Examinando por Autor "Ferreira Lopes, Luana"

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    Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation
    (Emerald Group Holdings Ltd., 2020) Ferreira Lopes, Luana; Elexpuru Albizuri, Iciar; Bezanilla, María José
    Purpose: Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach: Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings: Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value: Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.
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    Emerging trends in telecollaboration and virtual exchange: a bibliometric study
    (Routledge, 2023) Werneck Barbosa, Marcelo; Ferreira Lopes, Luana
    As physical mobility finds itself impeded by the COVID-19 crisis, the world witnesses the potential of technology for connecting students who are physically distanced inside and cross-borders. In such scenarios, telecollaboration and virtual exchange have gained increased attention as powerful pedagogical strategies to allow for the continuity of intercultural exchanges and understanding the trends of this growing field can be of high significance to practitioners when planning future related initiatives. Although telecollaboration and virtual exchange are not new phenomena, to the best of our knowledge, a thorough bibliometric study of the area, considering the characteristics of its publications and its scientific community, has not yet been developed. This study carried out a bibliometric analysis of the telecollaboration and virtual exchange research field using a set of 254 articles from the Web of Science and Scopus databases with the objective of characterising the area as well as identifying research tendencies. In particular, this study uses four analytical scientometric tools: co-citation, co-authorship, keywords co-occurrence analysis and identification of research trends. This study identified emerging and declining themes in the field of telecollaboration and virtual exchange, confirming that the practice is increasingly adopting diverse formats and cutting across different knowledge fields. In addition, results showed that international collaboration so far involves few countries and there is much space to widen co-authorship networks to enhance intercultural exchanges. The review also explores the benefits and drawbacks of the technological tools adopted in the studies from our sample database.
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    Espacios de telecolaboración para el desarrollo de la competencia intercultural
    (Octaedro, 2019) Ferreira Lopes, Luana; Elexpuru Albizuri, Iciar; Bezanilla, María José; Narvaiza Cantín, Lorea; Larreina Díaz, Mikel
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    Integrating intercultural competence development into the curriculum through telecollaboration: a task sequence proposal for higher education
    (Universidad de Murcia, Departamento de Psicología Evolutiva y de la Educación, 2018-10) Elexpuru Albizuri, Iciar; Bezanilla, María José ; Ferreira Lopes, Luana
    Despite its demonstrated potential to enhance students’ Intercultural Competence and other 21st century skills, telecollaboration still fails to befullyintegrated into university courses. Literature shows that there is a need for developingsustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequenceto facilitate theintegration of telecollaborationinto university courses for the development of Intercultural Competence. Based on the typology of tasks from O’Dowd & Ware (2009)and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMICmodel and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelinesonimplementation, on the selection of technologyand on the integration of tasks to the syllabiand(4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference forfurther adaptations to diverse contexts.It is currently being pilotedin two telecollaborative projects andthe results are expected to contribute to future improvements
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    Integrating intercultural competence development into university curriculum through intercultural virtual collaboration
    (Universidad de Deusto, 2021-04-22) Ferreira Lopes, Luana; Bezanilla, María José; Facultad de Educación y Deporte
    Intercultural competence has become an essential tool to navigate every-day life in increasingly diverse communities and workplaces. Therefore, Intercultural Virtual Collaboration (IVC) has been increasingly employed by teachers to connect students from different locations to develop this and other related competences. Still, despite its demonstrated potential to enhance learning, IVC has not yet become an integrative part of university curriculum given the complexity involved in its implementation. For this reason, there is a demand for developing and sharing models for the development of intercultural competence through IVC. In this context, this doctoral thesis proposed to: (1) design a comprehensive teaching-learning strategy/task-sequence for the development of intercultural competence in Higher Education through IVC based on the review of the literature on the subject, (2) analyze students’ perceptions of the effect of the proposed task-sequence in their development of intercultural competence and (3) explore how much students enjoy participating in each task of the sequence proposed. First, a task-sequence was designed based on the typology of tasks proposed by O’Dowd & Ware (2009) and informed by other important works from the literature. Secondly, the task-sequence was implemented in two different IVC projects, each of them involving universities from two different countries. Quantitative and qualitative data was collected during the second implementation through pre-posttests, after-task questionnaires and a final satisfaction survey. The results obtained showed that students perceived that the sequence proposed had a positive effect on their level of intercultural competence, especially developing indicators related to intercultural relationship building, intercultural teamwork, intercultural knowledge and intercultural awareness. Results also evidenced that most students enjoyed participating in the tasks proposed and would recommend the task-sequence to be implemented again with new students.
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    Integrating SDG 12 into business studies through Intercultural Virtual Collaboration
    (MDPI, 2022-08) Ferreira Lopes, Luana; Van Rompay-Bartels, Ingrid; Bezanilla, María José; Elexpuru Albizuri, Iciar
    Intercultural Virtual Collaboration (IVC) has been a growing field in recent decades as it allows students from different cultures to work together without having to move physically. Besides providing students with an authentic experience that they are going to encounter in their future professional careers in increasingly globalised and digitised workplaces, more recently, IVC has also been used as a means to engage university students from different cultures in social and political issues that are common across societies. In this paper, we present an analysis of an IVC project that involved undergraduate Business students from a university in Spain and a university in the Netherlands where students from both universities were asked to collaborate online to develop a business case to analyse how companies communicate about the way they integrate SDGs in the different cultures involved. A content analysis of group reports delivered by students was carried out. In addition, intercultural competence development was measured through a questionnaire. Results show that the IVC project contributed to raising students’ awareness of how companies approach SDGs and adapt their products to different cultures. Students were also perceived to have developed intercultural knowledge, intercultural virtual teamwork, intercultural attitudes and intercultural awareness.
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    Intercultural virtual collaboration in perspective: overall conclusions and developments from two international inter-university collaborations
    (Octaedro, 2022) Ferreira Lopes, Luana; Bezanilla, María José; Elexpuru Albizuri, Iciar
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    Universities in transition: the 6i Model for strategic governance and management
    ( Vologda Institute of Socio-Economic Development of Territories of RAS, 2020) Caro-González, Antonia; Ferreira Lopes, Luana
    The 6i Model (Caro-Gonzalez, 2019) offers an archetype for research management to devise and implement integrative institutional strategies by combining six dimensions that start with 'i': internationalisation, interdisciplinarity, intersectorality, impact, innovation and inclusion. This innovative model focuses on the expanding critical role of universities as social innovators and proposes ways to shape performance through principles of collaboration (international, interdisciplinary, and intersectoral) and values-based rationales for action (impact, innovation, and inclusion). When adopted strategically, these dimensions can reconfigure universities' multi-level fields of action, transforming their often slow and disconnected institutional changing processes. By analysing the case of the University of Deusto, Spain, and using a qualitative approach, this paper aims to critically examine whether this comprehensive model can be a powerful improvement methodology for the strategic governance and management system of university research. The research unveils the way the model performs in practice and unfolds its key performance features and critical success factors while addressing the fundamental challenges and barriers faced by universities nowadays. The research carried out suggests that a holistic view of research management can better inform research policy, support decision-making, and generate more focused and integrative implementation of the research strategy. Based on this research strategy framework at a specific university, further implementations and assessments of the model in other institutions and settings will contribute to further explore the potential of the 6i model as a comprehensive strategic design with which universities can steer their priorities, activities and role within local, regional and global ecosystems.