Improving IB Learning through Multidisciplinary Simulations: Lessons from a Mock-Up of EU-US Trade Negotiations

Abstract

Thirty years ago, Klein (1984) claimed the virtues of simulations for international business (IB) teaching in the Journal of International Business Studies. More recently, IB teaching has become increasingly innovative, for the benefit of students’ learning as well as for their exposure to applicable, or at least transposable, experiences that better prepare them with business-related competences for their future careers. Over a quarter of all business schools and 97.5% of Association Advance Collegiate Schools of Business (AACSB) -accredited schools have integrated simulations into their curricula (Faria, 1998). Yet most of these curricula use business simulations only, rather than multidisciplinary ones.