The Global Enterprise Experience GEE is an international business competition that develops tertiary student skills in managing across cultures, time zones, worldviews and levels of wealth and poverty. It builds a mindset for creating successful business ventures that tackle social and environmental issues. Participants are placed in teams of eight, with members drawn from around the world. Teams compete, not countries. The rise of technology and ease of travel have led to a significant increase in the use of experiential methods in international business education.
Current approaches stretch from the direct experience of study-abroad and travel programmes down to the indirect experience provided by coursework, experiential exercises and simulations.
Historically, Northeastern University has addressed this challenge through its International Business major. Entrepreneurship education has also the potential to prepare students to act as independent professionals in the knowledge-based economy. Shane and Venkataraman defined entrepreneurial opportunity as a situation where new goods or services could be introduced for greater revenue than their cost of production. Entrepreneurial opportunity recognition can initiate learning processes on the level of an individual but also on the level of groups or organizations.
Lindsay and Craig specify three stages of opportunity identification: opportunity search, opportunity recognition and opportunity evaluation. Later stages of business opportunity exploitation include business concept development, business planning and business creation Ardichvili et al. Business planning has been often treated in academic entrepreneurship education as the process that integrates all essential steps for launching an entrepreneurial business. Experiential learning can also be defined as a process by which the learner creates meaning from direct experience Dewey, The number of MBA programmes worldwide has expanded rapidly in the past 50 years.
Read PDF Key Concepts in International Business (Palgrave Key Concepts)
Once the preserve of elite universities in the developed world, graduate schools of business offering the MBA qualification are now found throughout the world and are increasingly competing on a global basis for MBA candidates. However, there has recently been criticism, widely reported in the media, of the role of business schools in training managers.
Some commentators e. Mintzberg, have suggested that the concept of business school training should change, to focus more on building upon the experience that MBA students have gained as managers before entering an MBA programme. A common theme in these criticisms is that MBA programmes currently lack the kind of practical training that allows students to apply the skills and knowledge that they learn, and that conventional MBA programmes do a poor job of evaluating whether they are providing students with the right tools to help them become effective managers:.
Although business school enrollments have soared and business education has become big business, surprisingly little evaluation of the impact of business schools on either their graduates or the profession of management exists. There is wide agreement among business school faculty and administrators about the necessity to provide a global view and perspective to all management students, particularly those in Executive MBA EMBA programmes.
All business today is global by definition: competitors from new and emerging markets are laying claim to an increasing global market share in a broad set of industries; consumer requirements are more diverse and exacting across different markets, imposing harsh demands of variations in product or service attributes and value propositions; supply chains are considerably more complex and extensive, including many more countries and requiring strict observance to cost, quality, and ethical issues; the source of innovation can reside in organizations far from those one knows best or normally interacts with; and the role of governments and other institutions is ever more prevalent wherever we operate or seek customers.
The effectiveness of experiential learning has been widely researched and applied. Its application has also been linked to service learning to help learners to acquire specific knowledge and skills, as well as to develop ethical sense and responsibility in society. In response to this research, this chapter explores the effectiveness of a study adopting an experiential learning approach to enhance civic awareness and social responsibility in international business management courses, with a focus on hospitality and tourism management HTM.
In , international tourism arrivals reached a record of 1, million. This influential change has triggered rising concerns about the skills and knowledge that need to be acquired by business students to prepare for this trend in international business management. The chapter therefore aims to explore a the overall satisfaction of engaging in an experiential learning project; b the perceived value of experiential learning, and particularly service learning, among HTM students; c the effectiveness of experiential learning in developing generic skills, civic awareness and social responsibility; and d the future intention of students to become involved in and contribute to social-related matters.
This chapter is divided into five sections. Collaboration across distance considered a multidimensional concept, including space, culture, institutions is the key challenge in international business IB Taras et al. In developing practical assignments for IB courses, instructors should account for these dimensions. The increased need for truly global managers has led many business schools to include in their curricula courses on cross-culture management and to devise tools which may efficiently prepare students to work in a multicultural environment Taras et al.
