Intercultural Business Communication, International Students, and Experiential Learning

2001 ◽  
Vol 64 (4) ◽  
pp. 90-104 ◽  
Author(s):  
Deborah Valentine ◽  
Rebecca S. Cheney
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Business Communication

Experiential Learning Opportunities

2018 ◽  
pp. 189-217 ◽  
Author(s):  
Ping Yang
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Language Learning ◽  
Cultural Context ◽  
Language Skills ◽  
Real Life ◽  
Cultural Immersion ◽  
Project Outcomes ◽  
Mobility Programs ◽  
Past Experiences

This chapter examines how international students use experiential learning to improve their Chinese language skills through cultural immersion in China. This experiential learning mobilizes them to practice their Chinese communication skills in authentic context and in real use. Furthermore, they immerse themselves in the cultural context, reflecting on language and cultural differences, appreciating cultural diversities, and improving communicative competence. Using a qualitative method, the researcher collected data from various sources about six international students from five countries. The subjects' real-life experiences mirror their daily activities. Using Nvivo 11 as a tool, the researcher critically analyzed data, categorized contents into emerging themes. The project outcomes are useful for international students currently studying in China to reflect on their past experiences and are also beneficial to those who want to join study abroad and mobility programs, better prepare themselves for language learning and cultural immersion in China in the future.

scholarly journals Competitions Versus Classes: Exploring the Impact of Case Competitions and Communication Coursework on MBA Ranking

2019 ◽  
Vol 82 (1) ◽  
pp. 101-126
Author(s):  
Mary Marcel ◽  
Nancy Ross Mahon
Keyword(s):  
Experiential Learning ◽  
Business Education ◽  
Business School ◽  
Business Communication ◽  
Mba Programs ◽  
Problem Solving Skills ◽  
Higher Rank ◽  
World Report ◽  
High Level ◽  
The Impact

Business communication programs and business school competitions are a prevalent component of graduate-level business education. Both activities help students develop problem-solving skills, critical thinking, high-level communication, and applied experiential learning. While business competitions may aid in the development of advanced communication skills, to date there has been no comparison of the effectiveness of coursework, competitions, or both. Using U.S. News & World Report rankings of the top 100 U.S. MBA programs as a proxy for program quality, we find that business communication coursework provides greater benefits when compared with internal case competitions. Specifically, findings indicate a higher ratio of graduate business communication classes to internal competitions correlated to higher rank. Furthermore, reputational advantage was also associated with required communication coursework and a higher number of internal competitions offered for graduate business student participation.

Using Experiential Learning Theory and the Myers-Briggs Type Indicator in Teaching Business Communication

2000 ◽  
Vol 63 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Valerie Priscilla Goby ◽  
Justus Helen Lewis
Keyword(s):  
Experiential Learning ◽  
Business Communication ◽  
Experiential Learning Theory ◽  
Myers Briggs Type Indicator ◽  
Business Environments ◽  
Type Indicator ◽  
Myers Briggs ◽  
New Business ◽  
How People Learn ◽  
Management Students

As more emphasis is placed on groupwork in business environments, management students need to be aware of the psychological underpinnings of communication. They also benefit from understanding how people learn because they are likely to have to incorporate such understanding when, as managers, they implement orga nizational change. Moreover, they have to become life-long learners themselves as they adapt to new business environments. Business communication classes can perform an important role in preparing students to meet these challenges by intro ducing them to the Myers-Briggs Type Indicator and Kolb's experiential learning cycle.

scholarly journals Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research

2018 ◽  
Vol 5 (2) ◽  
pp. 276 ◽  
Author(s):  
Farhan Uddin Raja ◽  
Najmonnisa Khan
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Teaching Method ◽  
Business Communication ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
Multinational Organizations ◽  
Business Administration Students

<p>The modern time is shaping a world of opportunities that has glorified the role<br />and functions of multinational organizations across the globe. An individual has<br />become a global citizen, who explores employment opportunities in different<br />countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 &amp; 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 &amp; 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.</p><p><strong>Keywords:</strong> business communication, experiential learning, experimental research, traditional learning</p>

