Fostering Global Competence in International Business Students on a Latin American Campus

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in International Business Pub Date : 2021-01-02 DOI:10.1080/08975930.2021.1906381

Kathleen A. Corrales, Jahir Lombana-Coy, Lourdes Rey-Paba

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引用次数: 3

Abstract

ABSTRACT This article discusses the development of global competence through the integration of a series of international-intercultural in-class activities in a Latin American international business (IB) course. A pre- and post-survey were applied and analyzed using a non-parametric Wilcoxon test to identify changes in student perceptions of their global competence development. Results showed development of all competences included in the survey. Intercultural effectiveness was the factor that showed the most statistically significant improvement, while willingness to learn from and adapt to other cultures, openness to other cultures, and awareness of diversity developed to a lesser extent. In addition, the dimensions of attitude and knowledge showed improvement while skills demonstrated only slight change. Therefore, IB teaching can be improved by including well-planned international-intercultural classroom activities to promote not only discipline-related knowledge but also global competence development without relying on student mobility.

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在拉丁美洲校园培养国际商务学生的全球能力

摘要本文讨论了通过在拉丁美洲国际商务（IB）课程中整合一系列国际跨文化课堂活动来发展全球能力。使用非参数Wilcoxon检验对前后调查进行应用和分析，以确定学生对其全球能力发展的看法的变化。调查结果显示了调查中所有能力的发展情况。文化间的有效性是显示出统计上最显著改善的因素，而向其他文化学习和适应其他文化的意愿、对其他文化的开放态度以及对多样性的认识发展得较小。此外，态度和知识方面有所改善，而技能方面仅略有变化。因此，IB教学可以通过包括精心策划的国际跨文化课堂活动来改善，不仅可以促进学科相关知识，还可以促进全球能力的发展，而不依赖于学生的流动性。

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 EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

53.30%

发文量

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.