Deadline: January 15, 2016

Track Co-chairs:
Derek Lehmberg, North Dakota State University, USA ( )
Ashok Som, ESSEC Business School, France ( )

Teaching IB presents a unique set of challenges and opportunities. The large variety of tools and approaches available give us many ways to engage our students and realize meaningful learning experiences, however planning, preparing and teaching IB courses consumes a great deal of our time and energy, The "Teaching IB" track was introduced in recognition of our commitment to teaching. The goal of the track is to provide AIB members the opportunity to share innovative approaches to making teaching IB more effective, more fun and more rewarding.

Keywords: Case teaching; Cross-cultural classrooms; Developing an IB curriculum; Dual degrees; EMBA; Executive education; Experiential learning; International exchange programs; International study tours as part of the IB experience; Internationalizing the business school curriculum; Multimedia in IB teaching; Open online courses; PhD; Simulations and role-playing.


Submissions to this track are invited in the following broad areas:


1. Going forward from global integration and national differentiation framework: What Do Students Need to Know?
Given its boundary-spanning nature, IB does not have a universally agreed-upon set of core principles or frameworks that are systematically taught in IB courses. It is not surprising, then, that there seems to be considerable variation with respect to what content is included in IB courses at any given level that builds on the global integration and national differentiation framework. Is there a core set of concepts with which IB students at various levels (undergraduate, masters, EMBA, executive education, PhD) should be familiar? How can we take advantage of the intersection created by IB between the context and competencies dimensions?

2. Teaching Innovations: Challenges and Opportunities in Teaching Across Cultures
Many of us have experiences with diverse student groups, or students groups from different regions, but do we really measure whether we are effective equally to students from different cultural backgrounds. A few questions that come to mind are: How do we adapt our courses and lecture delivery to address the different home country perspectives of our students? How can we tap into the unique experiences of our international students in order to enrich the overall learning outcome? How can students, professors, companies and the institutions take advantage of cross-cultural classrooms? Is there a need of teaching innovation in emerging market environment or replication in course curriculum from developed nations works perfectly well?

3. Social Process of Learning in the IB Classroom: Interactions, Exploiting Knowledge Pipelines through Cases, Simulations, Role-Playing
Learning by doing can go a long way toward making abstract concepts accessible to students, especially those without much real-world experience. This stream focuses on the social process of learning in IB teaching, including case methodology, role-playing (e.g., exercises aimed at developing students' capabilities for working in cross-cultural teams), simulations, multimedia in IB teaching, international study tours, international immersions with entrepreneurial projects including social entrepreneurial projects , multimedia in IB teaching, open online courses.

4. Policy Formulation in Internationalizing the Business School Curriculum: How IB can Play Its Role
In light of the increased importance of doing business across borders, universities around the world are aiming to internationalize their curricula. While these initiatives have had varying degrees of success, this seems like an area in which AIB members have considerable (and often untapped) expertise! The focus of this stream is on how IB academics can contribute to developing a truly international focus to the broader business curriculum and how IB interlocks with other disciplines. What are the dual-degree opportunities? How to develop internal exchange programs? Ho to link and add value with programs across geographies?

5. Other Topics
This is clearly not an exhaustive list! Submissions for presentations or panel sessions that relate to other topics pertaining to the teaching of IB are warmly welcomed.

All submissions to the Teaching IB track should be made through the AIB 2016 Online Submission System. Please select "Competitive Paper" as the submission type for individual presentations and "Panel" for proposed complete sessions. Submissions to this track will go through a peer-review process, which will focus on relevance, quality, and impact. Submissions should be no longer than 3,000 words and include the following information:

a) Cover page with a title and contact information for the presenter(s);
b) Brief outline of topics to be covered in the presentation;
c) Specific pedagogical topic to be addressed;
d) Statement of impact and benefits for instructors and students;
e) Directions on how session participants can access and use any tools or materials to be discussed, including URLs for any website materials;
f) List of equipment needed to deliver the presentation.

Please plan on sharing your pedagogical experiences and innovations, so that we can all benefit from the shared experience of the many excellent educators in AIB!

Derek Lehmberg, North Dakota State University, USA ( )
Ashok Som, ESSEC Business School, France ( )