Welcome to the InfoSci Platform
Reference Hub1
Fostering a Global Mind: Challenges and Best Practices in Higher Education

Fostering a Global Mind: Challenges and Best Practices in Higher Education

Erika Cornelius Smith
Copyright: © 2020 |Pages: 21
ISBN13: 9781522592792|ISBN10: 1522592792|EISBN13: 9781522592808
DOI: 10.4018/978-1-5225-9279-2.ch070
Cite Chapter Cite Chapter

MLA

Smith, Erika Cornelius. "Fostering a Global Mind: Challenges and Best Practices in Higher Education." Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 1469-1489. https://doi.org/10.4018/978-1-5225-9279-2.ch070

APA

Smith, E. C. (2020). Fostering a Global Mind: Challenges and Best Practices in Higher Education. In I. Management Association (Ed.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 1469-1489). IGI Global. https://doi.org/10.4018/978-1-5225-9279-2.ch070

Chicago

Smith, Erika Cornelius. "Fostering a Global Mind: Challenges and Best Practices in Higher Education." In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1469-1489. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9279-2.ch070

Export Reference

Mendeley
Favorite

Abstract

Globalization is reshaping twenty-first century business practices, and pedagogies of business education must adapt to provide an emphasis on cross-cultural understanding and its impact on business decision making, along with fostering skills for cultural sensitivity. The growing popularity of short-term study abroad and faculty-led immersion offer scholars and educators a new opportunity to study the impact of cross-cultural experiential learning practices on fostering cross-cultural competency among business students. This chapter will review literature describing the theoretical processes or models by which students develop intercultural competence, particularly with respect to faculty-led, short-term study immersion programs, and outline a series of best practices for designing, measuring, and implementing such programs in higher education. Finally, the chapter will conclude with brief recommendations for future research.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.