Student engagement is most important for effective learning. While this is true for all learning settings, it is particularly true in teaching complex and inter-disciplinary subjects, such as international business. Active learning is a very important component of engagement and so active learning usually is a critical component in the international business (IB) curricula. Active learning tools can also greatly help internalize the concepts and knowledge being taught. Such internalization is an important part of building a global mind-set making many aspects of IB analysis and decision making instinctual – a very useful ability in complex and rapidly changing business situations. Consequently, it is imperative that we include active learning tools and pedagogies in IB course designs. Effective IB education should enable students to make decisions by analyzing and synthesizing information from multiple disciplines and, at the same time, accounting for the cross-cultural and cross-national differences. Neither of these two key abilities can be achieved through a single typical college class; rather, the development of business analytical skills and the global mind-set are likely to be the cumulative effects of the IB and non-IB disciplinary courses offered within the IB program (Aggarwal and Goodell 2015). An IB program needs to encompass a variety of courses and learning styles and components that can reinforce and build upon each other, and subsequently advance students along an effective path toward the desired outcome of student understanding and an ability for multidisciplinary and integrated decision making in IB settings. To develop students’ business analytical skills, initial IB courses usually focus on exercises that facilitate the learning and application of content related to a single business function (such as finance and marketing) with the emphasis on the difference between decisions within the domestic versus international scale. Higher-level courses tend to tap into the integration of business functions and the development of overall global management strategy. To develop students’ global mind-set, IB courses commonly also focus

中文翻译：

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通过主动学习丰富IB课程设计

学生参与对于有效学习最重要。尽管这对于所有学习环境都是正确的，但在教授诸如国际商务等复杂且跨学科的学科时尤其如此。主动学习是参与活动中非常重要的组成部分，因此主动学习通常是国​​际商务（IB）课程中的关键组成部分。主动学习工具还可以极大地帮助内部化所教授的概念和知识。这种内在化是建立全球思维定势的重要组成部分，它使IB分析和决策本能性的许多方面都成为可能–在复杂且瞬息万变的业务环境中非常有用。因此，当务之急是在IB课程设计中纳入主动学习工具和教学法。有效的IB教育应使学生能够通过分析和综合来自多个学科的信息来做出决策，同时还要考虑到跨文化和跨国差异。这两个关键能力都无法通过一个典型的大学课程来实现；相反，业务分析技能和全球思维方式的发展可能是IB课程中开设的IB和非IB学科课程的累积影响（Aggarwal和Goodell，2015年）。IB课程需要包含各种课程，学习风格和组成部分，这些课程和学习方法可以相互加强和建立基础，然后使学生沿着有效的道路前进，朝着学生理解的期望结果以及IB中多学科和综合决策的能力前进设置。为了培养学生的业务分析技能，初始IB课程通常侧重于促进学习和应用与单个业务功能（例如财务和市场营销）相关的内容的练习，并着重于国内和国际范围内决策之间的差异。 。高级课程倾向于利用业务功能的集成和整体全球管理策略的发展。为了培养学生的全球思维方式，IB课程通常也将重点放在 高级课程倾向于利用业务功能的集成和整体全球管理策略的发展。为了培养学生的全球思维方式，IB课程通常也将重点放在 高级课程倾向于利用业务功能的集成和整体全球管理策略的发展。为了培养学生的全球思维方式，IB课程通常也将重点放在