7. Teaching and education
Ausrine Silenskyte, University of Vaasa, email@example.com
Iris Berdrow, Bentley University, IBERDROW@bentley.edu
The main objectives of this track are facilitating development and sharing of best teaching practices, providing a forum for teaching-related knowledge sharing, and promoting research on teaching and education that showcases the importance of IB courses in business school curricula. This track addresses IB teaching at every level: undergraduate, graduate, MBA, and executive and covers all aspects of teaching IB, including student engagement, motivation, learning outcomes, and classroom diversity. Specifically, it focuses on the use of different tools and pedagogies such as experiential learning, cases, simulations, role-play, and various forms of multimedia to enhance IB teaching. To this end, this track invites submissions of scholarly papers, interactive session proposals and panels that stimulate teaching innovation and promote best practices in IB teaching.
In relation to the general theme of the AIB 2022, we are especially welcoming contributions discussing issues of fairness, equity and equality, as well as diversity and inclusion in IB education. More specifically, there are four research areas that the track would like to uplift. First, teaching practices needed to ensure: fairness in the classroom; development of inclusive mind-sets; and incorporation of equity and fairness perspectives in teaching IB theories and frameworks. Second, pedagogical tools that support: utilization of student diversity; handling diversity of perspectives and views in the classroom; and ensuring diversity of materials and examples. Third, development of faculty skills that support: teacher interactions with diverse students ensuring inclusion and elimination of biases in the class; enhancing interactions and learnings among diverse students; appropriate communication (e.g., using inclusive gender pronouns, using expressions that are acceptable within different contexts, cultures, and universally); and handling students and colleagues with different physical and mental abilities. Fourth, fair and equitable assessment of students, faculty, and institutions. For instance, best practices for equity and fairness in formative and normative assessment of students; the ways in which assessment of learning outcomes incorporates diverse perspectives; challenges in promoting equity and fairness in IB educational institutions, and alike.
Keywords: Experiential learning; Developing an IB curriculum; Internationalizing the business school; Internationalizing the curriculum; Cross-cultural classrooms; Case teaching; Executive education; Role of international experience; Simulations and role-playing; Blended learning; Hybrid teaching; Multimedia in IB teaching; IB teaching tools; Management of IB education; Management of educational markets; Competences for teaching IB; Future of IB education, diversity, equity and inclusion in IB teaching IB and education.