Does a Student’s Personality Influence Global Attentiveness and Internationalism in an International Business Course?

Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student’s personality may affect learning outcomes. The results suggest that after completing an IB course, students become more interested in keeping up with important international issues (i.e., global attentiveness) and also benefit from a stronger global outlook (i.e., internationalism). The Big Five personality trait, openness to experience, partially affected these learning outcomes. Students in our study with a high degree of openness to experience were the most global attentive before and after taking the IB course. However, openness to experience levels did not significantly influence levels of internationalism. Implications of this study and suggestions for future research are also discussed.     

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.     

The dynamics of experiential learning: Microprocesses and adaptation in a professional service INV

In international new ventures (INVs), experiential learning happens in quick succession and across a wide number of diverse contexts. Yet, we lack an empirical understanding of the microprocesses through which INVs learn and adapt in their foreign expansion. Understanding those microprocesses is important because timely adaptation can save the venture time and resources, thus promoting sustainable growth. In this study, we investigate the dynamics of experiential learning and adaptation in the internationalisation process of an INV in the professional service sector. Findings from our study illustrate that the firm applies deliberate experiential learning by developing, revising, and finalising criteria for important dimensions in the international growth process, and adapts its internationalisation practices accordingly. We further show that deliberate experiential learning is predicated on an actively and closely monitored learning process, involving critical evaluation, adjustment of criteria, and acceptance of affordable mistakes, as opposed to learning by default.     

Rules of engagement: the joint influence of trainer expressiveness and trainee experiential learning style on engagement and training transfer

We investigated the joint effect of trainer expressiveness and trainee experiential learning style on training transfer intentions. Extending prior research where trainer expressiveness has been established as a positive predictor of transfer, we show that trainer expressiveness is more impactful for trainees with high (vs. low) experiential learning styles. Based on our findings, trainees' experiential styles – also related to one's intuition – emerge as important enhancers of transfer intentions, and should be considered in future research and when assigning trainees to learning. In addition, we found that the effect of trainer expressiveness on transfer intentions is mediated by trainee engagement.     

Designing Curriculum for Real-World International Business Needs

Economies continue to become more integrated through international trade and foreign investment, as well as by more, and more, complex global supply changes. With the expansion in the level and scope of international business (IB), it becomes all the more important that university graduates seeking careers in IB be able to “successfully hit the ground running” as they enter the labor force. The Schulich School of Business introduced a Certificate in Managing International Trade and Investment for undergraduates in 2012. Its aim was to intensify their learning by deepening their knowledge of IB and providing them with integrative courses, real-world learning, and cultural intelligence, enabling them to be effective in organizations as soon as they graduate. To ensure that the curriculum was in line with real-world needs, executives and other experts were interviewed to identify the skills they wanted to see in people they were hiring for their IB activities. The factors identified from this qualitative research informed the development of the Certificate. The global mind-set fostered will give students a competitive edge both in the recruitment process and on the job.     

Small firm internationalization through experiential learning: The moderating role of socialization tactics

The importance of experiential knowledge for small firm internationalization has been emphasized in the process model of internationalization, the international new venture or born-global frameworks and the management characteristics perspective in the exporting literature. However, none examines in detail under what conditions experiential learning is more important for internationalization. We borrow insights from the socialization tactics literature to theorize how the context, content and social aspects of a foreign sojourn offer different opportunities for the acquisition of experiential knowledge to support the internationalization of small firms. We suggest that socialization tactics moderate the relationship between individual international experiential knowledge and small firm internationalization. We propose that the opportunities for international experiential learning are superior when the socialization context is individual and formal (rather than collective and non-formal), the socialization content is sequential and fixed (rather than random and variable) and when socialization involves serial and investiture (rather than disjunctive and divestiture) social aspects.     

Beyond learning by experience: The use of alternative learning processes by incrementally and rapidly internationalizing SMEs

How firms learn about foreign markets and internationalization processes is an important theme in the literature on SME internationalization, evidenced by the Uppsala model’s emphasis on experiential learning as an explanation for incremental internationalization, and attempts to explain how early and rapid internationalization can be facilitated by alternative modes of learning, especially congenital learning. Yet, the learning processes used, and the content and source of learning, have not been compared systematically, especially with respect to how these evolve as firms become increasingly internationalized. This paper reports the findings of a retrospective longitudinal analysis of the learning processes, sources and foci of four New Zealand-based SMEs that internationalized incrementally, and four that internationalized rapidly. The findings demonstrate that while experiential learning is important, both incrementally and rapidly internationalizing firms use other learning modes at different stages of their internationalization, and that there are differences in the content and source of learning. Thus, the relationship between internationalization and learning processes may be more complex than the literature currently suggests, inviting further exploration of the multiple ways that SMEs learn, and the contingent factors that might influence this.     

Debriefing Experiential Learning Exercises in Ethics Education

The major conclusion of this paper is that to obtain optimum pay-off from using experiential learning exercises in teaching business ethics, faculty must pay close attention to debriefing. The paper presents an approach based on a conceptual model for systematic and analytical debriefing of experiential learning exercises in ethics education. The paper also suggests that faculty must provide structure and ambiguity so that students can personalize the learning – experiencing meaningfulness (i.e., usefulness) in its application – so that learning is r0elevant to the individual.     

The Problem of Constructive Misalignment in International Business Education: A Three-Stage Integrated Approach to Enhancing Teaching and Learning

Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes to the IB education literature by integrating the three existing methods in a co-complementary and co-supporting manner, and carefully implementing them across three subsequent stages spanning across the length of the IB course. Empirical evidence on student satisfaction and assessment performance shows its usefulness in reducing the negative effects of constructive misalignment among the sampled students. The approach provides practitioners with refreshed insights into how the three independent methods can be integrated to create greater value for learners.     

