Business School

· Country: United Kingdom

· Summary: This chapter discusses pedagogic approaches to planning and implementing a computer-based simulation in postgraduate and undergraduate international business curricula.

32. Born Online: Enriching Entrepreneurship Courses by Integrating Industry-Standard Technology Tools & Software

· Author: June Y. Lee

· Institutional Affiliation: University of San Francisco

· Country: United States

· Summary: This chapter demonstrates how an entrepreneurship course can be enriched by incorporating industry-standard tools and software. In a yearlong case study, we ran multiple sections of an entrepreneurship course in which students learned and applied industry-standard tools and software. During and after the course, we collected feedback and analyzed their learning experiences, summarizing the lessons learned, best practices, and challenges.

33. Not Just Game Play: Enhancing the International Student Experience through the use of Computer-Based Simulations

· Authors: Elizabeth Alexander & Susan Barnard

· Institutional Affiliations: Newcastle University Business School

· Country: United Kingdom

· Summary: This study examines the use of simulations as a tool to support learning and enhance engagement of international direct entrant students. We examine whether and how conflict evident in team-working affects both learning and engagement, and probe more fully the pedagogic potential of computer-based simulations, assisting institutions in achieving student satisfaction, in addition to other student learning and value outcomes.

34. Embedding Pragmatism in the International Business Curriculum: Using an Online Teaching Tool

· Authors: Suresh George, Christos Zoumpos & Basil Janavaras

· Institutional Affiliations: Coventry University & Minnesota State University

· Country: United Kingdom & United States

· Summary: This chapter introduces Pragmatism as a philosophical base for a new experiential learning paradigm driven by evidence-based practice, ethics, and realistic Teaching. Using a unique pragmatic software tool, GMMSO4, the chapter offers recommendations for the ease and transferability of this approach providing business schools with the ability to create legitimate and relevant IB curriculum.

35. The Trade Barrier Game: An Experiential Approach to Understanding Political Behavior in Trade Negotiations

· Authors: Carol Reade & Mark McKenna

· Institutional Affiliation: San José State University & Hult International Business School

· Country: United States

· Summary: This chapter offers an experiential learning simulation for the international business (IB) classroom on the behavioral dynamics surrounding trade negotiations, the politics of trade, and national decisions to raise and lower trade barriers. Students gain an experiential understanding of the role of trust and cooperation in negotiations that is transferable to other decision-making contexts.

36. Experimental Learning Through the Use of Interaction and Multimedia in International Business Teaching

· Authors: Xiaohua Yang & Ziyu Meng

· Institutional Affiliation: University of San Francisco

· Country: United States

· Summary: This study explores the effectiveness of experimental learning through the multi-phase use of multimedia in an international business class. After the first phase, the researchers advanced materials in the second phase to help students solidify learning schemas. This research contributes to understanding experimental learning method facilitating students to connect conceptual understanding with cultural intelligence through multimedia and interactive learning.

37. The Practical Application of Financial Management for International Business Teaching Through Simulation, Experiential and Role Play Activities.

· Authors: William Alexander Malpica Zapata & Andrés Mauricio Castro Figueroa

· Institutional Affiliation: University Piloto of Colombia

· Country: Colombia

· Summary: This chapter details strategies that seek to strengthen the teaching of financial management as applied to international business from a practical perspective. The chapter details several examples of the effective transfer of knowledge through activities such as: simulations, forecasting, and role play. Due to the great importance that the financial component has at the time of making decisions especially in international business, it is important to disseminate strategies that allow taking the teaching of theory into practice.

38. The Application of Avatar-Based Sales and Service Training in International Business Curriculums: A Practical Guide For Instructors

· Author: John R. Lax

· Institutional Affiliation: Saint Leo University

· Country: United States

· Summary: The use of avatar technology allows faculty to replicate human interaction in a number of International Business (IB) courses. In this chapter, we provide instructors the pedagogy for the application of avatars in global sales and service settings. This allows the instructor to better prepare students for internships and entry-level positions. Once mastered, the technology is transferable to other business disciplines.

ONLINE COLLABORATIVE PLATFORMS AND GLOBAL VIRTUAL TEAMS

39. Learning Experientially for Corporate Contribution to Global Sustainable Development: International Applications of the WikiRate Project

· Authors: Stephanie Perkiss, Bonnie Dean, Belinda Gibbons, Theresa Heithaus, Maria Alejandra Gonzalez-Perez, Maria Pilar Acosta Collazos, Alec Wersun, Stephanos Anastasiadis, Roman Mesicek, Hannah Jun & Leopold Bayerlein

· Institutional Affiliations: University of Wollongong, WikiRate Organization, Universidad EAFIT, ICESI, Glasgow Caledonian University, Royal Holloway, University of London, University of Applied Science, EWHA Woman's University, University of Cambridge, University of New England

· Countries: Australia, United Kingdom, Colombia, Austria & South Korea

· Summary: This chapter addresses opportunities to apply experiential learning in higher education for students to gain a deeper understanding of sustainability and corporate social responsibility, all while ensuring they are equipped to be the next generation of responsible business leaders. WikiRate, a crowd sourced public platform and research tool for company sustainability information, is introduced as a student engagement project and an example of experiential learning. It engages students to learn about the sustainable development goals, and how companies respond to challenges of sustainable development through a unique and hands on learning experience using technology and real-life data. It analyses the various ways the WikiRate project is used and provide practical advice and recommendations for future use in higher education curriculum.

