scholarly journals Learning Laboratory: An Integrative Learning Design for International Business in a Complex Dynamic World

2021 ◽  
pp. 105256292110296
Author(s):  
Peter Zettinig ◽  
Majid Aleem ◽  
Danijela Majdenic ◽  
Michael Berry
Keyword(s):  
Virtual Teams ◽  
International Business ◽  
Conceptual Knowledge ◽  
Organizational Structures ◽  
Self Awareness ◽  
Integrative Learning ◽  
Complex Dynamic ◽  
Social Competencies ◽  
Multinational Organizations ◽  
Personal Competencies

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

scholarly journals Learning from others: A critical reflection on an international study programme

2017 ◽  
Vol 62 (1) ◽  
pp. 337-350
Author(s):  
Alison McInnes ◽  
Joan M Goss ◽  
Hannah Fisher ◽  
Robyn Brockman
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
Student Mobility ◽  
Academic Staff ◽  
International Study ◽  
Self Awareness ◽  
Professional Networks ◽  
Social Competencies ◽  
Self Confidence ◽  
Study Programme

This article offers a critical reflection on an international social work study programme at a Northern European university in 2015. This study develops a shared sense of the expectations and experiences of two academic staff and two students who took part in this social work programme. Interesting findings from this life-changing opportunity were ascertained and included awareness of own motivational learning as well as developing cultural competencies (including language and communication skills), intellectual competencies (including working with others to solve problems), social competencies (including increases in self-confidence and self-awareness) and professional competencies (via increases in professional networks). This supports national data regarding the importance of student mobility including study visits abroad.

scholarly journals SELF-EVALUATION OF PROSPECTIVE SPECIAL EDUCATORS’ COMPETENCIES FROM THE STANDPOINT OF PERSONALISED LEARNING PARADIGM

2016 ◽  
Vol 1 (34) ◽  
Author(s):  
Stefanija Ališauskienė ◽  
Irena Kafemanienė ◽  
Algirdas Ališauskas
Keyword(s):  
Special Educators ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Social Competencies ◽  
Self Evaluation ◽  
Personalised Learning ◽  
Quantitative And Qualitative Research ◽  
Directed Learning ◽  
Study Process ◽  
Personal Changes

The article analyses how self-evaluation of prospective special educators’ acquired<br />competencies helps them to identify their needs and study expectations from the<br />standpoint of personalised learning and opens up ways for teachers to start a dialogue with students, better understand learners and, considering their professional interests, improve study quality. The study was aimed to disclose theoretical links between personalised learning and students’ active participation in the study process, to determine how future special educators self-evaluate acquired competencies and disclose their learning interests, interpret self-evaluation results of prospective special educators’ competencies, based on the theoretical methodological model of personalised learning. Seeking the research aim, mixed methodology was employed: quantitative and qualitative research and data processing methods were combined. The study was attended by 78 I-IV year students of the first study cycle of special education. The study demonstrated that personal and social competencies were an integral part of professional competencies; therefore, in students’ opinion, these competencies should be given particularly much attention educating future special educators. Prospective special educators emphasise the influence of studies on changes in and maturity of their values, self-awareness, personal changes. Less expressed characteristics of personalised learning are self-directed learning, implementation of experiential abilities and purposefulness

scholarly journals Strengthening emotional and social competence: undergraduate health professions students / Stärkung emotionaler und sozialer Kompetenzen bei Bachelorstudierenden in Gesundheitsberufen

2015 ◽  
Vol 2 (2) ◽  
pp. 84-92 ◽  
Author(s):  
Roberta Waite ◽  
Nicole McKinney ◽  
Michelle Sahl ◽  
Phi Nguyen ◽  
Alecia Schneider Fox
Keyword(s):  
Social Competence ◽  
Undergraduate Students ◽  
Statistical Significance ◽  
Self Awareness ◽  
Leadership Roles ◽  
Pedagogical Strategies ◽  
Social Competencies ◽  
Academic Courses ◽  
Positive Outlook ◽  
Graduating Students

Abstract Emotional and social competencies are important skills to cultivate in developing leaders. This study examined pre-post findings from the Hay Group Emotional and Social Competence Inventory among 18 undergraduate students enrolled in a leadership programme while they concurrently completed their traditional academic courses. Correlations and paired t-tests were conducted using Statistical Package of Social Sciences 20.0 for data analysis. Statistical significance was found in students’ self-assessed functional behaviour in a number of competencies - emotional self-awareness, positive outlook, empathy, organisational awareness, coach and mentor, systems thinking, and pattern recognition. Pedagogical strategies that intentionally focus on development of emotional and social competencies aid in students’ abilities to understand, internalise, and make use of skills essential to a variety of leadership roles, specifically, how they are able to relate effectively with others. Graduating students who are better prepared to serve in leadership roles - on teams and in the community are an investment in the future of healthcare.

The Language of Leaders

2011 ◽  
pp. 232-250
Author(s):  
Simeon J. Simoff ◽  
Fay Sudweeks
Keyword(s):  
Virtual Teams ◽  
Computer Mediated Communication ◽  
Organizational Structures ◽  
Emergent Leadership ◽  
Mediated Communication ◽  
Communication Behaviors ◽  
Virtual Groups ◽  
Educational Environments ◽  
Computer Mediated ◽  
Groups And Teams

Virtual teams and their leaders are key players in global organizations. Using teams of workers dispersed temporally and geographically has changed the way people work in groups and redefined the nature of teamwork. Emergent leadership issues in computer-mediated communication are vital today because of the increasing prevalence of the virtual organization, the flattening of organizational structures, and the corresponding interest in managing virtual groups and teams. This chapter examines the communication behaviors of participants in two different case studies to determine if number, length, and content of messages are sufficient criteria to identify emergent leaders in asynchronous and synchronous environments. The methodology used can be embedded in collaborative virtual environments as a technology for identifying potential leaders in organizational and educational environments.

