Exchange-Traded Funds (ETFs), investment vehicles traded on stock exchanges that track indices or baskets of assets, represent strategic diversification tools. They have evolved through sophisticated types, such as ESG ETFs, which promote responsible investing. This evolution offers valuable learning opportunities for international business (IB) education, equipping students to navigate the global financial landscape. This paper rigorously examines the global ETF universe across countries and asset classes using quantitative analysis of market data and case studies. Findings reveal equity as the dominant asset class, with large-cap growth equities as the primary strategy, and the U.S. leading in fund flows, assets under management (AUM), and ETF numbers (U.S. ETFs accounting for 78% of global AUM in 2022). These insights, aligned with CFA curriculum updates on ETF mechanics (CFA Institute, 2020), enable IB students to analyze regional and asset class impacts on global markets. We propose ETFs as a pedagogical tool to bridge IB theory and practice, supporting student-centered learning through ETF-focused curricula (Canadian Securities Institute, 2025).112025 Moody's Analytics Global Education (Canada), Inc. Preliminary evidence suggests that emerging ETF types, such as those addressing liquidity risks, may transform IB curricula if integrated into case-based modules. However, generalizability requires broader institutional data.
Movies, films, and TV shows have been widely adopted for business management teaching and learning. They are particularly relevant in teaching cultural topics by providing cross-cultural experiences in the classroom. This article focuses on the use of the movie Outsourced as an effective teaching tool to apply the cultural dimension frameworks of Hofstede, Trompenaars, and the GLOBE project in analyzing cultural differences, as well as to compare across three frameworks to enhance student learning and knowledge retention. An integrated exercise is presented in this study, detailing the procedures, handouts, suggested discussion focuses, a thorough discussion reference, and guides to specific sections of the film. An overview of the film is provided as well. The purpose is to allow a quick and easy adoption and adaptation of the exercise presented by other educators in teaching relevant topics.
This study examines how technology acceptance influences experiential learning outcomes in simulation-based business education. Using the Technology Acceptance Model (TAM), UTAUT, and Kolb's Experiential Learning Theory, we analyze how perceived usefulness, ease of use, and engagement affect learning. Data from 115 undergraduate students using the Marketplace Simulations platform revealed that perceived usefulness was the strongest predictor of engagement (beta = 0.39, *p*<0.001), explaining 42.3% of variance. Engagement mediated the link between technology acceptance and learning outcomes, with higher satisfaction leading to improved perceived and objective performance. Findings suggest educators should prioritize students' initial perceptions of simulation tools, emphasizing usability and usefulness through orientation and support to enhance engagement and learning. In the context of an International Corporate Management simulation, higher acceptance increased engagement and satisfaction, which in turn supported the development of IB-relevant capabilities, including international market opportunity assessment, strategy testing and revision, integration of prior business knowledge, and team-based strategic communication, as evidenced by both perceived learning gains and performance across the course assessments.
This study uses first-hand data collected from an international business course offered between 2015 and 2024 to evaluate the effectiveness of online learning. It compares student performance and self-reported learning across identical courses delivered in different modalities and finds that students in online sections generally underperform their in-person counterparts. Online students tend to rely more on textbook readings, while synchronous activities have proven more effective than asynchronous ones in supporting engagement and strengthening learning outcomes. Collaboration poses greater challenges in online environments; however, student performance improves after initial group work, underscoring the importance of incorporating multiple group projects to cultivate a sense of belonging, trust, and online community. Although advances in instructional technology, instructor training, and professionally designed course delivery have improved certain aspects of online learning, fostering effective collaboration is still a significant obstacle. This research enriches the literature by highlighting enduring challenges and offering evidence-based strategies to enhance the effectiveness of online education.
Building on the foundation of Absorptive Capacity and Grounded Learning theories, this study examines perceived individual Intercultural Absorptive Capacity (iACAP) in culturally diverse Global Virtual Teams (GVTs). It assesses whether iACAP self-reinforces over time and whether peer evaluation and project context mediate its development. As virtual collaboration becomes essential in global business and education, understanding how individuals recognize, assimilate, transform, and exploit intercultural knowledge is critical for optimizing team dynamics and performance. The study was conducted on 345 international business course participants with at least two years of professional experience engaged in an eight-week international GVT consulting project. Using structural equation modeling (SEM), iACAP was measured at the beginning and end of the project to test its self-reinforcing effect and the mediating roles of peer evaluation and project context. Results confirmed that iACAP is self-reinforcing, meaning individuals with higher initial iACAP experience greater growth. Project context significantly mediates iACAP development, highlighting the importance of structured learning environments. However, peer evaluation does not mediate iACAP, suggesting that forms of evaluation that are asynchronous, decontextualized, or perceived as anonymous may be less effective for intercultural learning.
