Aligning the PRME: How Study Abroad Nurtures Responsible Leadership

Autor/inn/en	Sroufe, Robert; Sivasubramaniam, Nagaraj; Ramos, Diane; Saiia, David
Titel	Aligning the PRME: How Study Abroad Nurtures Responsible Leadership
Quelle	In: Journal of Management Education, 39 (2015) 2, S.244-275 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562914560795
Schlagwörter	Masters Degrees; Business Administration Education; Study Abroad; Curriculum Development; Case Studies; Reflection; Journal Writing; Sustainability; Field Experience Programs; Global Approach; Leadership Training; Instructional Design; Program Effectiveness; Strategic Planning; Cultural Education; Foreign Countries; Accountability; College Credits; China; Ecuador; India; Japan + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Zeitschriftenaufsatz; Nachhaltigkeit; Praxisnahes Lernen; Globales Denken; Führungslehre; Lesson concept; Lessonplan; Unterrichtsentwurf; Strategy; Planning; Strategie; Planung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Ausland; Verantwortung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Indien
Abstract	Productive relationships between business schools and corporate organizations provide fertile ground for bringing business leaders, faculty, students, and community partners face-to-face with contemporaries abroad to foster development of responsible global leadership competencies. While well-orchestrated multicountry collaboration offers unique opportunities for many stakeholders to gain life-altering perspectives, embedding international field work and experiential pedagogy in a business curriculum is not without risk. Utilizing content analysis, this study provides evidence of the development of five specific responsible leadership competencies as a result of experiential learning through international study trips across three different academic years and student cohorts. These immersive study abroad experiences were designed to integrate cross-disciplinary course content through first-hand examination of global practices in social, financial, and environmental management in context while aligning MBA pedagogy with all six Principles for Responsible Management Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01