Fernando Garcia, Stephen Ray Smith, A. Burger, M. Helms
{"title":"通过合作在线国际学习(COIL)增强全球思维:国际化本科国际商务课程","authors":"Fernando Garcia, Stephen Ray Smith, A. Burger, M. Helms","doi":"10.1108/jieb-08-2022-0054","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset.\n\n\nDesign/methodology/approach\nUsing open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class.\n\n\nFindings\nStudent end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting.\n\n\nResearch limitations/implications\nAreas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions.\n\n\nPractical implications\nThe implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals.\n\n\nSocial implications\nThe proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future.\n\n\nOriginality/value\nWhile researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.\n","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"88 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class\",\"authors\":\"Fernando Garcia, Stephen Ray Smith, A. Burger, M. 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However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions.\\n\\n\\nPractical implications\\nThe implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals.\\n\\n\\nSocial implications\\nThe proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future.\\n\\n\\nOriginality/value\\nWhile researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. 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Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class
Purpose
This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset.
Design/methodology/approach
Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class.
Findings
Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting.
Research limitations/implications
Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions.
Practical implications
The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals.
Social implications
The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future.
Originality/value
While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.
期刊介绍:
The journal of International Education in Business (JIEB) is a peer reviewed journal concerned with theoretical and pedagogic aspects of international education in business schools and its flow-on implications for the workplace. The journal publishes papers that are concerned with: - international education, - cross- and inter-cultural aspects of internationalisation, - internationalisation of business schools, - business school teaching and learning, - academic and social engagement of students, - recruitment and marketing of business education in international contexts, - quality processes with respect to internationalisation, and - global organisations as stakeholders of internationalisation. Theoretical and empirical papers (qualitative and quantitative) as well as case analyses are invited. Papers that explore micro- and macro-perspectives in business and international education are also included.