Experiential learning, Cases, and Simulations in Business Communication

1997 ◽  
Vol 60 (1) ◽  
pp. 97-114 ◽  
Author(s):  
Peter M. Saunders
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Paradigm Shift ◽  
Business Communication ◽  
Experiential Learning Theory ◽  
American Higher Education ◽  
Basic Understanding ◽  
Made In

The inclusion of cases and simulations in our curricula may reflect a funda mental paradigm shift in American higher education. Now, colleges must do more than instruct; they must also prove that learning takes place. While the movement toward experiential learning has grown, surprisingly little mention has been made in the literature of the need to ground the use of cases and simulations in experiential learning theory. A basic understanding of the experiential learning process and the nature of cases and simulations as expe riential activities will help instructors of business communication develop, evaluate, and use these tools more effectively.

scholarly journals Experiential Learning in Business Communication: Starting a Peer-Reviewed Student Journal and Podcast

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Marianna E. Richardson ◽  
Ryan Stenquist ◽  
Jenny Stenquist
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Business Students ◽  
Business Management ◽  
Business Communication ◽  
Practical Experience ◽  
Experiential Learning Theory ◽  
Brigham Young University ◽  
Kolb's Experiential Learning Theory

Ancient Greeks such as Plato, Socrates, and Aristotle realized the need for combining intellectual, theoretical learning with practical, real-world experiences. Modern educational theorists continue to make similar pleas for the need of a more holistic and experiential view of education. To promote experiential learning in business communication, Brigham Young University – Provo (BYU) started a peer-reviewed student journal and podcast for business students. The students’ experiences mirror Kolb’s experiential learning theory cycle (1984) and Mezirow’s theories on critical reflection and transformative learning, (1990, 1998, 2000). Students’ reflective comments were reviewed using Morris’ (2019) five characteristics of concrete learning experiences. Additionally, student ratings for this course are compared to other business management courses at BYU. These comparisons illustrate the high rating students give experiential learning courses. As the journal and podcast continue to grow in popularity, the opportunities for students have also grown because the students are gaining practical experience for future careers.

scholarly journals From Class Assignment to Friendship: Enhancing the Intercultural Competence of Domestic and International Students through Experiential Learning

2018 ◽  
Vol 47 (1) ◽  
Author(s):  
Stacey Wilson-Forsberg ◽  
Phyllis Power ◽  
Valerie Kilgour ◽  
Sara Darling
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Qualitative Data ◽  
Real Life ◽  
Competence Model ◽  
Academic Credit ◽  
Second Year ◽  
Class Assignment

This study explored growth in the intercultural competence of domestic and international students who participated in an intercultural experiential learning initiative for academic credit. The initiative paired Canadian students in a second-year multiculturalism class at Wilfrid Laurier University with international students enrolled in the Laurier English and Academic Foundation (LEAF) program. Qualitative data derived from the oral and written reflections of three cohorts of students inform the study. The data were coded using pre-existing codes derived from learning objectives and reflection questions based on Deardorff’s (2006) Elements of Intercultural Competence Model. The findings suggest that while exposure to different cultural values and practices deepens domestic and international students’ knowledge and challenges their assumptions about each other, creating optimal conditions for meaningful intercultural contact between the students at a university may not adequately reflect everyday contact between them in complex real-life situations.

Selections From the ABC 2019 Annual Conference, Detroit, Michigan: High Horsepower My Favorite Assignment Sessions in the Motor City

2020 ◽  
Vol 83 (3) ◽  
pp. 336-357
Author(s):  
D. Joel Whalen
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Team Building ◽  
Business Communication ◽  
Annual Conference ◽  
International Conference ◽  
Learning Techniques ◽  
Student Projects ◽  
Stimulus Materials ◽  
Annual International Conference

Readers can explore 13 teaching innovations presented at the 2019 Association for Business Communication annual international conference in Detroit, Michigan. These assignments are designed to add fuel to oral and written persuasion, including the practical use of rhetorical tools. Ideas to advance learners’ professional development are presented. Also, clever experiential learning techniques are designed to inculcate team-building skills. This article is the second in a two-part series. The first appeared in the June 2020 issue. Additional teaching materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication website: https://www.businesscommunication.org/page/assignments

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