Teaching Business With Internationally Built Teams

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
E. Suárez, Agata Michalska Haduch
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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.
用国际化的团队教授商业
摘要本文描述了一种国际学习的合作模式,来自各国大学课堂的学生合作,共同完成一个共同的项目。这篇论文遵循了在美国和墨西哥教授的一门课程在COIL模式下形成的合作伙伴关系,参与的学生与另一个国家大学的相关商业课程的同行配对。通过加入这两个班的团队教学,参与的教授与每个机构一半的学生组成国际团队。然后,这些团队负责制定一家国际公司的商业计划、进出口公司或向拉丁美洲市场的扩张计划,并在两所参与大学的校园会议上提交现实的文件。这两所大学的国际学生团体在网上就他们的项目进行谈判和合作,当他们在墨西哥和美国联合提交时,就达成了他们的假设协议。美国一所大学和墨西哥两所大学教授的合作使这些课程成为可能。从2003年春天到2019年秋天,这些合作在十个学期内进行,每个机构都有一名以上的教授参与。由于这些联合课程由不同的教授教授教授,我们声称教学模式的好处可以复制和制度化。本文讨论了那些有兴趣开发类似课程配对的人所面临的问题,并描述了在产生这种合作的过程中要做出的选择。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
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.
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