Deadline: November 28, 2018

Track Co-chairs:
Vas Taras, University of North Carolina at Greensboro, USA ( )
Allan Bird, Northeastern University, USA ( )

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 engaging and more rewarding.

Keywords: Experiential learning; Developing an IB curriculum; Internationalizing the business school curriculum; Cross-cultural classrooms; Case teaching; Executive education; International experiences as part of IB education; Simulations and role-playing; Blended learning; Multimedia in IB teaching; Flipped classrooms

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

1. Generating IB teaching and learning that is relevant to IB managers of the future
How do we convey our research understanding of International Business to our students? How do we enable them to share and engage with the passion and interest that we have in international business? How to we make our subject relevant to them, to their future careers, and to the businesses in which they will work? How can we enable our students to practice International Business and undertake the Internationalization process more effectively, employing the knowledge that we have gained over the past 50 years? How do we enable them to adapt IB practice to respond to the new digital economy, and the challenges and opportunities that it creates? If we can do this, we will have found one way of addressing a major concern for the IB discipline: our relevance to the world, and our role in changing it for the better.

2. Using culturally diverse classrooms to understand how to manage cultural diversity
Student groups that consist of diverse nationalities, cultures, languages and religions are commonplace in IB 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 classroom interaction and improve deeper understanding as to how to manage the practical difficulties of international work? Are the students willling to broaden their mindsets and how do we encourge this?

3. Tools and Methods of Learning in the IB Classroom
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. 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 engaging learning. How can our students learn 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? How can linkages with programs across geographies overcome impediments of international cooperation? How to foster and enable international cooperation within courses? How to use virtual tools to enable the participation of the less resourceful?

4. The IB role in internationalizing the wider University Curriculum:
As a response to the globalisation and the increased importance of doing business across borders, universities around the world are internationalizing their curricula, within all faculties (Science, Arts, Humanities, etc). To what extent, and how, can AIB members contribute their extertise to this growing need? 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? What institutional resource commitment is required to support this development?

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 2019 Online Submission System. Please select "Competitive Paper" as the submission type for individual presentations and "Panel Discussion" 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) 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!

Vas Taras, University of North Carolina at Greensboro, USA ( )
Allan Bird, Northeastern University, USA ( )