Students’ Perceived Cultural Intelligence Outcomes based on their Participation in Undergraduate Courses that Embed Short-term International Travel: A Case Study

Cultural intelligence (CQ) refers to an individual’s capability to successfully adapt to new or unfamiliar cultural settings (Earley & Ang, 2003). The purpose of this study was to gain a holistic and comprehensive understanding of the phenomenon of CQ within the context of higher education pedagogy. This study explored undergraduate students’ perceived outcomes of CQ based on their participation in full semester courses that embedded short-term international travel (SIT). The researcher conducted a qualitative, phenomenological case study that explored, in depth, the nuances of students’ shared lived experiences in SIT, and how these experiences intersected with students’ perceived CQ outcomes utilizing the conceptual framework of Deardorff’s (2006) Intercultural Competence Model and the theoretical framework of Kolb’s (1984) experiential learning theory. This study also explored students’ perceptions about the role that varied pedagogical elements of SIT played in their attainment of CQ. Nine (9) phenomenological themes emerged that reinforced and expanded prior research on CQ (Deardorff, 2006; Earley & Ang, 2003; Nolan & Kurthakoti, 2017). Findings from this study filled a gap in literature about CQ by utilizing qualitative research methodology to incorporate students’ perspectives and insights using their own words, feelings, and oral stories about their SIT experiences. Results illuminated the value of integrating CQ into higher education curricula to prepare students for the demands of the 21st century global environment (Williams, Green, & Diel, 2017). Recommendations for practice included the importance of incorporating varied pedagogical elements into SIT to successfully develop students’ CQ

Developing An Online or Hybrid Course For Business Administration Internships

Institutions of higher education often require their business administration majors to complete an internship as part of the curriculum (Wheeler and Waite, 2021). Internships provide undergraduate students with opportunities to gain practical work experience through the application of the knowledge gained in the classroom (Wheeler and Waite, 2021). In the spring of 2020, many traditional in-person business internships shifted to remote work environments due to restrictions caused by the COVID-19 pandemic. In response, instructors were required to adapt their internship courses to an online or hybrid modality. The purpose of this extended abstract is to provide a model of pedagogical best practices for teaching a business administration internship course in an online or hybrid learning format

Teaching Business Through Mass Media: A “Vicarious Learning” Experiential Approach

The purpose of this extended abstract is to provide an integrative approach for teaching multiple domains of business, such as management and marketing, through the use of mass media (film and television). Mass media is a form of pedagogy rooted in vicarious learning theory that has frequently been utilized in higher education to enrich students’ ability to meet learning outcomes (Mayes, 2015; Reyes-Santias et al., 2022). Vicarious learning was first introduced by Bandura et al. (1960) to demonstrate that learning can occur through the observation of others’ behaviors and recognition of the consequences of that behavior (Mayes, 2015). Mass media platforms, such as film and television, engage students in the learning process by allowing students to observe and analyze a variety of real or fictitious business scenarios while in a classroom setting

Developing Cultural Intelligence Through Short-Term International Travel Experiential Learning

The growing globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact and perform effectively in culturally diverse work environments (Arnett, 2002; Brislin & Yoshida, 1994; Williams et al., 2017). This qualitative, phenomenological, case study explored undergraduate students’ perceived cultural intelligence (CQ) outcomes based on their participation in full semester courses, at a specific university, that embedded short-term (7-15 days) international travel experiential learning (SIT). This study delved into participants’ perceptions of the role varied pedagogical elements of SIT played in their CQ development. Nine (9) phenomenological themes and multiple subthemes emerged across participants’ recall of their lived SIT experiences using their own words, feelings, examples, and oral stories about their perceived CQ outcomes