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/