Defining Conceptual Understanding for Teaching in International Business

Autor/inn/en	Ashley, Sue; Schaap, Harmen; de Bruijn, Elly
Titel	Defining Conceptual Understanding for Teaching in International Business
Quelle	In: Journal of Teaching in International Business, 27 (2016) 2-3, S.106-123 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2015.1134378
Schlagwörter	Business Education; International Education; Higher Education; Concept Formation; Focus Groups; Expertise; College Faculty; Foreign Countries; Undergraduate Students; Interdisciplinary Approach; Definitions; Qualitative Research; Afghanistan; Bulgaria; Ghana; Iraq; Kuwait; Morocco; Netherlands; New Zealand; Nigeria; Romania; Somalia; Turkey; United States + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Concept learning; Begriffsbildung; Expert appraisal; Fakultät; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Begriffsbestimmung; Qualitative Forschung; Bulgarien; Irak; Marokko; Niederlande; Neuseeland; Rumänien; Türkei; USA
Abstract	The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear definition of conceptual understanding needed to solve such problems would provide design input for international business education. In three cycles, two independent expert panels with backgrounds in academic research, international business education, and international business practice identified and validated key components of conceptual understanding in international business. Key components are the global and local contexts, general and specific business practices, and theoretical business concepts and mechanisms. Other key characteristics include factual knowledge, explanation, and out-of-the-box thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01