Abstract
Learning does not occur in a vacuum. Effective learning environments engage closely with relevant educational theories throughout the design process, ensuring that content, assessment tasks and learning outcomes are consistently aligned with underlying academically relevant principles and philosophies. This chapter provides guidance for using an evidence-supported framework to develop International Business courses that are contextualized, authentic and experience-based.
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Notes
- 1.
In some instances, the word here would be ‘pedagogy’—however, this term refers to theories of teaching children, and as we are addressing the task of helping young adults learn, we are using the appropriate term of ‘andragogy’ referring to theories of teaching adults (younger and older).
- 2.
Striving to design and deliver as precise as can be attained, educational outcomes using appropriate education theories/frameworks, learning models and instructional design models to achieve identified learning objectives/learning outcomes (observable and measurable knowledge/skills attitudes/values) (Shepherd, 2017).
- 3.
Search for ‘Simulation Framework’ in apple and android app stores.
- 4.
For example, all male Finnish students must complete compulsory conscription and most do so before entering tertiary study. They may, depending on preferences and associated military decisions, attain a rank anywhere from corporal (in the Navy, petty officers 3rd class), to sergeant (petty officer 2nd class) in Non Commissioned Officer (NCO) ranks, while graduates of Reserve Officer School may leave with the rank of second lieutenants (in the navy, sub-lieutenants).
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Shepherd, I., Leigh, E., Davies, A. (2019). Revisiting the Impact of Education Philosophies and Theories in Experiential Learning. In: Gonzalez-Perez, M.A., Lynden, K., Taras, V. (eds) The Palgrave Handbook of Learning and Teaching International Business and Management. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20415-0_2
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