Teaching International Business Across Multiple Modes of Delivery: How to Maintain Equivalence in Learning Outcomes

Abstract

The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.

Keywords:

• International students
• Online education
• Mature-age students

Additional information

Notes on contributors

Antony Drew

Dr. Antony Drew is lecturer in International Business and MBA Program Director at the University of Newcastle, Australia. He recently completed his PhD entitled “Chinese Perceptions of Guanxi in Mainland and Overseas Chinese Business Communities.” His research focus is in institutional theory, economic sociology, cross-cultural psychology, international business and comparative education systems, and in developing a theoretical framework for better analysing how informal business and educational institutions evolve over time in different polities. Antony has recently been published in Advances in International Management, International Journal of Value Chain Management, and the Routledge Handbook of East Asian Entrepreneurship and has presented papers on his research at a number of international peer-reviewed conferences.