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dc.contributor.authorSaatci, E.en_US
dc.date.accessioned2016-02-08T10:09:30Z
dc.date.available2016-02-08T10:09:30Z
dc.date.issued2008en_US
dc.identifier.issn1050-6519
dc.identifier.urihttp://hdl.handle.net/11693/23144
dc.description.abstractTeachers of intercultural business communication may want to consider using problem-based learning (PBL), an instructional approach that places learners in problem-solving situations, that is, students are presented with messy and complex real-life problems that provide a context for learning concepts and developing skills. This article describes how ill-structured communication problems that emerge in intercultural business relationships in internationalizing small- or medium-sized enterprises are used to provide a context for learning. It explains how these problems are tackled by learners through the implementation of PBL in four stages: problem identification, information acquisition, information analysis, and problem resolution. Finally, it discusses the reactions of the students, external participants, and instructors to the PBL approach.en_US
dc.language.isoEnglishen_US
dc.source.titleJournal of Business and Technical Communicationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1177/1050651907311931en_US
dc.subjectCourse designen_US
dc.subjectIntercultural business relationshipsen_US
dc.subjectMedium-sized enterprisesen_US
dc.subjectProblem solvingen_US
dc.subjectProblem-based learningen_US
dc.subjectSmall-sized enterprisesen_US
dc.titleProblem-based learning in an intercultural business communication course: communication challenges in intercultural relationships in internationalizing small-or medium-sized enterprisesen_US
dc.typeArticleen_US
dc.departmentDepartment of Banking and Financeen_US
dc.citation.spage237en_US
dc.citation.epage260en_US
dc.citation.volumeNumber22en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1177/1050651907311931en_US
dc.publisherSage Publications, Inc.en_US
dc.identifier.eissn1552-4574


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