ABSTRACT Curricular development is critical for preparing students in a coordinated fashion for life after graduation – especially when their roles will involve cross-border business decisions. The design of specific courses in any curriculum must be purposeful in terms of what is taught, how it is taught, and how all the course components fit together. For a supply chain management course targeted at international business (IB) students, one key purpose is to understand how competitiveness is developed across the extended enterprise, rather than within the confines of individual companies. This “winning together” view helps foster capabilities for connectedness and cooperation in IB environments typically characterized by geographic dispersion and cultural dissimilarities. The objective of this article is to examine how integrating fundamental pedagogical theories (student-centeredness, diversity, reflection, self-direction, experiential learning) in course design can influence the outcomes of a semester-long practice-oriented international supply chain course. The course espouses the winning together view while probing in-depth core supply chain themes, with the aim of producing cohorts of undergraduates that have developed the intuition, aptitude, and methods for co-creating value across business boundaries in cross-border situations. This article’s contribution is in demonstrating the innovativeness of blending multiple pedagogical tools and experiences in a single semester, rather than an entire program of study. The observed positive student learning outcomes are consistent with the integrated course design model. Replicating such course design over a program of study, will multiply the resulting positive outcomes for students, hence preparing them better as prospective global managers.

中文翻译：

---

从设计到交付：向IB专业人士教授供应链管理

摘要课程开发对于学生毕业后以协调的方式为他们的生活做好准备至关重要，尤其是当他们的角色涉及跨境业务决策时。任何课程中特定课程的设计都必须针对所讲授的内容，如何讲授的内容以及所有课程组成部分如何组合在一起。对于针对国际商务（IB）学生的供应链管理课程，一个主要目的是了解在整个扩展企业中如何发展竞争力，而不是在单个公司的范围内。这种“共赢”的观点有助于在通常以地理分散和文化差异为特征的IB环境中增强联系和合作的能力。本文的目的是研究在课程设计中整合基本的教学理论（以学生为中心，多样性，反思，自我指导，体验式学习）如何影响一个学期的以实践为导向的国际供应链课程的成果。本课程在探讨深入的核心供应链主题时，倡导“共赢”的观点，目的是培养一群在跨境情况下能够跨业务边界共同创造价值的直觉，才能和方法的大学生。本文的贡献在于展示了在一个学期而不是整个学习课程中融合多种教学工具和经验的创新性。观察到的积极的学生学习成果与综合课程设计模型一致。在学习计划中重复这样的课程设计，将会为学生带来积极的成果，从而使他们更好地成为潜在的全球管理者。