Higher Education Students' Attitudes Towards Experiential Learning in International Business

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large ‘International Business’ unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students.     

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique “hands‐on” global consulting program that is integrated into an international EMBA program for mid‐career and senior American and European managers. It details the challenges for the integration of experiential action learning, double‐loop learning, service learning, and tacit learning into global management education and discusses the value of such integration for the EMBA‐participant's learning experience. The lessons learned from the implementation of the use of integrated global consulting based on an experiential action learning model on EMBA education are discussed. The andragogical model of education used should be a useful guide for designing and implementing experiential action learning based MBA/EMBA programs.     

Human resource development to facilitate experiential learning: the case of Yahoo Japan

Although work experiences are recognized as important mechanisms for developing leaders in organizations, existing research has focused primarily on work assignments rather than on human resource development (HRD) systems that promote experiential learning of managers. The primary goal of this study was to develop an HRD model for facilitating experiential learning by examining the case of Yahoo Japan, which has transformed its HRD system based on experiential learning theory. The results indicate that Yahoo Japan has promoted experiential learning at the individual level by introducing new HRD systems consisting of four elements: reflection support (one‐on‐one meeting and coaching training), assignment support (HRD meeting and job rotation), assessment support (360‐degree appraisal and one‐on‐one meeting assessment) and visionary support (a vision and values). Although these elements are closely associated with each other, reflection support plays a key role in the HRD system. The proposed model is discussed from theoretical and practical viewpoints.     

A Challenge-Feedback Learning Approach to Teaching International Business

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps (Challenge–Act–Feedback–Reflect). Upon completion of one cycle, a new, more complex challenge is introduced in which students have the chance to go beyond their current skills level. The article also presents an example for an implementation of the CFL approach in an international business (IB) curriculum. The CFL approach is particularly useful for acquiring the problem-solving, adaptation, communication, metacognition, and intercultural teamwork skills needed in IB practice.     

Interactive visualization for research contextualization in international business

We respond to calls for advances in the contextualization of international business (IB) research by introducing interactive visualization as a methodology for generating contextual insights during the exploratory phases of IB research projects. We suggest that applying interactive visualization early on improves contextualization by means of simultaneous dynamic representations of various phenomena and their respective properties and relationships, even for phenomena that have been widely researched before, like in the cases of international joint ventures and MNE foreign direct investment. The goal of this introduction is to make interactive visualization more accessible to IB scholars.     

Understanding how service learning pedagogy impacts student learning objectives

Service learning (SL) is gaining popularity in business schools as a way to supplement traditional pedagogies. Research indicates that SL improves particular learning outcomes, but little is known about how this happens. Using Kolb's theory of experiential learning, the authors develop and test a conceptual model that explains how SL activates the four cycles of experiential learning and affects the learning outcomes of academic knowledge, career development, personal growth, and civic responsibility.     

Developing International Business Managers Through International Study Visits to China

Globalization is a key factor in the success of business organizations today, impacting many aspects of management performance. Understanding the global business environment has therefore become a key objective in the teaching of international business on Executive MBA programs. Drawing on the theory of experiential learning, this study examines the relationship between program structure and learning activities of an international study visit (ISV) to China and the learning experience for Executive MBA students. The findings indicate that learning experience may be most effective where the structure of an ISV incorporates certain activities that promote experiential and deep-level learning. Educational implications are discussed.     

Conceptualization of enterprise systems education using an experiential learning framework

The use of enterprise systems to facilitate cross-functional integration within an organization's functional areas is becoming increasingly important. Business schools around the globe have realized the importance of using enterprise systems to facilitate the teaching of business processes and business processes transformation. The authors adopt an experiential learning pedagogical framework for enterprise systems education to conceptualize the results of the experience obtained by using experiential learning in one enterprise systems course.     

Structuring assignments to improve understanding and presentation skills: Experiential learning in the capstone strategic management team presentation

In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively when participating in analysis, synthesis, and evaluation. The authors highlight instructional changes with students, gathering primary data independently and later comparing findings in a team-based scaffolding process. Statistical analysis of students' self-reported understanding scores both before and following the experiential intervention support the benefits. Qualitative comments by the students, embedded librarian, faculty, and business practitioners also indicate improved learning resulted from course modifications.     

SME marketing management competencies

The nature and scope of marketing and managerial competencies in the context of growth SMEs (small and medium sized enterprises) are discussed. This is illustrated using a conceptual framework of how SME owner-managers develop experiential learning built upon existing knowledge, experience, communication and judgement and through experiential learning in their own SME work environment. The key issues are relevant to all SMEs in developed economies. The emphasis of the empirical study is on understanding and applying the conceptual framework, hence a qualitative methodology has been employed for gathering and interpreting findings from a study of 60 SME owner-managers.     

How the spatial dispersion and size of country networks shape the geographic distance that firms add during international expansion

This study looks at the geographic distance that multinational enterprises add beyond the confines of their existing country network when they expand internationally. It remains unclear why we observe great variation in the amounts of geographic distance that firms add to their country networks even when they operate in similar industries and face comparable challenges in overcoming physical distance. Drawing on experiential learning theories and the literature on subsidiary network management, I argue that it is important to consider their geographic expansion decisions in relation to the firm-level spatial dispersion of country networks and the size of that network. Using Tobit models to analyse panel data that capture the expansion patterns of 217 large retailers from 26 countries over a seven year period, this study reveals that such firms add higher levels of geographic distance when they have experience in dealing with large networks and greater degrees of dispersion, but limit the distance added when both of these network characteristics need to be combined. The important finding that spatial network dispersion has divergent effects on added geographic distance, dependent on whether it is considered in isolation or together with network size, sheds interesting new light on firms’ international expansion decisions, and informs IB scholars as well as economic geographers.