Developing a Global Experiential Learning Model for Business Students: The Relevancy of the Experiential Learning Process and Assessment

Jennifer Petrie-Wyman, Gloria Onosu Oghenebruphiyo, Bryan Schultz


Global experiences are increasingly becoming a popular learning opportunity for undergraduate business students (Desmond, Stahl, & Graham, 2011; Pless, Maak, & Stahl, 2011). Global experience may involve study abroad, global service learning, global internships, and also access to global experiences within the home country of students.  While access to global experience is on the rise, limited data-driven models exist to assist educators in the development of effective learning models and opportunities specific to the needs of business students. (Pless & Borecká, 2014). There is narrow discussion on the ways global experience impacts business students’ knowledge of the business discipline, global competency, career-integration, and ethics. This paper describes the creation of the Pitt Business Global Competency Education Model based on a longitudinal mixed methods research study.  The model emphasizes the importance of business-centered global competency, experience based learning, career integration, and ethics in providing effective global experience to business students relevant to the demands of the workforce.  This paper also presents recommendations for future program development and research.


Global Experience; Study Abroad; Educational Model

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