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.     

The pedagogical side of entrepreneurship theory

This is the second article in a set of two in this issue that deals with challenges in entrepreneurship education related to theory building and pedagogy. The first article argued that educators must increase the theoretical content in their courses if they hope to develop in students the cognitive skills to make better entrepreneurial decisions. This second article discusses a strategy for teaching entrepreneurship theory.The difficulty with teaching theory to entrepreneurship students is that they are likely to complain that “theory is boring! Lectures are boring! School is boring!” All three of these—theory, lecture, and school can also be irrelevant. We as teachers can also be boring and irrelevant! Students may not understand that learning theory can be highly interesting. Unfortunately, the process used to teach theory could be boring.We become boring as teachers when our classroom style becomes predictable because students are never surprised. We become irrelevant as teachers when we fail to apply theory as a tool to answer student questions. Good theory can always pass the test of applicability. If we fail to teach our students how to apply it in surprising ways, it is we who are at fault, not the theory.An effective strategy for teaching theory to students must be approved by them and monitored by teachers to be effective. If our purpose is to assist students to become skilled in theory-based competencies, the most effective method is to establish a student-approved system for class meetings that requires students to practice specific skills. Obtaining student approval is important because almost any system will work better if students feel good about it. In other words, students acquire competencies through their practice with theory-based activities.A theory-based activity approach is based on the assumption that to the extent that a teacher is the initiator of knowledge transfer, students tend to practice less and acquire fewer competencies. This occurs because it is the teacher who is the most engaged, not the students, which is the reverse of what is optimal.One way to evaluate our involvement in the classroom is to ask ourselves if our goal is to have students leaving class talking about how great we are as a teacher, rather than about how wonderful it would be to be an entrepreneur. If our students leave talking about being entrepreneurs instead of about us, we have probably figured out how to involve them in activities that help them to develop personal competencies.The teacher's primary role is to achieve student approval of the learning contract and to identify the theory-based competencies to be mastered. The question for educators faced with ensuring student mastery is not, “What an I going to teach today?” but “What am I going to have my students do today?” The teacher's task can be made easier by delegating part of the responsibility for the second question to students. Delegation of learning activities to students can introduce more variety and surprises into the classroom, each of which can aleviate boredom. It also provides teachers an opportunity to work more closely with students as they attempt to understand theory in anticipation of their classroom assignment to lead the learning activity.The remainder of this article discusses how to implement a theory-based activity approach, obstacles to its success and advantages of its use. The greatest advantage of its use is that students will be learning theory that can improve their odds of being successful as entrepreneurs. Of course their success depends upon us as scholars having gone before them and discovered the rules (theory) according to which events occur (c.f., Whitehead, 1917).     

Integrating Experiential Learning and Cases in International Business

In no other discipline is experiential learning more important than in the complex field of International Business (IB), which aims to prepare students to work and manage across political, economic, national, and sociocultural boundaries. This paper discusses various types of experiential learning activities and approaches to IB teaching, and expands on how the case method can be more effectively used to facilitate student learning and increase engagement. Leveraging class diversity and providing opportunities for “virtual exchanges” in the case-based approach can significantly enhance the development of intercultural competence. Resources for finding cases, developing one's own cases, and publishing them in peer-reviewed outlets are also provided.     

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.     

高职公共英语课程学习策略分析

在公共英语课堂教学中,部分学生在英语学习策略方面存在诸多不足之处,导致学习英语多年,但收效甚微。本文从学生学习实践过程中待改进方面及创新高职公共英语教学改革两大方面入手,就如何提高公共英语教学质量,使学生有效利用一年时间尽快掌握英语技能提出有效措施。     

Venturing into the unknown: Blogs as a means of advancing leadership skills

The author describes a theoretically eclectic exploratory assignment that helped students in a managerial communication class practice and advance a comprehensive range of leadership skills. Specifically, the author combined E. M. Eisenberg, L. H. Goodall, and A. Tretheway's (2014) model of leadership with pertinent concepts from the theory of learning and used blogs as the communication medium. The outcome was very positive. Students practiced and advanced a range of cognitive, ethical, and communication skills.     

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.     

The case of flow and learning revisited

Many business schools are criticized for being ineffective in helping students learn proper management skills and knowledge. Flow theory has been cited as being helpful in many learning environments in that flow experience can enhance student learning. The authors conducted a study of 315 students in an undergraduate operations management (OM) class to assess learning outcomes and flow experience. Results show that student learning performance and flow are related. Implications and suggestions for further research are provided.     

The Development of International Business as an Academic Discipline

Abstract

This article reviews the emergence of international business (IB) as an academic discipline through an examination of IB research, curriculum, and location within the organisational structures of universities and business schools. A selective review of the literature on IB education is used to identify different approaches to the formulation of the IB curriculum and its constituent parts and principal features: internationalisation of business functions; integration of constituent subject areas; multidisciplinary and strategic orientation. This is used to derive a number of pedagogic implications for both teachers and students of IB: sequencing and ordering of the curriculum; revealing the ontology and epistemology of IB; breadth versus depth in the curriculum; emphasising a study of or for IB; locating and structuring IB within a modular programme; class room practice for delivering the IB curriculum.     

