The Palgrave Handbook of Learning and Teaching International Business and Management

Maria Alejandra Gonzalez-Perez, Karen Lynden, Vas Taras, Maria Alejandra Gonzalez-Perez, Karen Lynden, Vas Taras

• Publisher: Palgrave Macmillan
• Year: 2019
• Print ISBN:
  9783030204143
• eBook ISBN:
  9783030204150
• Topic: Business
• Subtopic: International Business
• Index: Business

This handbook, which serves as a follow-up text to The Palgrave Handbook of Experiential Learning In International Business, reviews theoretical and empirical approaches of experiential learning pedagogy, and its role in increasing the effectiveness in teaching and learning of international business, and also, in the incorporation of international business-related concepts and competences in business and non-business programs. This edition offers a broader and updated perspective on experiential learning pedagogy for international business and management, and beyond. The first part provides an updated overview of the theories of experiential learning and effectiveness of teaching and learning in international business through the use of experiential learning projects. Part two provides a collection of specific applications of experiential learning in International Business and related fields.

This handbook is a one-stop source for international managers, business educators, and trainers seeking to either select and use an existing experiential learning project or develop new projects and exercises of this kind.

Part IIntroduction: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

© The Author(s) 2019

M. A. Gonzalez-Perez et al. (eds.)The Palgrave Handbook of Learning and Teaching International Business and Managementhttps://doi.org/10.1007/978-3-030-20415-0_1

Begin Abstract

1. Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

Maria Alejandra Gonzalez-Perez¹  , Karen Lynden²   and Vas Taras²  

(1)

Universidad EAFIT, Medellin, Antioquia, Colombia

(2)

University of North Carolina at Greensboro, Greensboro, NC, USA

 

 

Maria Alejandra Gonzalez-Perez (Corresponding author)

Email: [email protected]

 

Karen Lynden

Email: [email protected]

 

Vas Taras

Email: [email protected]

Maria Alejandra Gonzalez-Perez

is Full Professor of Management at Universidad EAFIT, Colombia and Former Vice-President of Administration at the Academy of International Business (AIB) (2015–2018) and the regional chapter chair for Latin America and the Caribbean (2018–2021) of the same organisation. She is also a member of the global council of the Sustainable Development Goal (SDG) 1 of the World Government Summit, coordinator of the Colombian universities in the virtual institute of the UN Conference for Trade and Development and editor-in-chief of the business journal AD-minister. She has published 14 books, nearly 50 academic peer-reviewed papers and several book chapters in the areas of internationalisation, sustainability, corporate social responsibility and international migration.

 

Karen Lynden

is a lecturer at the University of North Carolina at Greensboro. She has been an X-Culture faculty participant since 2014. She is a member of the Editorial Review Board for the Cross Cultural & Strategic Management journal, and member of the Academy of International Business. She is the recipient of the 2017 Accreditation Council for Business Schools and Programs (ACBSP) International Teaching Excellence Award.

 

Vas Taras

is Associate Professor of International Business at the University of North Carolina at Greensboro. He received his PhD in International Human Resources and Organizational Dynamics from the University of Calgary, Canada. He is the founder of the X-Culture Project. His research and work revolves around cross-cultural and global virtual teams and experiential approaches to international business education and development. He is an associate editor of the Journal of International Management, Cross Cultural & Strategic Management (CCSM); and the International Journal of Cross Cultural Management, and Editorial Board Member of several other management journals.

 

End Abstract

In 2014, Palgrave published The Handbook of Experiential Learning in International Business . The book was designed to be a one-stop source for international managers, business educators and trainers who seek to either select and use an existing experiential learning project, or develop new projects and exercises of this kind.

The success of that book prompted requests for a follow-up edition. After a few years of hard work in assembling a new team of editors and authors, we present here a follow-up volume. Its goal is to offer a broader and updated perspective on experiential learning pedagogy for international business and management, and beyond.

One development observed since the publication of the 2010 original edition of the handbook is that international business as a discipline and a profession is becoming more transversal. International business topics and courses are increasingly incorporated in business and non-business university programs around the world. This 2019 new edition reviews theoretical and empirical approaches of experiential learning and its role in increasing the effectiveness in teaching and learning of international business, and also, in the incorporation of international business-related concepts and competences in business and non-business university curriculum .

