A Fast Track to Cultural Immersion: The Scavenger Hunt

Autor/inn/en	Doyle, Mike; Helms, Marilyn M.; Westrup, Nancy
Titel	A Fast Track to Cultural Immersion: The Scavenger Hunt
Quelle	In: Journal of Teaching in International Business, 15 (2004) 4, S.67-95 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
Schlagwörter	Business Administration Education; Travel; Culture Conflict; Adult Students; Foreign Countries; Study Abroad; Global Approach; International Trade; Immersion Programs; Experiential Learning; Cultural Awareness; Mexico + Suchen Sie Ihr Suchwort? Travelling; Reisen; Reise; Kulturkonflikt; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Studies abroad; Auslandsstudium; Globales Denken; Trade; International relations; Handel; Internationale Beziehungen; Immersionsprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Mexiko
Abstract	The internationalization of the business curriculum remains a priority for preparing students for a global workforce. Business schools continue to stress the importance of semester-long study abroad programs. Yet in colleges and universities with a growing population of non-traditional, working adult students, it is challenging to provide international study abroad opportunities. Options for such intensive immersion are limited and may include non-credit travel, travel as a small part of a credit course, or travel with a trade mission group. In short term international travel, quickly introducing students to culture shock and moving toward some minimal acculturation is the primary goal. This article describes a nine-day study abroad trip to Monterrey, Mexico that quickly exposed students to the local culture via a day-long structured scavenger hunt exercise. Suggestions for implementing such experiential activities into the curriculum of other study abroad programs are provided as well as a discussion of students and faculty learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10