Drawing on eleven years' experience with a problem-based learning MBA program, we havefound that the way in which the PBL process is used, jaculty capabilities, and student transition are critical implementation issues.This chapter is based on our experience implementing problem-based learning in the Ohio University Masters in Business Administration (MBA) program. We have moved from a traditional course-based, discipline-divided MBA to a completely problem-based program during the last eleven years. We started without a road map and made many mistakes along the way But we also gained some insights that may be of use to others attempting to implement problem-based learning. It is in this spirit that we share our story. Defining the Goals of the Ohio University MBAThe Ohio University MBA presently is an intense thirteen-month learning experience, starting in August of year one and concluding in September of year two. There are also part-time programs housed at our regional campuses. These distance learning programs are lockstep cohort programs requiring approximately two and a half years to complete.All programs use a problem-based learning format with a theoretical base in cognitive constructivism, a format that places the learner in exactly the type of projects and work situations that he or she will face as a leader of the information age organizations of the twenty-first century. Students learn basic business concepts, but in the context of use, maximizing their ability to both recall and apply those concepts as they move back into the work world. Students develop the skills (communication, collaboration, teamwork) and the personal characteristics (initiative, creativity, personal responsibility) that are becoming NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 68. Winter 1996 0 Jossey-Bass Publishers

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractManagers working in multinational companies carry out their organizational goals through multicultural teams. Performance of multicultural teams can be examined from an intercultural communication perspective. Executives, managers, management consultants, and educators interested in improving multicultural team performance need to know about intercultural competence and how it affects team performance. This article provides a working definition of high-performance multicultural teams and outlines the challenges multicultural teams face. These definitions along with extensive interview data and detailed self-reports of American and Russian managers working in multicultural teams emphasize the high importance of intercultural competence in improving the performance of these teams. This article also serves to highlight the characteristics of high-performance multicultural teams, the common challenges of multicultural teams, and the sources of these challenges. Electronic access

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