This study examines the collaboration skills of undergraduate students enrolled in commercial engineering and business programs before and after participating in a microlearning experience within a Collaborative Online International Learning (COIL) framework involving universities in Chile and Mexico. Employing a quasi-experimental design, the research compares an experimental group and a control group, with measurements collected before and after a six-week teamwork project. The objective is to determine whether COIL can reduce collaboration barriers among international teams to levels comparable to those observed in face-to-face collaboration. The findings indicate that both the COIL and control groups demonstrated similar improvements in collaborative competencies following the teamwork experience. These results suggest that COIL provides benefits comparable to face-to-face interaction in terms of reducing collaboration barriers. The implications of these findings are particularly relevant for institutions seeking to promote COIL initiatives.
This paper presents the results of a survey conducted before and after a six-day international team-based business case competition featuring elements of mystery and randomness. A total of 30 undergraduate participants studying at universities in the four Visegrad countries were divided into four teams, each led by a randomly assigned mentor. Four case studies covering different business issues, all linked by a mysterious background, were assessed by the teams. Two questionnaires were deployed o measure the students' perception of their educational progress and motivations to join and work in the competition. The results of statistical analyses point to the meaningfulness of organizing international team case competitions, as students registered improvements in their knowledge, also extending beyond their field of study. Moreover, the intentional incorporation of additional game elements did not appear to have a significant impact on the participating students' motivation to participate. Last but not least, a modest financial reward was the least prioritized reason for joining the competition and for working in it.
Should students take high school economics? They face choices among Advanced Placement (AP), Advanced Level (AL), and International Baccalaureate (IB) Economics programs, which are equivalent to college-level economics coursework. While students value their initial exposure to economics, whether high school economics provides optimal utility remains uncertain. We employ a rational decision-making model to guide students in choosing an appropriate economics education. We emphasize the importance of achieving high grade, as AP, AL, or IB Economics can enhance college admission prospects, improve the economics learning experience, and allow for credit transfer. Students must first identify exam availability and financial constraints before considering internal assessment structure, cross-program comparison, and grading standards and learning implication. This systematic approach enables students to make the most rational decision regarding their economics education.
The demand for global leadership competencies has grown significantly as the global workforce has become increasingly interconnected. Thus, it is imperative that universities develop those global competencies in students who will soon be entering the workforce. This paper describes the design of a Global Leadership Development (GLD) course for undergraduate business students and demonstrates students' growth in key global leadership competencies, without requiring international travel. The course utilized a variety of best practices in GLD, including traditional lecture and classroom activities, self-awareness and personal development plans, cross-cultural training via a platform called Cultural Wizard, and international exchange using collaborative online international learning (COIL) pedagogy. According to the results of the data, students enrolled in the GLD course had a significant increase from the start to the end of the semester in their overall intercultural effectiveness, and in two of the three dimensions on the IES measure: continuous learning and interpersonal engagement, but not for hardiness. The results, implications for practice, and future research are discussed.
This paper enhances the existing teaching innovation literature in international business (IB) courses. The pedagogical literature in teaching IB courses focuses on one or two specific topics in the course. This present study focuses on a holistic approach to IB teaching innovation using the SECI and Ba framework. The post-pandemic challenges in knowledge creation in IB classes were addressed in this study. The SECI and Ba model was a proven framework for knowledge creation at organizations. The usage of SECI in higher education is found to be very limited. This study attempted to understand how to design a learning environment for IB courses to improve the knowledge creation using the SECI approach and to measure the outcomes specific to the twenty-first-century workplace skills. A series of innovative SECI activities were identified and mapped to specific course learning outcomes. The study used a mixed-methods approach, and relevant data for the study were collected using both qualitative and quantitative methods. The results of both subjective and objective data measures indicate that the intervention used through SECI and Ba improved the students' learning capabilities and facilitated the acquisition of twenty-first-century workplace skills.
