Abstract
Familiar habits around experiential teaching and learning that have evolved during the development of International Business (IB) as an educational discipline
are being questioned in the twenty-first century. The first, and perhaps the most
obvious of these questions, concerns the ways in which technology, such as web based information and social media, is rapidly altering individual access to
knowledge. The second concerns employers’ increasing assertion of their right to
define the capabilities they expect of new graduate employees (Jackson &
Chapman, 2012). The third is that students themselves now have quite different
expectations about how and what education has to offer them—especially
around the importance of knowledge sharing in the digital space rather than knowledge hoarding (Hase & Kenyon, 2000). Students are thus being oriented
toward a future where knowing how to learn using immersive, interactive and
reflective activities eclipses the current focus on knowing what to memorize. All
of these factors indicate that International Business educators are facing challenges on current modes of teaching and assumptions about how to formulate, deliver and assess relevant learning outcomes (LOs) in this changing landscape.
This chapter invites readers to pause and reflect on their current level of
awareness of, and ability to address, the andragogy1 related to experiential
learning in tertiary IB education settings. The chapter focuses on how to contribute more effectively to experiential learning and teaching in IB through
identification and use of best practice and evidence-based educational underpinnings, particularly relevant to uses of simulation as a teaching and learning method. Evidence from educational practices in other disciplines is offered in support of this approach, and a research-based Conceptual Framework model, which identifies and describes ten pivotal, interacting education theories, is provided to facilitate application of experiential learning strategies. The
Conceptual Framework model is web-based, allowing accessibility and interactivity. Two different examples using this model are presented to demonstrate starting points for IB educators, who are attending to fundamentals of course, unit and content design. These are provided to show how educators
can construct bespoke, contextualized and experiential learning strategies
while encompassing relevant theories and activities.
are being questioned in the twenty-first century. The first, and perhaps the most
obvious of these questions, concerns the ways in which technology, such as web based information and social media, is rapidly altering individual access to
knowledge. The second concerns employers’ increasing assertion of their right to
define the capabilities they expect of new graduate employees (Jackson &
Chapman, 2012). The third is that students themselves now have quite different
expectations about how and what education has to offer them—especially
around the importance of knowledge sharing in the digital space rather than knowledge hoarding (Hase & Kenyon, 2000). Students are thus being oriented
toward a future where knowing how to learn using immersive, interactive and
reflective activities eclipses the current focus on knowing what to memorize. All
of these factors indicate that International Business educators are facing challenges on current modes of teaching and assumptions about how to formulate, deliver and assess relevant learning outcomes (LOs) in this changing landscape.
This chapter invites readers to pause and reflect on their current level of
awareness of, and ability to address, the andragogy1 related to experiential
learning in tertiary IB education settings. The chapter focuses on how to contribute more effectively to experiential learning and teaching in IB through
identification and use of best practice and evidence-based educational underpinnings, particularly relevant to uses of simulation as a teaching and learning method. Evidence from educational practices in other disciplines is offered in support of this approach, and a research-based Conceptual Framework model, which identifies and describes ten pivotal, interacting education theories, is provided to facilitate application of experiential learning strategies. The
Conceptual Framework model is web-based, allowing accessibility and interactivity. Two different examples using this model are presented to demonstrate starting points for IB educators, who are attending to fundamentals of course, unit and content design. These are provided to show how educators
can construct bespoke, contextualized and experiential learning strategies
while encompassing relevant theories and activities.
| Original language | English |
|---|---|
| Title of host publication | The Palgrave Handbook of Learning and Teaching International Business and Management |
| Editors | Maria Alejandra Gonzalez-Perez, Karen Lynden, Vas Taras |
| Place of Publication | Cham Switzerland |
| Publisher | Palgrave Macmillan |
| Pages | 9-32 |
| Number of pages | 24 |
| Edition | 1st |
| ISBN (Electronic) | 9783030204150 |
| ISBN (Print) | 9783030204143 |
| DOIs | |
| Publication status | Published - 5 Sept 2019 |
Keywords
- Education philosophies
- Experiential learning
- Simulation based education
- Conceptual framework