A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

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

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy

Project knowledge into project practice: generational issues in the knowledge management process

This paper considers Learning and Knowledge Transfer within the project domain. Knowledge can be a tenuous and elusive concept, and is challenging to transfer within organizations and projects. This challenge is compounded when we consider generational differences in the project and the workplace. This paper looks at learning, and the transfer of that generated knowledge. A number of tools and frameworks have been considered, together with accumulated extant literature. These issues have been deliberated through the lens of different generational types, focusing on the issues and differences in knowledge engagement and absorption between Baby Boomers, Generation X, and Generation Y/Millennials. Generation Z/Centennials have also been included where appropriate. This is a significant issue in modern project and organizational structures. Some recommendations are offered to assist in effective knowledge transfer across generational types.Accepted manuscrip

FDTL voices : drawing from learning and teaching projects

This publication draws on insights and experiences from individuals and teams within learning and teaching development projects in higher education. It considers lessons learnt from the processes, outcomes and tangible outputs of the projects across the spectrum of the FDTL initiative, with the intention that colleagues can draw on and benefit from this experience. The overriding theme at the heart of every FDTL project has been the desire to achieve some form of positive and meaningful change at the level of the individual, institution or discipline. The continuing legacy of the programme has been to create wider community involvement as projects have engaged with the higher education sector on multiple levels - personal, institutional, practice, and policy. This publication has remained throughout a collaborative endeavour, supported by Academy colleagues. It is based around the four themes emerging from the initiative as a whole: • Sectoral/Organisational Change • Conceptual Change • Professional and Personal Development Partnership and • Project Managemen

An integrated new product development model for the Turkish electronics industry

The aim of this study is to report on an integrated model of new product development (NPD) and the analysis of factors, which have a significant effect on new product development success. First, an integrated NPD model based on past research findings and suggestions of several researchers is built. A three-step model is constructed and is tested through a series of statistical tests and analysis. The data for the testing of the model is provided by an empirical study conducted in the Turkish electronics industry. Some practices for successful NPD are suggested

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

Management learning at the speed of life:Designing reflective, creative, and collaborative spaces for millenials

This paper introduces the concept of "management learning at the speed of life" as a metaphor to inspire millenials. Millenials may face three major problems in relation to management learning: lack of concentration, lack of engagement, and lack of socialization. Management learning at the speed of life addresses these potential problems through three dimensions: reflective, creative, and collaborative learning. This paper illustrates the benefits of reflective, creative, and collaborative spaces for millenials using practices from leadership and personal development courses that were offered over seven years in Canada, Turkey, and the UK. These courses incorporated the latest technology that brought the course activities up to the speed of life

Building Cross-Cultural Competence in a Foreign Language through Technology-Enhanced Project-Based Learning

In contemporary changing and innovative academic and working environment, tertiary schools need to rethink their approach to teaching and learning by gearing it towards the skills in most demand. Innovation in any sphere becomes more and more dependent on the collaboration between actors from very different backgrounds who combine their own expertise to create something new. This happens both on an individual- as well as on an institutional level. The organizations of the future will be forced to work more and more closely with people and institutional partners from all over the world in order to bring as many different perspectives and areas of expertise together as possible. This means that cross-cultural competence becomes one of the crucial factors in building a competitive profile of a prospective specialist. Therefore, this paper explores approaches to building cross-cultural competence using the English language as a tool and presents the findings of a pilot training on experimental collaborative cross-cultural project implemented with Master level Economics students in Ukraine. Qualitative and quantitative methods were used to collect the data and examine participants' language proficiency. The findings suggest that participation in collaborative technology-enhanced cross-cultural projects has a significant positive effect on learners’ language proficiency and develops their cross-cultural competence facilitating development of productive skills on the basis of receptive ones