40. From Experimental to Experiential Learning: An International Business Strategy Course as a Platform for Learning by Doing

· Authors: Majid Aleem & Danijela Majdenic

· Institutional Affiliations: University of Turku & Hanken School of Economics

· Country: Finland

· Summary: This chapter discusses how an International Business (IB) course in strategy-as-practice has evolved from an experiment into a continuously evolving platform in experiential learning. The course, a collaboration between four (4) universities, is built around stable, yet flexible routines regarding interaction and course design -relying heavily on virtual communication.

41. Collaborative Online International Learning (COIL): An Innovative Strategy for Experiential Learning and Internationalization at Home

· Authors: Karla María Nava Aguirre; Jose Satsumi López Morales & Brenda García Portillo

· Institutional Affiliation: Univesidad de Monterrey

· Country: Mexico

· Summary: Collaborative Online International Learning (COIL) activities have become an important element to internationalize the curriculum of the Business School at Universidad de Monterrey (UDEM) in Mexico. It is through intentionally designed international activities under David Kolb's experiential learning theory that UDEM is fostering the development of intercultural competences among students. The project includes four (4) courses in international business that have been modified in order to integrate COIL activities.

42. Virtual Business Projects in the Classroom: Enhancing Intercultural and Management Skills of Students

· Authors: Andrea Honal; Emil Velinov; Juergen Bleicher; Nathan Keeves & Paul Forrester

· Institutional Affiliations: Baden-Wuerttemberg Cooperative State University; Keele University; Skoda Auto University & Reykjavik University

· Countries: Germany; United Kingdom; Czech Republic; Iceland

· Summary: The essential goal of the Blended Learning International Cooperation (BLIC) approach is to experience a realistic international business setting in the classroom. Students are prepared to identify factors driving the success of cross-border business. Based on theoretical knowledge and case studies, students cope with international business issues.The BLIC project focuses on intercultural and business experiences by integrating technological tools and pedagogical approaches in realistic project settings.

43. Leading a Global Collaborative Student Project: a Russian Case of Voluntary vs Obligatory Participation

· Authors: Anna Svirina, Liliya Ilikova & Alexey Nabatov

· Institutional Affiliation: Kazan National Research Technical University

· Country: Russia

· Summary: The chapter presents a comparative study on students' involvement in X-Culture on voluntary and compulsory basis. The results are related to the core values of generation Z, which provides insights on key tools of increasing involvement, and sheds light on mainstream behaviors of the generation on international collaborative business projects.

44. The X-Culture Global Symposium: Learning International Business Through the Business Week Format

· Authors: Leilani Baumanis, Vas Taras, Karen Lynden & Tim Muth

· Institutional Affiliations: Florida Tech, Johnson and Wales University at Miami, and University of North Carolina Greensboro

· Countries: United States

· Summary: The X-Culture Global Symposium is an annual week-long program that offers students an opportunity to learn international business, consulting, and cross-cultural teamworking through experience. The event is held in a different country each year, allowing students a chance to not only work in teams with people from many different countries, but also experience a local culture of the host country. The event program includes professional development workshops, business case competitions, meetings with local entrepreneurs, field trips visits, behind-the-scenes company tours, sightseeing, and ample networking opportunities. This week-long program strongly connects to X-Culture's mission of bringing cultures together. This chapter details the history, design, challenges, and best practices of organizing such international business consulting abroad programs.

45. The X-Culture Global Symposium: Learning International Business Through the Business Week Format The X-Culture Coaching Program: Learning the Management of Global Virtual Team Management Through Practice

· Authors: Vas Taras, Kim Nesper & Tim van der Meijde

· Institutional Affiliations: University of North Carolina Greensboro

· Countries: USA, Spain

· Summary: The X-Culture Coaching Program is designed to provide the students who have successfully completed the X-Culture Project as members of global virtual team to continue learning International Business through experience, now as coaches. The trainees receive a four-week training in how to manage global virtual teams, resolve cross-cultural conflicts, and provide effective feedback, followed by practical training where they serve as coaches to hundreds of global virtual teams. The chapter provides a detailed review of the program design, the challenge related to recruitment and training of the program participants, and suggestions of best practices for administering programs of this kinds.

