Deadline: November 15, 2016

Track Co-chairs:
Liesl Riddle, George Washington University, USA ( )
Maria Elo, University of Turku, Finland ( )

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?
As previous discussions point out, IB does not have a universally agreed-upon set of core principles or frameworks that are systematically taught in IB courses. There seems to be a notable variation in the contents of IB courses across countries and courses. Does this variation indicate weaknesses in the global integration and overemphasis on national differentiation framework? Does the national differentiation stem from a national or institution level teaching agenda or from a lack of resources and access to the global body of teaching knowledge, or both? Is there a core set of universally relevant concepts, which should be taught at various levels (undergraduate, masters, EMBA, executive education, PhD) or does the national-contextual relevance provide better learning results? To what extent the institutional frameworks and curricula block global dimensions in IB teaching? How can we increase knowledge transfer in the IB teaching globally to foster both locally and globally important competencies?

2. Teaching Innovations: Challenges and Opportunities in Teaching Across Cultures
Student groups that consist of people with diverse nationalities, cultures, languages and religions are often the case in IB teaching. Since the learning system is usually constructed on the national-institutional framework it seldom considers this diversity explicitly in the teaching and leaves the teacher to tackle with the challenges without guidance. This may influence the perceived fairness, the measured learning results, but also how the potential of the culturally diverse students is employed and shared in teaching. How can we adapt our courses and lecture delivery to address the different home country perspectives of our students and the respective industry-business themes of relevance? How can we integrate this international knowledge and their first-hand experiences in the class-room interaction and overall learning for more fun? How the IB teachers can address those ethnic and moral questions, even conflicts, that arise in cross-cultural classrooms and team-work and generate positive emotions? How can we share the well-functioning models and experiences in IB teaching? How can we advance fair and culture-free assessment of students in diverse class-rooms?

3. Tools and Methods of Learning in the IB Classroom: Multilingual Interactions, Field Studies and Cases, Simulations, Multi-media Resources, Role-Playing and Foreign Materials
Both individually and in groups, learning by doing can assists in capturing abstract concepts and understanding their application. Learning may also be requested on the level of mindset and openness to new challenges, which can be fostered in real-life context and in the class-room with modern tools. Still, lack of real-word experience is not overcome by books only, and especially the interactions skills in different linguistic and cultural contexts require additional tools to stimulate joyful learning.

How social and linguistic processes of learning can be advanced in IB teaching? How the IB students are taught to master demanding and complex situations in foreign contexts? What kind of methods, such as 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 and multimedia in IB teaching work well? How technology, for example, enabling an open online course, can develop affordable and inclusive teaching tools?

4. Policy Formulation in Internationalizing the Business School Curriculum: How IB can Play Its Role
As a response to the globalisation and the increased importance of doing business across borders, universities around the world work to internationalize their curricula. Instead of enjoying the fruits of fragmented knowledge, the AIB members and their expertise could facilitate the establishment of a global IB teaching curriculum "menu". 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? How to link and add value with programs across geographies and overcome impediments of international cooperation? How to foster and enable international cooperation within courses bringing the world into the classroom? How to use virtual tools to enable the participation of the less resourceful?

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 2017 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!

Liesl Riddle, George Washington University, USA ( )
Maria Elo, University of Turku, Finland ( )