Impact of Culture, Affiliation, and Shared Goals

2005 ◽  
pp. 125-128
Author(s):  
Robert Jones ◽  
Rob Oyung ◽  
Lisa Shade Pace
Keyword(s):  
Virtual Teams ◽  
Organizational Structures ◽  
Organizational Cultures ◽  
The Future ◽  
Potential Success ◽  
Shared Goals ◽  
Key Indicators

As we mentioned in Section 1, technology provides only a portion of the solution for addressing the challenges of virtual teams. Team and organizational cultures are key indicators of the potential success of virtual teams, while shared goals provide a way to unify the group. Team affiliation, as we will see, plays a lesser part in ensuring the success of virtual teams but is a reality of the complex organizational structures we see today and evolving in the future.

One School/Two Campuses

2006 ◽  
pp. 194-220
Author(s):  
Anne-Laure Fayard
Keyword(s):  
Virtual Teams ◽  
International Business ◽  
Business School ◽  
Knowledge Workers ◽  
Classroom Experience ◽  
Design And Implementation ◽  
Technical Construction

INSEAD, an international business school with campuses in France and Singapore, discovered first-hand the opportunities and challenges that distance and technology can bring for teams and collaboration among knowledge workers. Using off-the-shelf technologies, I used this situation to experiment with a distributed classroom experience in an MBA course. The course was project-based and students had to work on a consulting project in virtual teams distributed in Asia and Europe. This chapter documents the design and implementation of the course and provides lessons for teaching successful transnational classrooms. Observations conducted during this course suggest that the “class,” which is enacted with the feeling of belonging to the same group, is a socio-technical construction. Participants evolved their practices and adapted the technology during the course in order to facilitate communication and smooth out interactions across the sites.

Cultivating Cultural Self-Awareness

2020 ◽  
pp. 65-93
Author(s):  
Juan-Maria Gallego
Keyword(s):  
Critical Thinking ◽  
International Business ◽  
Knowledge Bases ◽  
Basic Knowledge ◽  
Self Awareness ◽  
Factors Affecting ◽  
Business Executives ◽  
Implicit Biases ◽  
Cultural Self ◽  
Cultural Profiling

This chapter analyzes the importance of using appropriate pedagogic and practical tools to develop cultural self-awareness in international business (IB) students in a classroom setting, establishing the foundations for future international business executives. Based on recent research, the author posits that IB students need to develop three basic knowledge bases: (1) their cultural intelligence level, (2) their potential implicit biases, and (3) the use of critical thinking to avoid certain psychological traps or hijackers. Using cultural self-assessments, developing the understanding of psychological factors affecting decision-making processes, and incorporating the use of critical thinking should reduce the negative role of unconscious biases during cross-cultural interactions. The author posits about the effectiveness of cultural profiling tools in predicting and identifying potential cultural pitfalls and challenges. Finally, the author recommends incorporating the practical use of cultural profiling tools in simulation or case studies.

Entrepreneurship, Accounting, and Multinational Business S tructures

2019 ◽  
Vol 10 (5) ◽  
pp. 470-472
Author(s):  
Theresa Flynn ◽  
Keyword(s):  
Organizational Structures ◽  
Positive Control ◽  
Business Strategies ◽  
Research Approach ◽  
Control Mechanisms ◽  
Principal Agent Theory ◽  
Multinational Organizations ◽  
Practical Research ◽  
Successful Business

This article explores the role of multinational organizational (MNO) structures and the influence associated with identified constructs, development strategies for businesses, and principal-agent theory. Consideration of the authority exercised by principal-agents in MNO structures reviewed included many concepts including Home region focus, centralization influences, expatriates’ strategies, and distantly located executives’ roles within organizational structures. The review of the positive control mechanisms reviewed produced perspectives of successful business strategies related to the utilization of MNO structures. This paper offers a focused study and descriptions of a practical research approach designed to provide a comprehensive view of Multinational organizations. The content may assist researchers interested in researching this topic.

Principals’ Self- and Interpersonal Leadership Amid Work Intensification

2020 ◽  
pp. 105268462093538
Author(s):  
Fei Wang
Keyword(s):  
Work Environment ◽  
School Principals ◽  
Self Awareness ◽  
Structured Interviews ◽  
Work Condition ◽  
Job Expectations ◽  
Social Competencies ◽  
Knowledge And Skills ◽  
Metro Vancouver ◽  
Work Intensification

Objectives: Despite all the attention given in recent years to work intensification among school principals, little research has explored the practices and strategies that principals employ to meet their job expectations and demands and how they adapt to the increasingly uncertain and complex school reality. This qualitative study identifies practices and strategies that principals employ to meet their job expectations and adapt to their intensified work condition in Vancouver, British Columbia, Canada. Framework: The study integrates self- and interpersonal leadership into a composite framework to guide the inquiry. Methods: Eighteen school principals in Metro Vancouver participated in one-hour semi-structured interviews and shared their comments on the changing nature of their work and strategies they use to go about doing their work amid work intensification. Results: The findings capture principals’ skills and competencies that pertain to their personal and social competencies, including self awareness, self direction, social awareness, and relationship management. The findings also identify knowledge and skills that are necessary to prepare principals for their work and highlight strategies they use to gain a sense of being in control at work in a complex and changing work environment.

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