The paper reflects on the practice of implementing a portfolio of experiential learning activities in workshops involving undergraduate students in an international business management module. The aim of the workshops was to bridge the gap between theory and practice and steer students toward an inductive and collaborative learning experience. The paper presents a series of nine activity-based workshops designed to reinforce theoretical concepts taught during lectures. Based on qualitative data from the module evaluation questionnaire, we found that the workshops significantly improved students’ learning experience, as well as enhanced their engagement with the module. This paper provides practitioners with practical materials and insights which can be immediately applied to teaching international business in a classroom environment. Moreover, by implementing a portfolio of experiential learning activities that provides a wide range of opportunities for students to experience first-hand real-world challenges, this approach is expected to aid their learning process at a crucial point of their academic careers.
Bibliographical noteThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Teaching in International Business, on 18/12/2019, available online: http://www.tandfonline.com/10.1080/08975930.2019.1698393
Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
- international business
- experiential learning