Conclusion
Work-directed projects such as the global business practicum promote understanding and competence, the higher levels of education in international business. In working on a project, students go beyond simply reading and discussing international business; they experience it. They learn skills that take them across disciplines and national boundaries.
Collaborating on a practicum with students from a foreign university is a way to enhance the lessons of international business. Now students learn about different work habits, customs, and attitudes that prevail in the foreign environment and how these differences affect business decisions. The collaboration between Rollins and the Faculty of Economics and Tourism has contributed toward global competence in the students and faculty from both schools.
Such collaboration provides an opportunity for a university to encourage educational innovation and global competence. Both participants - Rollins and F.E.T. - have included in their missions a desire to implement global training into the curriculum. Both universities also encourage broader, innovative pedagogy and want to foster a learning-centered approach to education. The global business practicum helps accomplish those goals.
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Currie, D.M., Krbec, D., Matulich, S. (2004). The Use of Global Work-Directed Teams in Promoting International Competence: The Case of Croatia. In: Alon, I., Mclntyre, J.R. (eds) Business Education and Emerging Market Economies. Springer, Boston, MA. https://doi.org/10.1007/1-4020-8072-9_16
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