46. X-Culture Kids: Kids Learning International Business Through Experience

· Author: Vas Taras

· Institutional Affiliation: University of North Carolina, Greensboro

· Countries: United States

· Summary: X-Culture Kids is an experimental experiential learning program for kids ages 9-17 that provides the trainees with first-hand experience of working with peer from other cultures, as well as to learn the basics of international business. Following the success of the program for university students, a simplified version for pre-college youths has been developed. The chapter provides the history of the project, describes the program design, and reviews the challenges and tips for educators who seek to offer experiential learning courses in international business and cross-cultural collaboration for children and teenagers.

STUDY TOURS AND STUDY ABROAD EXPERIENCES

47. An Immersion Into Global Assignment Destinations: The Global Mobility Handbook Project

· Authors: Miriam Moeller; Corene Crossin & Rui Torres de Oliveira

· Institutional Affiliation: The University of Queensland; Queensland University of Technology

· Country: Australia

· Summary: The Global Mobility Handbook Project presents an experiential learning approach to undergraduate international business students through the process of: (a.) self-selecting international human resource management (IHRM) challenges across identifying and selecting, training and development, compensation, and performance management while likewise; (b.) asking students to develop insights into these challenges specific to emerging market (EM) contexts.

48. Cross-Cultural Competency Development in a Short-Term Study Abroad Program.

· Author: Daria Panina

· Institutional Affiliation: Texas A&M University

· Country: United States

· Summary: International field trips help students develop cross-cultural competencies if they are carefully crafted to achieve this goal. This chapter focuses on the challenges of designing and directing a study abroad field trip, combined with a group project based on a visit and interviews at a foreign company. Recommendations and best practices of designing similar student learning experiences are discussed.

49. Designing and Delivering the Global Experience: A Case Study of a Faculty-Led MBA Study Abroad Program

· Author: Mary Conran

· Institutional Affiliation: Fox School of Business

· Country: United States

· Summary: This case analysis explores the process of structuring and delivering an MBA level student global immersion experience in India and includes insights and educational outcomes by offering an overview of India's contemporary economy and then focusing on start-up and technology-enabled businesses. This experience allowed students to build capacity for comparative managerial perspective -a critical competence for contemporary managers.

50. Short-Term International Travel Experiences to Develop Cultural Competencies

· Authors: Margaret Nolan & Raghu Kurthakoti

· Institutional Affiliation: Arcadia University

· Country: United States

· Summary: This chapter provides a framework for using short-term international travel experiences to develop cultural competencies among undergraduate students. Two (2) unique pedagogical approaches that embed short-term (7-10 day) international travel experiences into interdisciplinary courses will be discussed. Evaluation of students' shared experiences and outcomes demonstrate the transferability and replicability of these approaches, regardless of travel location or students' academic majors.

51. Short Term Study Abroad Program: Changing Lives of Participants and Beyond

· Author: Gordana Pesakovic

· Institutional Affiliation: Argosy University

· Country: United States

· Summary: This paper provides a road map how to organize short term programs, based on twenty different projects realized in Asia, Europe, South America and Caribbean. The long-lasting impact of the short term program is demonstrated on three organizations created by participants few years after graduation. The mission of these organizations is organizing study abroad programs to school children, business professionals and artists.

52. Combining Formal and Informal Learning to Engage Students in International Business

· Authors: Rubina Malik & Virginie Pioche Kharé

· Institutional Affiliations: Morehouse College & Eckerd College

· Country: United States

· Summary: This chapter offers "how-to" strategies and faculty integration ideas on effective and innovative combination of formal and informal learning in International Business. Topics include: study abroad programs; hands-on classroom experiences; use of online cultural tools; and working with English as a Second Language services. Pedagogies that combine both formal and informal learning and student engagement will be discussed.

EXECUTIVE EDUCATION

53. Introducing Experiential Learning in the Transversal Executive Education International Business (IB) classroom: Exploring Opportunities and Challenges

· Author: Swati Nagar & Fiona Hurd

· Institutional Affiliation: Auckland University of Technology (AUT)

· Country: New Zealand

· Summary: The aim of this chapter is to explore the complex landscape in the executive education (MBA and professional Masters) context, with a focus on IB teaching. This is because IB teaching is not only transversal in nature due to the intersection of global processes, a variety of frameworks, but also in terms of curriculum. Additionally, we focus on specifically the way in which past education and work experience impact the success of experiential learning.

54. Assessing the Global Readiness of Organizations: An Experiential Approach

· Author: Eileen Daspro

· Institutional Affiliation: University of San Diego School of Business

· Country: United States

Summary: Despite the importance of assessing global readiness prior to internationalization, it is usually not addressed thoroughly in most business textbooks. This chapter sets forth an experiential approach for assessing the global readiness of organizations utilizing global diagnostic tools. This could be replicated with small and medium sizes firms around the world through an academic project or course experience, as detailed in this chapter.