Engaging students globally without leaving the comforts of home
To meet the needs of and preparing graduates to enter the 21st century business environment, higher education institutions have realized global learning is now an essential part of the knowledge and skill sets needed by business graduates. Global competency is no longer a luxury. This article descri...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of South Florida (USF) M3 Publishing
2019-06-01
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| Series: | Journal of Global Education and Research |
| Subjects: | |
| Online Access: | https://digitalcommons.usf.edu/jger/vol3/iss1/3 |
| _version_ | 1827795302609846272 |
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| author | Weiwen Liao Margaret Kilcoyne Carmella Parker Begona Perez-Mira Connie Jones Lynn Woods |
| author_facet | Weiwen Liao Margaret Kilcoyne Carmella Parker Begona Perez-Mira Connie Jones Lynn Woods |
| author_sort | Weiwen Liao |
| collection | DOAJ |
| description | To meet the needs of and preparing graduates to enter the 21st century business environment, higher education institutions have realized global learning is now an essential part of the knowledge and skill sets needed by business graduates. Global competency is no longer a luxury. This article describes how a regional higher education institution has implemented active learning projects and assessments which integrate global competency in the core and elective courses. Students can complete these projects and assessments without leaving the comforts of their homes, the campus, or the U.S. and still be exposed to a global experience. The purpose of the study was to examine the global competency students acquire through active learning projects and assessments in different classes. Specifically, the study sought to determine the students’ perceived satisfaction level with these global active learning experiences, and to determine if they perceived their global competency had increased. Data analysis suggests the students were gaining global competencies using active learning projects and assessments. Also, from seven of the specific courses, the students indicated they were satisfied or very satisfied with their acquired global competency in six courses. Additionally, the students’ perceived global competence increased after taking the courses which implemented these projects and assessments. Therefore, it appears students can gain global competency through active learning projects and assessments used in courses without leaving the comforts of home. |
| first_indexed | 2024-03-11T18:46:51Z |
| format | Article |
| id | doaj.art-8412cb44ecf54d03989e0d257a1b0ec0 |
| institution | Directory Open Access Journal |
| issn | 2577-509X |
| language | English |
| last_indexed | 2024-03-11T18:46:51Z |
| publishDate | 2019-06-01 |
| publisher | University of South Florida (USF) M3 Publishing |
| record_format | Article |
| series | Journal of Global Education and Research |
| spelling | doaj.art-8412cb44ecf54d03989e0d257a1b0ec02023-10-11T17:49:16ZengUniversity of South Florida (USF) M3 PublishingJournal of Global Education and Research2577-509X2019-06-013110.5038/2577-509X.3.1.1073Engaging students globally without leaving the comforts of homeWeiwen Liao0Margaret Kilcoyne1Carmella Parker2Begona Perez-Mira3Connie Jones4Lynn Woods5Northwestern State UniversityNorthwestern State UniversityNorthwestern State UniversityNorthwestern State UniversityNorthwestern State UniversityNorthwestern State UniversityTo meet the needs of and preparing graduates to enter the 21st century business environment, higher education institutions have realized global learning is now an essential part of the knowledge and skill sets needed by business graduates. Global competency is no longer a luxury. This article describes how a regional higher education institution has implemented active learning projects and assessments which integrate global competency in the core and elective courses. Students can complete these projects and assessments without leaving the comforts of their homes, the campus, or the U.S. and still be exposed to a global experience. The purpose of the study was to examine the global competency students acquire through active learning projects and assessments in different classes. Specifically, the study sought to determine the students’ perceived satisfaction level with these global active learning experiences, and to determine if they perceived their global competency had increased. Data analysis suggests the students were gaining global competencies using active learning projects and assessments. Also, from seven of the specific courses, the students indicated they were satisfied or very satisfied with their acquired global competency in six courses. Additionally, the students’ perceived global competence increased after taking the courses which implemented these projects and assessments. Therefore, it appears students can gain global competency through active learning projects and assessments used in courses without leaving the comforts of home.https://digitalcommons.usf.edu/jger/vol3/iss1/3global competencybusiness schoolbusiness coursesactive learningcompetence growth |
| spellingShingle | Weiwen Liao Margaret Kilcoyne Carmella Parker Begona Perez-Mira Connie Jones Lynn Woods Engaging students globally without leaving the comforts of home Journal of Global Education and Research global competency business school business courses active learning competence growth |
| title | Engaging students globally without leaving the comforts of home |
| title_full | Engaging students globally without leaving the comforts of home |
| title_fullStr | Engaging students globally without leaving the comforts of home |
| title_full_unstemmed | Engaging students globally without leaving the comforts of home |
| title_short | Engaging students globally without leaving the comforts of home |
| title_sort | engaging students globally without leaving the comforts of home |
| topic | global competency business school business courses active learning competence growth |
| url | https://digitalcommons.usf.edu/jger/vol3/iss1/3 |
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