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

Autor/inn/en	Corrales, Kathleen A.; Lombana-Coy, Jahir; Rey-Paba, Lourdes
Titel	Fostering Global Competence in International Business Students on a Latin American Campus
Quelle	In: Journal of Teaching in International Business, 32 (2021) 1, S.81-101 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corrales, Kathleen A.) ORCID (Lombana-Coy, Jahir) ORCID (Rey-Paba, Lourdes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2021.1906381
Schlagwörter	Global Approach; Cultural Awareness; Cultural Pluralism; Competency Based Education; Business Administration Education; International Trade; Latin Americans; Private Colleges; Class Activities; Intercultural Communication; Student Development; Late Adolescents; Undergraduate Students; Capstone Experiences; Instructional Effectiveness; Attitude Change; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Globales Denken; Cultural identity; Kulturelle Identität; Kulturpluralismus; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Trade; International relations; Handel; Internationale Beziehungen; Latin America; People; Lateinamerika; Bevölkerung; Volk; Privathochschule; Interkulturelle Kommunikation; Halbstarker; Unterrichtserfolg; Attitudinal change; Einstellungsänderung; Ausland; Kolumbien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01