In the real-life business world, cultural immersion is provided by international assignments, and there are less opportunities for cultural immersion within the classroom. There are, however, some solutions to provide students with these opportunities. When used in America it underscores a cultural identity rooted in a competitive landscape. When used by an American in a foreign country, one might decry this statement as lacking sensitivity to the surrounding environment.
Even when used by an American in America, the statement may be considered insensitive. While different options are available in the menu developed at Hartford to build on general and perceptual elements of global awareness, in this chapter we share three options that we have developed: a student consultative project for international companies entering the American market; an international online business plan competition; and a short-term study-abroad course that includes a collaborative social responsibility project with a local youth organization.
In this chapter we show how international management work placements, particularly in social enterprises, can be structured to support management and leadership competencies in students across disciplines. First, we explore the current drivers for change in management education towards social benefit, and how universities are capitalizing on this trend by offering students from multiple disciplines opportunities for work placement abroad.
Then, through examples from a successful programme, we discuss implications for course design, assess, indicate general issues and challenges, and provide a range of areas for further development. After that, we connect the programme to current international management competency literature — specifically Responsible Global Leadership and Social Entrepreneurship competencies.
These are mapped with existing competencies on a global framework adapted from the management literature. Students and faculty from each of the participating universities meet for ten days in the host country, where they work in multidisciplinary teams to solve a case and present their solutions to a panel of judges.
The pedagogy for GSVC relies on an intensive residential period, which includes a daily combination of faculty-led mentoring sessions, application exercises, breakout sessions, discussion, site visits, project-based learning, service learning and professional presentations. Students are expected to commit 10—12 hours per day in a highly competitive and demanding environment.
It promotes organic learning through an immersion experience. In order to solve a local foreign social problem, students must understand different political, economic, legal and cultural issues that frame social problems; how to identify them separately; and develop a business solution. Community enquiry addresses the limitations of the typical service learning model. The traditional service learning model brings students and civil organizations together, but it has rigid boundaries that define who is serving and who is served. This chapter attempts to address one of the most important challenges faced by international business faculty, that is, how to bring the real world into the classroom or training environment by providing the needed platform and systematic step-by-step process to support students in their roles as managers and decision-makers in a global setting.
Business students have an affinity for learning practical business skills. In this, the second decade of the 21st century, we are witnessing the convergence of two powerful forces, globalization and information technology, both of which demand a thorough re-examination and possible integration of International Business IB education and distance learning methodologies. The generation of millennials pursuing higher education and graduate degrees is not only more open to greater and better technology in education but is driven and motivated by it Rosenberg, An increasing number of millennials will work in diversified and multicultural environments as the global sourcing of resources and talent becomes the norm for many firms Meister, This convergence provides a unique challenge and an immense opportunity in how institutions and specifically professors meld technology and IB education.
Across the globe, universities, national governments, businesses and even students advocate that professionals need to develop global competencies. Global competencies, such as cultural intelligence, are significant in achieving higher global performances. According to Nevadomski , global education is needed to develop global workers, who can be capable of making a positive difference in the world and handling the challenges that globalization poses.
With better global education, individuals can identify needs and opportunities, conciliating the local and global imperatives Fletcher, , and clearly understanding the cultural differences and national values. Furthermore, in numerous industries and geographic locations, global competencies are becoming a major job requirement Taras et al. This is particularly true when students in International Business IB classrooms are introduced to values and norms outside their own cultures.
At the core of cross-cultural competency is the necessity for students to see through the myth of ethnocentrism — my cultural perspective is right, and your cultural view is wrong. Other cultures are not failed attempts at being you; they are unique manifestations of the human spirit.
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This development also poses growing requirements on management graduates and prospective employees. This conceptual and practitioner-oriented chapter draws from the reflexivity, critical reflection, and mindfulness literature to suggest opportunities to heighten the benefits from experiential learning activities in international business.
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This occurs at two levels with 1 instructors critically reflecting on their own teaching practice and 2 students critically reflecting on their own experiential learning, assumptions, and interactions with other students. The full text of this article hosted at iucr. Use the link below to share a full-text version of this article with your friends and colleagues.
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