Curricula

Objectives

The student will develop appropriate skills needed to address a range of challenges related to working in global virtual teams. Students are placed into global teams that choose a client, with the aim of completing a challenge issued by the company to support its internationalization goals. Students will gain experience across a variety of functions while working together on the client goals.

IBCOM Communication Skills: You have developed intercultural communication awareness and competences needed for working in international contexts.

IBCOL Intercultural Collaboration Skills: You are able to develop and demonstrate teamwork, leadership, and conflict resolution skills in international contexts.

IBETH Ethical Conduct: You embrace ethical principles in decision-making and practice, as exampled by the Principles for Responsible Management Education (UNPRME) and the Sustainable Development Goals (SDGs) of the United Nations.

IBPER Skills for Personal Career Development. You are able to reflect upon your experiences to deepen personal and professional learning, and to embrace those learnings to support your career development.

IBCRI Critical Thinking: You are able to critically review and analyse information available from academic and professional business sources. You are able to observe, interpret and describe social phenomena associated with human interactions, conflict management and business management in international contexts.

Content

Much of the content pertains to developing internationalization plans for international clients, much of which typically involves marketing activities. The content is divided between marketing aspects and human aspect, e.g., working in diverse groups, managing workload, managing conflicts, communicating across cultures, managing and scheduling, writing, designing and publishing.

Time and location

This is a virtual project over an eight-week period.

Learning materials and recommended literature

Relevant materials are provided by the organizers to support the students through the project. Weekly reporting including self assessment and 360 degree feedback from teammates is required.

Teaching methods

Working virtually, the participating students join a team of international students who engage with a business client. Each team is requested by the client to address a significant challenge faced in their internationalization activities and goals. Because the range of possible challenges is so wide, the students must draw upon their existing knowledge and skills across a range of international business topics. The students must also be prepared to conduct desk research or collect primary data on the assigned client topic. Materials related to participating in the project will be provided by the principal project organizers at the University of North Carolina, Greensboro. Students should be prepared to work independently and be self motivated.

Practical training and working life connections

Students have reported getting internships or jobs from the clients they work with during the project.

International connections

The student will work on a global virtual team. The teammates are typically spread across the globe.

Student workload

Students will receive instructions and timetables from the X-Culture organizers at the University of North Carolina. The project usually is run across eight weeks.

Further information for students

Students are assessed based on regular reporting including self-assessment, 360 degree feedback from teammates, and open comments. The responsible JAMK teacher will assess the final client report submission. In addition, participating students will submit a 3-5 page reflection paper (12-point font, 1.5 line spacing, 2.5 cm margins) on what they learned, what they can improve on in a future GVT, and other insights from their X-Culture experience.

Active participation in the X-Culture team (from weekly assessments) = 25%
Quality of team report = 50%
Reflection paper = 25%

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

The student has not completed all self-reported reporting and has consistently received low feedback from his or her teammates, but his or her team has submitted a client report with low marks (1). Or, the student has inconsistent but average feedback from his or her teammates and the client report is assessed at 1 or 2, realizing an overall grade of 2.

Evaluation criteria, good (3-4)

The student has completed all regular reporting requirements and has positive feedback from his or her teammates. The client challenge report is assessed as good (3) or very good (4) by the lecturer as well as other teachers involved in the project at other schools.

Evaluation criteria, excellent (5)

The student has completed all regular reporting requirements and has positive feedback from his or her teammates. The client challenge report is assessed a excellent (5) the lecturer as well as other teachers involved in the project at other schools.

Further information

Please contact the lecturer directly with any questions.