Examinando por Autor "Van Rompay-Bartels, Ingrid"

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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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    Ítem
    Preparing future business professionals for a globalized workplace through intercultural virtual collaboration
    (Emerald Group Holdings Ltd., 2020) Ferreira Lopes, Luana; Van Rompay-Bartels, Ingrid
    Purpose: Universities have increasingly been adopting intercultural virtual collaboration (IVC) to connect and develop the intercultural competence of students from different locations. However, the design and implementation of IVC have proved to be challenging, and thus there is a need for sharing positive experiences. This paper explores students’ overall impressions toward their participation in an IVC project involving a Spanish and Dutch university and discusses the on-going improvement process inherent to such practice. Design/methodology/approach: This article presents (a) the results obtained from a content analysis of students’ feedback collected through a satisfaction survey, and (b) the observations of participating teachers on the challenges encountered during the implementation of the intercultural virtual collaborative project. Findings: The analysis shows the potential of IVC to develop different aspects of students’ intercultural competence, especially intercultural teamwork, awareness and skills. Students appreciated the experience of working in intercultural teams, “the real-life application” of the project and the opportunity to gain cultural knowledge. At the institutional level, the biggest challenge related to aligning participating institutions’ courses, schedules, and grading systems. At the classroom level, it is argued that interaction between students should happen gradually. The discussion also approaches how partnerships between universities and companies could contribute to making training in intercultural virtual collaboration more authentic. Originality/value: Given its impact on the development of students’ intercultural competence, the intercultural virtual collaborative project has been recognized as a best-practice in both universities, being officially incorporated into the curriculum of the participating institutions and replicated to other subject areas.