Abstract
While the utilization of High-Impact Practices (HIPs) in higher education is not a new phenomenon, their potential value to international business (IB) education should not be overlooked or underestimated, especially at a time when IB educators need to act strategically and demonstrate the relevancy and value-proposition of IB education in developing global leaders. This article examines the intrinsic value of IB’s interdisciplinary nature and its important relationship with globalization. It then explores two HIPs, e-portfolios and phenomenon-based capstone projects, which are uniquely positioned to enhance and showcase the inherent transformative nature of IB learning and highlight its distinct pedagogical approach.
Highlights
High-Impact Practices (HIPs) are not cutting-edge and their utilization in higher education is not a new phenomenon
In the current environment where the global liberal order feels less stable, protectionism is on the rise, uni- and bi-lateralism rival multilateralism, and countries are increasingly looking inward, international business (IB) educators often take a defensive posture when espousing the relevance of IB education
The article contends that the use of e-portfolios and capstone projects, especially at this point in time, is compelling – these HIPs support educators in advancing responsible IB education and they provide tangible platforms that underscore IB education’s novel value proposition
Summary
High-Impact Practices (HIPs) are not cutting-edge and their utilization in higher education is not a new phenomenon. This article examines the intrinsic value of IB’s interdisciplinary nature and its important relationship with globalization It explores two HIPs, e-portfolios and capstone projects, which are uniquely positioned to enhance and showcase the inherent transformative nature of IB learning and highlight its distinct pedagogical approach. The article contends that the use of e-portfolios and capstone projects, especially at this point in time, is compelling – these HIPs support educators in advancing responsible IB education and they provide tangible platforms that underscore IB education’s novel value proposition. Managing that change will require not just new frameworks for national and multinational cooperation, and a new model of education” (Schwab, 2018) This dynamic global environment demands that IB education be nimble, innovative, and proactive. HIPs, e-portfolios and capstone projects, provide structures to support and showcase this value proposition
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