Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Abstract

Purpose This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset. Design/methodology/approach Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

“…Despite limited research on COIL's effects on cultural humility, the study's findings are also aligned with the current literature, which reveals other positive outcomes of COIL, such as intercultural awareness and engagement in global issues (Callahan et al, 2021;Garcia et al, 2023;Marzetti, 2021;Munoz-Escalona et al, 2022;Vahed & Rodriguez, 2021). Intercultural awareness aids learners in recognizing differences in cultural identities and values, which primes learners to reflect on their own culture and the cultures of others (Gungor et al, 2021).…”

“…In addition to enhanced intercultural effectiveness and cultural humility, COIL experiences promote specialized professional skills such as creativity (Romero-Rodríguez et al, 2023), increased interest in learning new languages (Nishio et al, 2020;Ramírez-Marín et al, 2020), pedagogical skills (Callahan et al, 2021), engineering knowledge (Munoz-Escalona et al, 2022), and understanding about global business activities (Garcia et al, 2023). COIL experiences may also foster connections among adult learners outside the online classroom (Altinay et al, 2021).…”

“…It fosters creative thinking and collaboration skills (Romero-Rodríguez et al, 2023). Moreover, COIL could also enhance preservice teachers' pedagogical skills, enabling them to design civicminded lessons (Callahan et al, 2021), business majors' understanding of global approaches (Garcia et al, 2023), and engineering students' engineering knowledge, such as global manufacturing (Munoz-Escalona et al, 2022).…”

Analyzing the teaching profile and competency-based training in online education: a case study of Ecuadorian professors

“…In response to this demand, many universities worldwide, and in Ecuador specifically, expanded their program offerings, quickly adapting their traditional courses and programs to virtual environments (Chans et al, 2023;Garcia et al, 2023). This transition was based on the need to guarantee educational continuity and access to higher education amid the extraordinary circumstances of the pandemic.…”

A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives

“…Virtual international exchanges provide novel opportunities for cross-cultural communication and learning across different countries and societies. Garcia et al (2023) [24] analyzed a case illustration of two partner institutions and a business faculty who employed a collaborative online international learning experience amid the peak of the COVID-19 pandemic and shift to online learning. The aim was to globalize an undergraduate business class and leverage pre-existing technology to provide a case study project that would enhance students' global mindsets.…”