History of Teaching & Education tracks at the Annual AIB meetings

Inspired by the work of Attila Yaprak and Lilac Nachum, who are creating an impressive archive of the AIB history, we have tracked the history of how the teaching and education track has come to life and who has contributed to making a breakthrough in promoting research on teaching excellence via the track chair leadership. Special thanks to Jing Betty Feng, who created this record of the AIB T&E chapter history.

We would like to thank all scholars who led and will be leading the teaching and education track and all participants who have been sharing their work on teaching excellence in the form of research papers, panels, or interactive sessions.

There are many AIB chapters who have already established T&E track in their chapter conferences to further grow attention to the SoTL research.

  • 2010: Rio de Janeiro, Brazil (the first T&E track at the AIB)
    Special Track: Teaching International Business
    Track chair: P. Roberto Garcia, Indiana University prgarcia@indiana.edu.

For more information, please refer to a separate “Teaching IB” call. First ever paper sessions at the AIB annual meeting on teaching and education.

 

  • 2011: Nagoya, Japan
    Special Track: Teaching International Business
    Track chair: Elizabeth L. Rose, Aalto University School of Economics, Finland Elizabeth.Rose@aalto.fi

 

  • 2012: Washington DC, USA
    Special Track: Teaching International Business
    Track chair: David Berg, Hamline University dberg06@gw.hamline.edu.

 

  • 2013: Istanbul, Turkey
    Special Track: Teaching International Business
    Track chair: Melodena Balakrishnan, University of Wollongong in Dubai ( melodenabalakrishnan@uowdubai.ac.ae )

 

  • 2014: Vancouver, Canada
    Teaching IB (Special Track)
    Track chair: Andreas Schotter, Ivey Business School, Canada (2014track15@aib.msu.edu)

Most IB scholars spend a great deal of time and energy on teaching!The goal of the track is to provide AIB members the opportunity to share innovative approaches to making the process of teaching IB at all levels more effective and enjoyable for all involved – both students and lecturers.

 

  • 2015: Bangalore, India
    Teaching IB (Special Track)
    Track chair: Andreas Schotter, Ivey Business School, Western University (2015track15@aib.msu.edu)

 

  • 2016: New Orleans, USA
    Teaching IB (Special Track)
    Track Co-chairs: Derek Lehmberg, North Dakota State University, USA ( derek.lehmberg@ndsu.edu ) and Ashok Som, ESSEC Business School, France ( som@essec.edu )

Teaching IB presents a unique set of challenges and opportunities, as the contours are changing all the time. The large variety of tools and approaches available give us many ways to engage our students and create powerful learning experiences. However, planning, preparing and teaching IB courses consumes a great deal of our time and energy. The “Teaching IB” track was introduced in recognition of our commitment to teaching. The goal of the track is to provide AIB members the opportunity to share innovative approaches to making teaching IB more effective, more fun and more rewarding. Submissions to this track are invited in the following broad areas: how we go beyond Bartlett and Ghoshal’s Integration and Differentiation framework; what students need to know; innovations, challenges and opportunities in teaching across cultures; social process of learning in the IB classroom, such as interactions, exploiting knowledge pipelines through cases, simulations and role-playing; policy formulation in internationalizing the business school curriculum and how IB can play its role.

 

  • 2017: Dubai, UAE
    Teaching IB Track
    Track Chair: Liesl Riddle (George Washington University, US) & Maria Elo (University Of Turku, Finland)

What do students need to know about IB, and how to make teaching IB more effective, more fun and more rewarding? This special track deals with all aspects of teaching IB, including handling diverse classrooms, case teaching in international business, as well as the use of different tools and methods such as simulations, role-play and various forms of multimedia to enhance IB teaching.

 

  • 2018: Minneapolis, USA
    Teaching IB Track
    Track Co-chairs: Margaret Fletcher, University of Glasgow, UK ( Margaret.Fletcher@glasgow.ac.uk ) and Simon Harris, University of Edinburgh, UK ( Simon.Harris@ed.ac.uk )

How do we convey our research understanding of International Business to our students? How do we enable them to share and engage with the passion and interest that we have in international business? How to we make our subject relevant to them, to their future careers, and to the businesses in which they will work? How can we enable our students to practice International Business and undertake the internationalization process more effectively, employing the knowledge that we have gained over the past 50 years? How do we enable them to adapt IB practice to respond to the new digital economy, and the challenges and opportunities that it creates? If we can do this, we will have found one way of addressing a major concern for the IB discipline: our relevance to the world, and our role in changing it for the better. Since Uppsala scholars took the theory of the firm to improve our understanding of the internationalization process, the importance of learning, and especially of experiential learning, has had a major influence in our research. But how much has our growth in understanding in IB learning influenced our IB teaching? In this track, we would very much like to find out how we can develop good IB practices in our students. This special track addresses IB teaching at every level: undergraduate, graduate, MBA, executive and doctoral. It deals with all aspects of teaching IB: including experiential learning approaches, handling diverse classrooms, case teaching in international business, as well as the use of different tools and methods such as simulations, role-play and various forms of multimedia to enhance IB teaching. Please see the separate Call for Papers for Special Track on Teaching IB for further details and submission instructions.