Same as in the original handbook, this follow-up edition has two major parts. The first part provides an updated overview of the theories of experiential learning and effectiveness of teaching and learning in international business through the use of experiential learning projects. Part two provides a collection of specific applications of experiential learning in international business and related fields. Each chapter of the book describes a different experiential learning project, including large-scale international collaboration projects, joint projects with international businesses , designing experiential learning activities , simulations , experiential activities, or other experiential projects used in business and non-business courses.

Each chapter provides a detailed description on a hands-on project that the authors use to improve learning in their teaching. The description includes the project background and history, challenges, best practices, suggestions for future International Business (IB) educators who may want to incorporate this or similar experiential learning in their courses, and guidelines for developing similar experiential learning activities .

The described projects range from large projects that cover entire semester, to smaller projects and activities that span only a few days, to quick exercises and activities that take only a few minutes to a few hours to run. Some of the projects described in this part of the book were developed as parts of formal courses or training programs, while others can be used independently and offered as an extra-curricular option for the students (competitions, internships, etc.).

The purpose of this handbook, as before, is to be a one-stop source for educators and trainers who seek to either select and use an existing experiential learning project or develop new projects and exercises of this kind.

This handbook contains a total of 44 chapters divided into 3 sections as follows:

• Part I: Introduction: Learning and teaching international business and management using experiential learning pedagogy.
• Part II: Theory-based and conceptual chapters: Learning and teaching international business and management using experiential learning pedagogy.
• Part III: Application-based chapters: Applications of experiential learning pedagogy in international business management learning and teaching. This section offers examples such as:

  • Course design
  • Class projects
  • Capstone projects
  • Consulting/corporate challenges
  • International competitions
  • Partnerships/joint projects with businesses and community
  • Arts, culture , and experiential learning in international business
  • Online collaborative platforms and global virtual teams
  • Study tours and study abroad experiences
  • Executive education

The 2019 edition of the handbook presents a wide-ranging collection of chapters authored by professors and researchers, spanning a great diversity of university and organizational affiliations. Eighty-seven co-authors of this edited volume collectively represent academic institutions in 23 countries in Asia, Africa , North America, South America, Europe, and Oceania.

It is our hope that the readers will put the experiential learning theories and practical examples provided in this book to a good use. We encourage the readers to build upon these theories, replicate and apply the lesson plans, projects, and programs documented in these chapters.

We hope that the handbook will inspire a creation of new theories and methods for implementing impactful experiential learning activities, projects, and programs in their curriculum , within their organizations, and through their work in the field.

Part IITheory-Based and Conceptual Chapters: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy

© The Author(s) 2019

M. A. Gonzalez-Perez et al. (eds.)The Palgrave Handbook of Learning and Teaching International Business and Managementhttps://doi.org/10.1007/978-3-030-20415-0_2

Begin Abstract

2. Revisiting the Impact of Education Philosophies and Theories in Experiential Learning

Irwyn Shepherd¹ , Elyssebeth Leigh^{2, 3, 4} and Amanda Davies⁵

(1)

Monash University, Melbourne, VIC, Australia

(2)

Aalto University, Helsinki, Finland

(3)

The University of Sydney, Sydney, NSW, Australia

(4)

University of Technology Sydney, Sydney, NSW, Australia

(5)

Rabdan Academy, Abu Dhabi, United Arab Emirates

Irwyn Shepherd (Corresponding author)

Email: [email protected]

Elyssebeth Leigh

Amanda Davies

Email: [email protected]

Irwyn Shepherd

has been actively involved in simulation-based education in the healthcare sector since 1994. He has developed and managed simulation centers, has experiences in curriculum and course development and accreditation, has educated staff and students through simulation, has undertake...

Table of contents

• Cover
• Front Matter
• Part I. Introduction: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy
• Part II. Theory-Based and Conceptual Chapters: Learning and Teaching International Business and Management Using Experiential Learning Pedagogy
• Part III. Applications of Experiential Learning Pedagogy in International Business Management Learning and Teaching
• Part IV. Class Projects
• Part V. Capstone Projects
• Part VI. Consulting/Corporate Challenges
• Part VII. International Competitions
• Part VIII. Partnerships/Joint Projects with Businesses and Community
• Part IX. Arts, Culture, and Experiential Learning in International Business
• Part X. Simulations, Media and Information Technology in Experiential Learning
• Part XI. Online Collaborative Platforms and Global Virtual Teams
• Part XII. Study Tours and Study Abroad Experiences
• Part XIII. Executive Education
• Back Matter