Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.
From Classroom to Boardroom: How International Marketing Students Earn Their Way to Experiential Learning Opportunities, and the Case of the “Beyond Borders of a Classroom” Program
