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Does my country's social media work for you? A virtual team project with an international twist.

Luck, Susan; Swartz, Stephanie; Barbosa, Belem; Crawford, Isabella

Authors

Susan Luck

Stephanie Swartz

Belem Barbosa



Abstract

The world's businesses are just that: world businesses. And to compete and be successful in these world businesses, no matter at what level of employment, employees need intercultural communication competency skills. The days of being fairly confident that employees within a division will share one's culture are over. Without employees who have the ability to understand and work within the framework of each other's cultural communication, those world businesses will falter. However, although universities are placing an increasing emphasis on providing theoretical education in intercultural competence, studies from the workplace show that this increase in emphasis has not yielded desired results. In fact, the U.S. National Association of Colleges and Employers 2018 Jobs Outlook Survey found that the percentage of graduating seniors and young employees who believed that they were proficient in global/intercultural fluency was much higher than the percentage view of employers (Bauer-Wolff, 2018). As both teachers and researchers, the authors believe that part of the disconnect lies in the difference between learning about intercultural differences and actually experiencing those differences. In an effort to promote intercultural competency in students despite the constraints that might prevent them from studying abroad, university instructors are bringing the world into the classroom through collaborative online international learning (COIL) (SUNY Center for COIL, 2010). International virtual team projects bring students into direct contact with counterparts across the globe and simulate real-life international project experiences. In globally networked learning environments (GNLEs), students are encouraged to apply theoretical knowledge to actual intercultural interactions (Starke-Meyerring, 2010). As we explored methods of experiential learning, we asked ourselves: What happens when students are assigned to interact with students in a classroom in another country? To answer that question, the authors designed an experiential intercultural collaborative project to expose students to differences in real-life situations.

Citation

LUCK, S., SWARTZ, S., BARBOSA, B. and CRAWFORD, I. 2019. Does my country's social media work for you? A virtual team project with an international twist. In Smith, J.A., Good, D., Kurthakoti, R., Swank, A. and Ichikawa, M. (eds.) Proceedings of the 46th Annual conference of the Association for Business Simulation and Experiential Learning (ABSEL 2019), 20-22 March 2019, Old Town San Diego, California, USA. Developments in business simulation and experiential learning: proceedings of the annual ABSEL conference, 46. Oklahoma: ABSEL [online], article number 3211. Available from: https://journals.tdl.org/absel/index.php/absel/article/view/3211

Conference Name 46th Annual conference of the Association for Business Simulation and Experiential Learning (ABSEL 2019)
Start Date Mar 20, 2019
End Date Mar 22, 2019
Acceptance Date Mar 20, 2019
Online Publication Date Mar 24, 2019
Publication Date Mar 24, 2019
Deposit Date Jul 1, 2019
Publicly Available Date Jul 1, 2019
Publisher Association for Business Simulation and Experiential Learning
Pages 58-61
Series Title Developments in business simulation and experiential learning: proceedings of the annual ABSEL conference.
Series Number 46
Keywords Experiential learning; Intercultural communication; Global business
Public URL https://rgu-repository.worktribe.com/output/315227
Publisher URL https://journals.tdl.org/absel/index.php/absel/article/view/3211

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