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.

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 An Examination of the Technology of Specialised Soft Skill Sets Deployed in Business Sectors from Four Different Regions of the Globe

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Thi Thu Hang Truong ◽  
Ronald S. Laura ◽  
Kylie Shaw
Keyword(s):  
International Business ◽  
Business School ◽  
Soft Skills ◽  
School Curriculum ◽  
Major Research ◽  
Business Professionals ◽  
Soft Skill ◽  
Skill Sets ◽  
The World ◽  
Business Sectors

<p class="BodyA"><em>Our central objective in this paper is twofold: first, to examine the scholarly literature on the technological importance of soft skills in Business, and second, to review the major research studies on the views of employers and the industries they serve regarding the specific character and combination sets of key soft skills best suited for business professionals located in four distinct and economically vibrant major business regions of the world. The key findings have been distilled from the literature and analysed to identify patterns of congruence, with the aim of cataloguing reasonably discrete combinatory sets of soft skills ideally suited to the specific business priorities which characterise these four different regions. The concluding section of the paper will consider the extent to which these distinct skill sets can be pedagogically developed in such a way that they become deeply embedded as foundational in the creation of an international business school curriculum, featuring five discrete sets of soft skills, each of which is ideally constructed for one of the four different regions.</em><em></em></p>

On specific of double degree undergraduate programmes at the russian state university of tourism and service

10.12737/5556 ◽  
2014 ◽  
Vol 8 (3) ◽  
pp. 94-102 ◽  
Author(s):  
Ирина Суслова ◽  
Irina Suslova ◽  
Наталья Смит ◽  
Natalya Smit
Keyword(s):  
International Business ◽  
Business School ◽  
State University ◽  
Business Studies ◽  
Core Curricula ◽  
Russian State ◽  
Elective Courses ◽  
Double Degree ◽  
Undergraduate Programme ◽  
The Difference

Globalization, which is one of the major lines of development in the sphere of education, requires that a common education space be created and different systems of education be made compatible. Russian HE institutions improve academic mobility through developing double degree programmes in partnership with non-Russian HE institutions, which brings to the fore such issues as a joint curriculum development, and alignment of core curricula of partner-HE-institutions though content cross-pollination. The article deals with the approaches to double degree undergraduate programme as developed by the Russian State University of Tourism and Service (Moscow) for the Bachelor in Management programme and the International Business School (Budapest) for the BA in Business Studies. In the article, the authors identify the key components of the double degree programme as jointly developed by the Russian State University of Tourism and Service and the International Business School: the specifics of the curricula and syllabi of the two institutions, the procedure of credit transfer, the content of the teaching materials of the disciplines involved, formative, summative, and final academic assessments. The authors emphasize the difference in the workload of the disciplines on the curricula, and conclude that the curriculum currently employed by the International Business School is more application-driven, while that employed by the Russian State University of Tourism and Service is more theory-driven. The authors also identify discrepancies in the number of elective courses, with the Russian State University of Tourism and Service offering 14 elective courses in 2011, which is 9 courses more than in 2010 and 4 courses more than offered by the International Business School.

scholarly journals Das MMTC der Jönköping International Business School

2006 ◽  
Vol 3 (3) ◽  
pp. 54-55
Author(s):  
Cinzia Dal Zotto
Keyword(s):  
International Business ◽  
Business School

Die Entwicklung von Wirtschaft und Technologie, politische Veränderungen und die Globalisierung beeinflussen und transformieren die Medienindustrie gegenwärtig nachhaltig. Die Entstehung neuer Unternehmen fordert existierende Medienfirmen heraus. Sowohl Werbetreibende als auch die Leser- bzw. Zuhörerschaft verändern die Art und Weise des Umgangs mit Medien und Kommunikationssystemen. Hinzu kommt, dass Medien eine immer dominantere Rolle im Alltag einnehmen. Unter diesen Bedingungen müssen Medienunternehmen in hochgradig wettbewerbsfähigen Märkten agieren, die zudem durch Dynamik und Innovation bestimmt werden. Um sich in diesem Umfeld behaupten zu können, müssen sowohl die Organisationsstrukturen als auch die operativen Abläufe und die generelle Unternehmenskultur von Medienfirmen in hohem Maße von Unternehmergeist geprägt sein.

scholarly journals KAIZEN PRACTICES AMONG ACCOUNTING STUDENTS AND LECTURERS IN AZMAN HASHIM INTERNATIONAL BUSINESS SCHOOL

2021 ◽  
Vol 3 (6) ◽  
pp. 60-68
Author(s):  
Nurhidayah Abu Hashim ◽  
Nursyazwani Mohd Fuzi
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
Continuous Improvement ◽  
International Business ◽  
Education System ◽  
Business School ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Quantitative Approach ◽  
Accounting Students

The implementation of Kaizen had widely been adopted in many organizations. Higher Education Institutions (HEI) is one of the organizations that there is no exception in practicing Kaizen to enhance the continuous improvement in their education institution performance. The objective of this study is to identify the Kaizen practices among accounting students and lecturers in Azman Hashim International Business School. The researcher will use a quantitative approach by distributing questionnaires to obtain data from respondents. The researcher concludes that Kaizen practices are suitable to be implemented in higher education institution because it gives huge advantages towards the entire organizational performance. Education institutions should guide the Kaizen practices to create a culture of ongoing improvement to improve the education system from time to time in the future.

Sign in / Sign up

Export Citation Format

Share Document