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Journal of Teaching in International Business Volume 33 Issue 4, Nov 2022 Special Issue: Teaching Innovations in the Field of IB: Insights from the Academy of International Business Teaching Innovation Award 2021 Finalists https://www.tandfonline.com/toc/wtib20/33/4 Introduction Teaching Innovations in the Field of IB: Insights from the Academy of International Business Teaching Innovation Award 2021 Finalists Marleen Dieleman, Aušrinė Šilenskytė, Karen Lynden, Margaret Fletcher, & Daria Panina https://doi.org/10.1080/08975930.2022.2137280 This special issue on Teaching Innovations in the Field of International Business systematically explores the nature of teaching innovations and their impact. Featuring articles from the finalists of the 2021 Teaching Innovation Award organized by the Teaching and Education Shared Interest Group at Academy of International Business as well as a conceptual article that integrates these innovations, the special issue seeks to advance research on International Business pedagogy and to inspire scholars to pursue teaching innovations with greater impact. Research Articles Toward More Impactful International Business Education: A Teaching Innovation Typology Marleen Dieleman, Aušrinė Šilenskytė, Karen Lynden, Margaret Fletcher, & Daria Panina https://doi.org/10.1080/08975930.2022.2137279 Teaching innovations in the field of higher education (HE) have the potential to lead to better learning outcomes and higher faculty motivation. While the pedagogy literature has explored different types of teaching innovations, International Business (IB) scholars have paid relatively little attention to how these innovations are disseminated and generate impact across the IB field. This paper addresses this gap. Drawing on the innovation literature in management and the pedagogy literature on teaching innovations, we provide a typology of teaching innovations and their impact in the context of IB education. This framework illustrates the spread of teaching innovations by considering the intersection of types of pedagogy innovations, and the stakeholders impacted by them. By introducing this framework and illustrating select IB teaching innovations, we contribute to the pedagogy literature in the IB field. The framework also offers practical guidance for innovative educators and HE institutions. Global Virtual Immersion in a Post-Covid World: Lessons Learned in Moving from Sympathy to Informed Empathy in Subsistence Marketplaces Madhu Viswanathan, Arun Sreekumar, Ronald Duncan, & Sophy Cai https://doi.org/10.1080/08975930.2022.2137276 This paper describes lessons learned from one-and-a-half decades of global virtual immersion practices in subsistence marketplaces, and explore implications for international business teaching and learning in the post-pandemic world. Global virtual immersion refers to bottom-up learning experiences, typically in contexts much different than what we may be familiar with, without being physically present in a specific geographic location. Bottom-up learning connotes learning from actual ground-level reality rather than the opposite, top-down reliance on prior knowledge. The aim of global virtual immersion is to move learners from sympathy a most natural human emotion in response to poverty and suffering, to informed empathy, developing an understanding of subsistence marketplaces in different countries through a variety of means. Students, thus, broaden their global horizons, paving the way for additional learning and perhaps actual immersion, where possible. This process is particularly relevant as global contexts are so diverse and often elude generalities, and more so at lower income levels. This bottom-up approach for understanding subsistence marketplaces enables a better appreciation of the environmental realities, social contexts, market-level exchange systems, and individual behaviors of subsistence consumers and entrepreneurs, providing a particularly important learning approach for international business education across geographically diverse settings. In pursuit of a global mindset: Toward a theory-driven pedagogy Vanessa C. Hasse https://doi.org/10.1080/08975930.2022.2137278 Despite decades of research on the global mind-set concept, no cohesive framework has emerged through which this way-of-thinking can be developed in learners, leading some to perceive the global mind-set as elusive. To move the literature forward, this paper proposes a theory-driven pedagogy which combines insights from the extant global mind-set literature with the key tenets of transformative learning theory. On that basis, five course design principles are distilled along transformational learning phases which delineate the process through which learners can advance their ability to handle cognitive complexity and foster a cosmopolitan perspective. The importance of the learners agency and interdependency between learning elements is highlighted. The efficacy of this approach, which was first applied to a graduate-level course at a large North American research university in the 2021 winter semester, receives promising preliminary support. Specifically, while little difference exists across all courses in the sample with regards to quantitative scores, a qualitative text analysis of comments suggests that the course design framework generates distinct response patterns, specifically with regards to the categories of learning experience (cognitive complexity) and broadening of perspectives (cosmopolitan orientation). Implications for future research opportunities on the development of global mind-sets in practice are discussed. Matching International Business Teaching with the UN Sustainable Development Goals: Introducing Bi-directional Reflective Learning Maria Elo,Lasse Torkkeli, & Hannes Velt https://doi.org/10.1080/08975930.2022.2137277 Transboundary challenges such as climate change, loss of biodiversity, energy transformation and the Covid-19 pandemic put vast pressures on generating solutions. They also call for updated teaching providing the required capabilities for international business (IB) and -entrepreneurship (IE) students. This paper presents a teaching initiative supporting masters students to develop an overview of such contemporary and timely challenges and global concerns. The course, developed jointly by two universities and first administered in 2020 at LUT University, combines economic, social, and environmental sustainability aspects with managerial and entrepreneurial issues on IB, triggering the students to rethink and critically address ways forward. Students develop skills and competences to tackle complex real-life problems in collaboration with others, facilitating their entrepreneurial, global mind-set and sensitivity to cultural issues in IB. Thus, the presented teaching approach and course initiative contributes to theory and practice of teaching IB, by presenting how key challenges in contemporary IB can be incorporated in international business education of universities. Past issues of JTIB Volume 33, 2022 Teaching International Business Considering Students Multiple Facets https://www.tandfonline.com/toc/wtib20/33/2-3 International Business Teaching for Remote Students: Challenges and Adaptations https://www.tandfonline.com/toc/wtib20/33/1 The posting is also attached as a word doc. Raj Aggarwal, PhD, CFA Kent State University Foundation, Board Member ERC Inc., Board of Directors Member Previous Endowed Chair Finance Professor at John Carroll (Mellen), Kent State (Firestone), and Akron (Sullivan) and Ex-B-School Dean, University of Akron Included in the Nature/Stanford University Global Top 2% List of Scientists Leadership Cleveland 2004 Graduate Editor, Journal of Teaching International Business Linked-In: www.linkedin.com/pub/raj-aggarwal-cfa/9/7a8/151/<http://www.linkedin.com/pub/raj-aggarwal-cfa/9/7a8/151/> ____ AIB-L is brought to you by the Academy of International Business. For information: http://aib.msu.edu/community/aib-l.asp To post message: [log in to unmask] For assistance: [log in to unmask] --- You must be an active AIB member to post to AIB-L . AIB-L has a moderator which checks messages for basic relevance. However, AIB does not edit or screen messages for accuracy or reliability of content. 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