{"title":"Teaching Business With Internationally Built Teams","authors":"E. Suárez, Agata Michalska Haduch","doi":"10.1080/08975930.2020.1851625","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper describes a collaborative model of international learning where students from classes in universities across countries collaborate to jointly work on a common project. The paper follows the partnership formed by a course taught in the US and one in Mexico under the COIL model, where participating students are paired up with counterparts in a related business course in a university in another country. By joining these two classes in a team-taught effort, participating professors form international teams with half the students from each institution. The teams are then responsible for developing an international company’s business plan, of import/export companies or expansions into a Latin American market, with realistic resulting documents that are presented in meetings on the campuses of both participating universities. The international student groups from both universities negotiate and collaborate on their projects online, sealing their hypothetical deals when they present them jointly in Mexico and the USA. The classes have been made possible by partnerships of professors at an American University and two Universities in Mexico. These collaborations have happened in ten semesters, from the spring of 2003 until the fall of 2019, with more than one professor participating from each institution. Because these joint classes were taught by different professors, we claim that the benefits of the pedagogical model can be replicated and institutionalized. The paper discusses issues facing those interested in developing a similar course pairing, and describes choices to be made in the process of giving birth to such a collaboration.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1851625","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in International Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08975930.2020.1851625","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4
Abstract
ABSTRACT This paper describes a collaborative model of international learning where students from classes in universities across countries collaborate to jointly work on a common project. The paper follows the partnership formed by a course taught in the US and one in Mexico under the COIL model, where participating students are paired up with counterparts in a related business course in a university in another country. By joining these two classes in a team-taught effort, participating professors form international teams with half the students from each institution. The teams are then responsible for developing an international company’s business plan, of import/export companies or expansions into a Latin American market, with realistic resulting documents that are presented in meetings on the campuses of both participating universities. The international student groups from both universities negotiate and collaborate on their projects online, sealing their hypothetical deals when they present them jointly in Mexico and the USA. The classes have been made possible by partnerships of professors at an American University and two Universities in Mexico. These collaborations have happened in ten semesters, from the spring of 2003 until the fall of 2019, with more than one professor participating from each institution. Because these joint classes were taught by different professors, we claim that the benefits of the pedagogical model can be replicated and institutionalized. The paper discusses issues facing those interested in developing a similar course pairing, and describes choices to be made in the process of giving birth to such a collaboration.
期刊介绍:
The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.