Journal of Teaching in International Business
Volume 32 Issue 1, May 2021
Teaching International Business in Europe and Latin America
Raj Aggarwal & Yinglu Wu
International Double Degree Programs as Accelerators for Internationalization: Lessons from the Trans-Atlantic Business School Alliance
Jeffrey W. Steagall, Peter Falk, Andres Gallo & Thomas W. Porter
Abstract -The global nature of the modern business world has expanded the set of skills and attitudes necessary for success, even among new bachelor degree graduates. Although US business schools have primarily integrated international concepts through their curricula, students who stay at their home institutions for their entire degree programs do not live and experience the global business environment to the extent necessary for twenty-first-century careers. Short-term, semester- or year-abroad programs help to bridge this gap. However, carefully constructed undergraduate double degree programs can provide students with much richer experiences. This article provides a model for creating international undergraduate double degree programs in business, highlighting the main challenges and offering successful proven solutions employed by a group of American and European business schools that other institutions can adapt to accelerate internationalization and deepen students’ international experiences in American business schools.
Improving Cultural Intelligence, Psychological Empowerment, and Task Performance in the Classroom: Global Game Challenge
Ross Curran, Nuno Arroteia, Andreu Blesa, Martina Musteen & Maria Ripollés
Abstract -Enhancing individuals’ preparedness to work across borders is of growing importance. This study explores the role of Cultural Intelligence and Psychological Empowerment in enhancing Task Performance among students engaged in an international experiential game-based learning project: The Global Game Challenge (GGC). Data collected from the delivery of the project in the USA and Spain identifies empirical support for a relationship between Cultural Intelligence and Psychological Empowerment for the first time. The results suggest that CQ and Empowerment are important factors impacting task-related performance. They also suggest that it is the motivational dimension of CQ that is the most important in virtual educational settings.
Factors Affecting Business Students’ Willingness to Study Abroad: Evidence from the Caribbean
Arleen Hernández-Díaz, Leticia M. Fernández-Morales, José C. Vega-Vilca & Mario Córdova-Claudio
Abstract - The Caribbean has one of the lowest rates of student participation in study abroad programs. This comparative study aims to contribute to the research on business students’ attitudes toward studying abroad, specifically for students in public institutions in the Caribbean. The research shows that positive perceptions of students toward studying or internships do not necessarily depend on demographic or personal characteristics. A study conducted among business students from main campuses at the University of Puerto Rico (UPRRP) and the Autonomous University of Santo Domingo (UASD) shows that desire to live abroad, benefits from study/internship abroad, and self-confidence are determinant factors to participate in study/internship programs abroad. Even though each group of participants has its own set of peculiarities, the results are consistent with the findings from other studies.
Fostering Global Competence in International Business Students on a Latin American Campus
Kathleen A. Corrales, Jahir Lombana-Coy & Lourdes Rey-Paba
Abstract - This article discusses the development of global competence through the integration of a series of international-intercultural in-class activities in a Latin American international business (IB) course. A pre- and post-survey were applied and analyzed using a non-parametric Wilcoxon test to identify changes in student perceptions of their global competence development. Results showed development of all competences included in the survey. Intercultural effectiveness was the factor that showed the most statistically significant improvement, while willingness to learn from and adapt to other cultures, openness to other cultures, and awareness of diversity developed to a lesser extent. In addition, the dimensions of attitude and knowledge showed improvement while skills demonstrated only slight change. Therefore, IB teaching can be improved by including well-planned international-intercultural classroom activities to promote not only discipline-related knowledge but also global competence development without relying on student mobility.
For more research on IB education in Latin American, check out JTIB’s latest special issue:
México, the Ameircas, and Spain Perspectives and IB Education Innovations: ¿Hacia Dónde Vamos?
Guest Editors: Robert F. Scherer & Eugenio Dante Suárez
Volume 31 Issue 4, Dec 2020
Yinglu (Elle) Wu
Associate Professor of Marketing
Managing Editor, Journal of Teaching in International Business
Boler College of Business
John Carroll University