A Challenge-Feedback Learning Approach to Teaching International Business

Abstract

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps (Challenge–Act–Feedback–Reflect). Upon completion of one cycle, a new, more complex challenge is introduced in which students have the chance to go beyond their current skills level. The article also presents an example for an implementation of the CFL approach in an international business (IB) curriculum. The CFL approach is particularly useful for acquiring the problem-solving, adaptation, communication, metacognition, and intercultural teamwork skills needed in IB practice.

Keywords:

• Challenge-based learning
• Feedback
• Reflection
• Active learning
• International business (IB)
• Learning cycle

Additional information

Notes on contributors

Dietmar Sternad

Dr. Dietmar Sternad is a professor of International Management and a Program Director of the International Business Management Master’s program at Carinthia University of Applied Sciences in Villach, Austria. In his prior managerial career, he was the managing director and publisher of a leading Austrian book publishing group, the founder of an Internet business, and the CEO of a media company in Slovenia. Dr. Sternad has taught undergraduate, graduate, and executive courses at universities in Austria, France, and Poland and is the (co-author/editor of seven books and numerous case studies and journal articles. He has won several national and international awards for teaching and producing case-based teaching materials.