This research establishes a systematic methodology for developing international business competencies through chess integration across three Colombian universities with 184 students. Through controlled experimental design comparing chess-based instruction with traditional methods over two years, the study demonstrates substantial improvements in three key areas: strategic decision-making capabilities, enhanced understanding of international business content, and development of practical decision-making skills applicable to global contexts. Results show consistent effectiveness across different institutional contexts and academic programs. The methodology creates measurable enhancement in analytical capabilities while addressing persistent challenges in international business education. Chess integration emerges as an effective, scalable approach for developing comprehensive competencies essential for international business success.
The Chinese economy demonstrated remarkable resilience in 2022, providing certainty and vitality to a world facing economic challenges and geopolitical tensions. China's total foreign trade reached 39.1 trillion yuan in 2021, driving momentum for business Chinese language education. With China's economic growth and increasing international business interaction, there is a notable demand for professionals equipped with international business knowledge and strong business communication skills. This study explores a multimodal, multicultural, and multidisciplinary approach to teaching business Chinese, aiming to foster university students' intercultural awareness, global perspective, and intercultural communication competence as they prepare to become future international business practitioners. Through a systematic and critical analysis of multimodal international business discourse, this study examines the constructed meanings and semiotic resources utilized in classroom instruction across three UK universities and one in Ireland. Research materials include recorded synchronous online lessons, textbooks and presentation slides, with case studies on TikTok, SHEIN, Gengshin Impact ((sic)(sic)), e-commerce, and livestreaming. These cases highlight how language educators integrate multimodality into international business pedagogy. By being one of the first studies to examine international business teaching through multimodal (inter)action analysis, this research addresses significant gaps in the field. Its findings are relevant to educational systems worldwide as they adopt multimodal learning and assessment, a key trend for the future.
Adapting to internationalization at home and the expansion of online learning since COVID-19, higher education institutions (HEIs) have implemented online intercultural programs (OIPs) to develop intercultural competence (IC) in virtual settings. This systematic review examines the empirical studies of IC development in online modality from January 2020 to May 2024, exploring effective methods for fostering online intercultural learning. It analyzes pedagogical features of OIPs, assessment strategies and tools, and the use of digital technologies. The findings highlight the virtual mobility practices for IC development, global participation in OIPs, self-devised and external tools for assessing IC, and online collaboration technologies, hoping to guide future research and practices.
Innovations in teaching and collaboration between businesses and universities can lead to improved learning outcomes and various benefits in international business (IB) practice. The Triple Helix Model (THM), incorporating government involvement, serves as a fundamental framework for this collaboration. This research, grounded in the THM and employing Challenge-Based Learning (CBL) as an innovative educational approach, aims to conceptualize the key drivers of successful university-business collaboration, by emphasizing students' engagement. Focused on students enrolled in the Export Management undergraduate specialization at a Lithuanian higher education institution, this study employs a qualitative approach, involving in-depth interviews with students, teachers, social partners, managers, and representatives from government institutions. The study concludes that student engagement is the primary driver of successful collaboration in IB education between universities and businesses. This engagement is influenced by a wide range of second-tier factors, including assignment organization and delivery, as well as the motivations, expectations, and perceived benefits of students and other stakeholders involved. The conclusions of the study highlight the implications for educational practice and policy, emphasizing the need for effective student engagement strategies. This article also illustrates the application of the CBL approach within a business and entrepreneurship curriculum, with a particular emphasis on its integration into IB education.
This study explores the internationalization of higher education in China, employing a qualitative methodology to examine Chinese universities' strategies to foster global excellence and prepare graduates for success in a globally interconnected environment. The research incorporated diverse perspectives, including those of government officials, university leaders, educators, and students, through semi-structured interviews, focus groups, and document analysis. Key findings highlight the instrumental role of cultural initiatives, diversity programs, and financial aid in promoting inclusivity, global competence, and student mobility. The study further emphasizes the significance of technological advancements in bridging Chinese universities with the global academic community and the critical importance of curriculum development and faculty capacity building in preparing graduates to thrive in a diverse, interconnected world. The research provides insights into China's unique approach to internationalizing its higher education system. It also underscores the need for China to enhance its inbound student mobility to further its internationalization efforts.
