Innovative Study Abroad and Student Intercultural Skills

Abstract

Nowadays, managers are facing more critical problems, such as Climate Change and Rain Forest Destruction, or the Emergence of New Pandemics, just to name a few. Global perspectives are a prerequisite in any steps to manage them successfully. In an increasingly globalizing world, such intercultural learning and global perspectives are ever more important (Aggarwal 2011). In the literature on IB education, considerable attention has been devoted to studyabroad learning and programs. Study abroad pedagogy plays a crucial role in internationalizing Business and other curricula, for it provides direct and immersive experiential learning opportunities for students. Studying abroad can yield numerous positive learning outcomes, with enhanced intercultural competencies and global perspectives at the core (Aggarwal and Goodell 2015; Ramírez 2019). In many, perhaps most, cases, the study abroad experience is the life-transforming part of participating students’ higher education. However, studying abroad comes with many restrictions related to international travel and costs, limiting its accessibility to a wider student population. Therefore, it is especially important for IB educators to explore innovative forms of study abroad, experiment with program adjustments, and seek effective alternatives to overcome the limitations of traditional study abroad programs. For example, some perhaps admittedly slightly less effective alternatives could include total immersion programs and working with local immigrant communities. When designing study-abroad programs, duration is an important element to consider, as the trip length will significantly shape the breadth and depth of the immersion experience and the effectiveness of the resulting learning. Compared to long-term study abroad that lasts as long as or longer than a full academic semester, short-term programs (typically eight weeks or shorter) are usually organized in a cohort or group format, with a predefined curriculum for all participants. This approach allows the program leader or faculty to take greater control over the experiential and learning components, thereby maximizing the learning opportunities for the students. The shorter programs are also generally cheaper and less disruptive for students, encouraging wider participation. The second element to consider is the destination. In long-term programs, students tend to have more freedom in choosing their study abroad destinations. Historically, the United States and European Union have consistently been the top regions attracting study-abroad students. However, there is an emerging trend of students opting for nontraditional destinations, such as in Asia, Latin JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2023, VOL. 34, NOS. 1–2, 1–6 https://doi.org/10.1080/08975930.2023.2231712