Abstract
International business (IB) is mostly presented to the students either directly through teacher-centred concepts or sometimes through student-centred concepts that convey experiences in IB cases or specific projects (e.g. Clark & Gibb, 2006; Nadkarni, 2003; Paul & Mukhopadhyay, 2005; Weimer, 2013). The first option is known for its ineffective and inefficient learning progress (e.g. Smart et al., 2012; Weimer, 2013). The second option — to let the students experience IB contents — is much more effective and efficient (e.g. Blasco, 2009; Daly et al., 2012; Mintzberg & Gosling, 2002; Taras et al., 2013). In the case of teaching IB, the challenge for instructors is the fact that international coherences in management are not easily made perceivable. They are not easily accessible. Furthermore, the number of students that can participate in experimental and student-centred teaching is very small. This raises the question of how more students can experience IB contents if only limited resources for a specific learning offer at an academic institution are available.
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