 

  • 2019: Copenhagen, Denmark
    Teaching IB Track
    Track Co-chairs: Vas Taras, University of North Carolina at Greensboro, USA ( v_taras@uncg.edu ) and Allan Bird, Northeastern University, USA ( a.bird@northeastern.edu )

How do we convey our research understanding of International Business to those we teach? How do we enable them to share and engage with the passion and interest that we have in international business? How to we make our subject relevant to them, to their future careers, and to the businesses in which they will work? How can we enable those we teach to practice International Business and undertake the internationalization process more effectively, employing the knowledge that we have gained over the past 50 years? How do we enable them to adapt IB practice to respond to the new digital economy, and the challenges and opportunities that it creates? If we can do this, we will have found one way of addressing a major concern for the IB discipline: our relevance to the world, and our role in changing it for the better. Since its inception, the field of international business has recognized the importance of learning, especially of experiential learning; and education has had a major influence in our research. But how much has our growth in understanding in IB learning influenced our IB teaching? In this track, we seek better understanding and deeper insight into how we can foster good IB practices in those we teach. This special track addresses IB teaching at every level: undergraduate, graduate, MBA, executive, doctoral, and corporate. It addresses all aspects of teaching IB: including experiential learning approaches, facilitating diverse classrooms, using case teaching, as well as the use of different tools and pedagogies such as simulations, role-play, and various forms of multimedia to enhance IB teaching. Please see the separate Call for Papers for Special Track on Teaching IB for further details and submission instructions.

 

  • 2020: Online
    Teaching and education track
    Track Co-Chairs: Maria Alejandra Gonzalez Perez, Universidad EAFIT, mgonza40@eafit.edu.co and Daria Panina, Texas A&M University, dpanina@mays.tamu.edu

The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level: undergraduate, graduate, MBA, and executive and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals and panels that stimulate teaching innovation and promote best practices in IB teaching.

 

  • 2021: Online
    Teaching and education track
    Co-Chairs: Marleen Dieleman, National University of Singapore, marleen@nus.edu.sg and Cyntia Vilasboas Calixto, Fundaçao Getulio Vargas, cyntia.calixto@fgv.br

The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level: undergraduate, graduate, MBA, and executive and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals and panels that stimulate teaching innovation and promote best practices in IB teaching.

 

  • 2022: Miami, USA
    Teaching and education track
    Track Co-Chairs: Ausrine Silenskyte, University of Vaasa, ausrine.silenskyte@uwasa.fi and Iris Berdrow, Bentley University, IBERDROW@bentley.edu

The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level: undergraduate, graduate, MBA, and executive and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals and panels that stimulate teaching innovation and promote best practices in IB teaching.In relation to the general theme of the AIB 2022, we are especially welcoming contributions discussing issues of fairness, equity and equality, as well as diversity and inclusion in IB education. More specifically, there are four research areas that the track would like to uplift. First, teaching practices needed to ensure: fairness in the classroom; development of inclusive mind-sets; and incorporation of equity and fairness perspectives in teaching IB theories and frameworks. Second, pedagogical tools that support: utilization of student diversity; handling diversity of perspectives and views in the classroom; and ensuring diversity of materials and examples. Third, development of faculty skills that support: teacher interactions with diverse students ensuring inclusion and elimination of biases in the class; enhancing interactions and learnings among diverse students; appropriate communication (e.g., using inclusive gender pronouns, using expressions that are acceptable within different contexts, cultures, and universally); and handling students and colleagues with different physical and mental abilities. Fourth, fair and equitable assessment of students, faculty, and institutions. For instance, best practices for equity and fairness in formative and normative assessment of students; the ways in which assessment of learning outcomes incorporates diverse perspectives; challenges in promoting equity and fairness in IB educational institutions, and alike.

 

  • 2023: Warsaw, Poland
    Teaching and education track
    Track Co-Chairs: Miguel Cordova, Pontificia Universidad Católica del Perú, cordova.miguel@pucp.edu.pe
    Karen Lynden, University of North Carolina Wilmington, k_lynden@uncg.edu

The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level: undergraduate, graduate, MBA, and executive and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals, and panels that stimulate teaching innovation and promote best practices in IB teaching.Following the general theme of the AIB 2023 Annual Meeting, International Business Resilience under Global Disruptions, we are especially welcoming teaching and learning centered contributions related to how international businesses can navigate and thrive within turbulent contexts. Overall, there are three areas that the track would like to encourage. First, teaching practices, curriculum, programming, and pedagogical tools that support students’ learning process, emphasizing the development of materials, methodologies, and examples. Second, development of faculty skills that support digital education, internationalization of the curriculum, cross-cultural learning environments, and multidisciplinary approaches. Third, presentations centered on sharing experiences with the development of resilient higher education programming in response to global disruptions.

 

  • 2024: Seoul, South Korea
    Teaching and education track
    Track Co-Chairs: Jing Betty Feng, Farmingdale State College (SUNY), fengj@farmingdale.edu
    Narentheren Kaliappen, Universiti Utara Malaysia, narentheren@uum.edu.my

The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level – undergraduate, graduate, MBA, and executive – and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals, and panels that stimulate teaching innovation and promote best practices in IB teaching.Following the general theme of the AIB 2024 Annual Meeting, Dynamics of International Business, we are especially welcoming teaching and learning centered contributions related to prepare future responsible leaders to navigate the intricacies of the dynamic international business environment. Overall, there are three areas that the track would like to encourage. First, innovative teaching practices, curriculum design, and pedagogical approaches that empower students to understand and thrive in the ever-evolving global landscape. Second, development of faculty skills that harness the power of AI technology to support digital fluency, internationalization of the curriculum, cross-cultural learning environments, and multidisciplinary approaches. Third, presentations centered on critical issues in the current dynamic and complex global business landscape that directly influence teaching and learning practices, encompassing sustainability, equality/equity, geopolitics, digital disruption, trade challenges, and more, with a strong emphasis on their relevance to effective education and skill development.