Factors involved in the learning of consumer studies

This study explored links between students’ psychological traits and their expressed preferences for learning approaches, and performance, on a consumer studies degree course. Measures to assess field independence, convergence–divergence and Perry position (a developmental classification based on students’ attitudes to knowledge and learning), and students’ preferences with regard to directed, group, project and practical learning approaches, were administered to 60 final‐year and 56 first‐year students on a consumer studies degree course. Perry position and a preference for a project learning approach were found to correlate most highly with overall performance. Field independence and convergence–divergence did not correlate at statistically significant levels with any element of final degree performance. As students proceeded through the course, they developed an enhanced view of a project learning approach and a diminished view of a group learning approach. On the basis of these findings, a number of recommendations for the teaching and learning consumer studies are put forward.     

Exploring the Differences of Undergraduate Students' Perceptual Learning Styles in International Business Study

More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students' learning styles and their academic achievements in international business (IB) study. One hundred and seventy-two students from a Dutch university participated in the survey research. Western European students significantly outperformed Asian students in academic performances. Significant differences in learning styles were also found between Western Europeans and Asian students in English, second language, business subjects, and group project learning. Besides, in comparison with Asian students, Western European students preferred to learn from hearing words, taking notes of lectures, and getting involved in some classroom experiences such as role-playing. They may benefit more from lecture-based subjects than Asian students. Based on the findings, practical recommendations are offered for instructors in international higher education.     

Teaching International Business Across Multiple Modes of Delivery: How to Maintain Equivalence in Learning Outcomes

The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.     

Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a comparative advantage theory homework assignment, using an objective exam performance measure to adjust original homework grades, show that students increase their comprehension of the frequently misunderstood theory. This novel grading method can be applied in a variety of contexts to promote student collaboration in preparation of academic work while providing incentives to encourage individual accountability and engagement.     

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures needed to determine what the students had learned, and (d) the measurement process. Also, this article offers educators strategies for merging assurance of learning approaches into business courses that are integrative in nature, and an example on how to use cross-cultural dimensions exercises as a pedagogical tool for enhancing and measuring learning.     

On-line/Off-line: Joint Negotiation Teaching in Montreal and Vienna

E-business systems, the most recent generation of information systems, can be effectively used in teaching. One such system was developed and used in a collaborative project that involved teaching of negotiation theory and practice to students from Austria and Canada. The system provides customized course materials and a platform to conduct various e-negotiation activities. The design allows combining e-learning technologies designed to support students in their independent and individual learning with conventional face-to-face training. Our experience indicates that professional negotiation training accompanied by e-learning, and tools to support decision-making and negotiation can foster students' appreciation of the technology as well as demonstrate its limitations. The combination of technology-intensive and conventional resources contributed to students' awareness of social influences on negotiations, importance of communication, and focussed their attention on the problem and its solution. Deeper customization of the course content and delivery may further contribute to effective learning and acquiring of both communication and analytical skills.     

Reflections on the Evolving Terrorist Threat to Luxury Hotels: A Case Study on Marriott International

The advent of global terrorist networks represents a challenge to international business (IB) theory. Traditionally conceptualized as a type of political risk experienced by multinational enterprises (MNEs) operating in conflictive areas, terrorism has evolved in recent years. The global terrorist networks that dominate the international scene today have different motivations, strategies, tactics, and organizational structures than their secular and ethnic‐separatist predecessors and these differences matter for IB theory and practice. Moreover, these groups have shown themselves adaptive, resilient, and capable of striking targets of strategic and symbolic importance in global business and financial centers. This paper examines the changing nature of the terrorist threat to MNEs and the implications for a sector that has been a target of recent attacks: the luxury hotel industry. Structured as a case study of Marriott International, a leading global hospitality provider, the paper analyzes ways the firm is adapting to the evolving threat and the measures it has introduced to safeguard guests, staff, property, and brand. Implications for IB theory and practice are drawn. © 2012 Wiley Periodicals, Inc.     

Business Ethics in the Curriculum: Integrating Ethics through Work Experience

In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at undergraduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplines-based approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice.This article is in part based on a paper that was originally presented at the 2003 Teaching Business Ethics Conference, Institute of Business Ethics and European Business Ethics Network-UK, London and we are grateful for the constructive comments that we received then.     

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.     

Education-Related Factors in Cultural Intelligence Development: A Colombian Study

This article reports the results of a study inquiring about the role of education-related factors in the development of cultural intelligence. Five hundred fifty-seven students of a Colombian international business (IB) undergraduate program participated in the study. The psychometric properties of the measures were assessed by conducting exploratory and confirmatory factor analyses, and by calculating the corresponding reliability coefficients. T-tests and ANOVA analyses were carried out to test the hypotheses of the study. The results of the study suggest that second language proficiency, multicultural team membership, and participation in curricular and extracurricular activities promote the development of the cultural intelligence of undergraduate IB students.