Application of Emerging Technology to Demonstrate Effective Distance Learning Through a Telecommunicated International Business Simu lation |-------------------------------------| | Paper presented at CAUSE92 | | December 1-4, 1992, Dallas, Texas | |-------------------------------------| APPLICATION OF EMERGING TECHNOLOGY TO DEMONSTRATE EFFECTIVE DISTANCE LEARNING THROUGH A TELECOMMUNICATED INTERNATIONAL BUSINESS SIMULATION Elaine Bailey Assistant Professor and Morton Cotlar Professor Management and Industrial Relations Department College of Business Administration University of Hawaii 2404 Maile Way Honolulu, HI 96822 elaine@uhunix.uhcc.Hawaii.Edu morton@uhunix.uhcc.Hawaii.Edu ABSTRACT Integration of information technology beyond specific courses in the academic discipline is a requirement and responsibility of faculty across disciplines. The opportunity exists to move beyond traditional teaching and learning paradigms into exciting and interactive learning exchanges through the use of telecommunicated exchanges. The resistance to pedagogical changes through the utilization of technology is partially due to lack of tested models available to facilitate this process. This paper will provide a "field tested" model to serve as a template to assist faculties across disciplines to enhance instructional delivery through telecommunicated technology. ------------------------------------------------------------------------ Application of Emerging Technology to Demonstrate Effective Distance Learning through a Telecommunicated International Business Simulation Need for Curriculum Innovation Integration of information technology beyond specific courses in the academic discipline is a requirement and responsibility of faculty across disciplines. The mission of academic institutions to prepare students for the future world of work requires institutions and educators to incorporate technology into teaching and learning processes in all courses. Highly skilled workers emerge from a well-educated work force. Quality of work life and competitive advantage will reside with countries and organizations that promote high-performance through highly skilled front-line workers with the responsibilities of managers (Marshall & Tucker, 1992). Information technology allows companies to restructure in this manner as new software makes information for decision making instantly available to line workers. Managers and executives are also expected to utilize technology to monitor organizational performance on a comparative basis over specific time frames. Graphic programs distill complex data into easy to comprehend charts, graphs, and tables. Modeling programs and data management programs allow managers to project multiple scenarios, and networks provide access to a broad range of information from multi-data bases. The next generation of technology will provide a wider application of artificial intelligence and neural networks for improved organizational performance (Hertz,1988). Information technologies also provide the foundation for international competitiveness. Countries worldwide are developing technologies, building infrastructures and promoting industries to accelerate their economic performance (Davis & Davidson, 1991). International businesses and strategic alliances require knowledge of technology based communication systems as well as knowledge and understanding of other cultures and countries. Integration of information technology into course work can provide an international, global experience for students without the costs associated with travel and study abroad through the use of Internet. The user base of Internet is estimated to include 1,000,000 host computer sites accessed by four million individuals worldwide with more than 7,500 networks in over three dozen countries (Query, 1992).. Utilization of communication networks and technology can eradicate national boundaries and distance to provide knowledge and a better understanding of cultures through personal exchanges of information. Students are able to develop competencies in computer technology as well as cross-cultural interpersonal skills. Simulation Template The Telecommunicated International Business Simulation (TIBS) was designed for implementation at the University of Hawaii, College of Business Administration, during the spring semester of 1992. It involved students in both graduate and undergraduate courses in business and in Japanese language for business at the University of Hawaii and graduate students at the Institute for International Studies and Training (IIST) at Shizuoka in Japan. The students enrolled in the courses at IIST were from nine different countries in Europe and Asia as well as Japan The students enrolled in the courses at the University of Hawaii were local students from the state of Hawaii and some from other states. Students at each location communicated interactively with their remote counterparts using multimedia in real-time and delayed-time. They cooperatively engage in course work in order to exchange business information relative to the simulation. Students discovered, explored and came to understand cross- cultural differences in work ethic, language structure, values, beliefs and behaviors from the experience of interacting with each other on business issues. They gained valuable insight into international and cross-cultural business issues, e.g., negotiation, business strategies, human resource management, dispute resolution, industrial relations, computer technology and business terminology. The students experienced multimedia and telecommunication across cultures and distance. The understanding of cultural differences and culturally appropriate ways of doing business greatly enhanced their preparation and appreciation for the global marketplace of international business. These skills can only be acquired through experience-based learning. Narrative Description of Project As a result of the increasing power and sophistication of communication and computer technologies, distance education has surpassed traditional correspondence as the main medium for non- classroom instruction. Through distance learning, students and professors located thousands of miles apart may successfully explore, experience and understand each others international business environments. The result is a wider geographic dissemination of material and more efficient and effective allocation of resources. As a consequence, opportunities are generated for learning experiences not otherwise attainable for either students or faculty. Students in Hawaii were organized into teams and each team was matched with a student team in Japan. Each Hawaii team and each team in Japan participated in two roles in the simulation. One role as an entrepreneur seeking to establish a business at the remote site. The second role was that of a local consulting firm engaged by the remote entrepreneur seeking local assistance in establishing a business at the consultant's location. The nature of the business was determined by the students and could be situated in the industry of their choice. Undergraduate students enrolled in a Japanese language for business course joined each team from the College of Business. Students enrolled in a business English course in Japan joined each team in Japan. Although the common language of this project was English, the undergraduate students from the Japanese language for business class served as language consultants to assist with pronunciation, proper introductions, and basic phrases in the Japanese language. The language students also provided information on culturally appropriate business practices in Japan. Through this applied experience with the technical language of business a dictionary of business terms was compiled for dissemination among the teams as well as a video presentation developed as a training tool. The project allowed students to communicate with their counterparts abroad through the use of modern but proven technology. Multiple modes of telecommunications were used: video phone, facsimile, electronic mail and electronic file transfer programs. Some of these methods permitted messaging to accommodate the time zone differences between the two sites, and others required simultaneous availability at terminals. The first category included electronic mail (e-mail), electronic file transfer (ftp), voice mail (v-mail), and facsimile (fax). The second category of communication included conventional telephone and video phone. The textual readings for the course were delivered in a hypertext format in downloadable files. Questions from instructor to students stimulated thinking, along with a forum among and between students and instructor. This format allowed a high level of interaction, in raising questions and sharing access to the ensuing discussion. An additional stage in this project was the development and delivery of graphics and other media to supplement the textual, some graphics and video materials were mailed, others downloaded via file transfer. Video phone service was provided in Hawaii at the University of Hawaii Peacesat (communication satellite) facility. Computer equipment for e-mail and file transfer were available at various University of Hawaii computer laboratories and students were allowed to use any computer resource with local dial-up capability. Voice messaging and facsimile service were provided in Hawaii by the Department of Management and Industrial Relations and funded by a research grant from the Center for International Business and Research in the College of Business Administration. In addition to traditional entrepreneur international business curriculum, behavioral patterns, attitudes, values and beliefs were explored in meaningful ways through the variety of modes of bi- directional interactions. Classroom discussions concerning the nature and implications of these differences were explored experientially, greatly enhancing the learning process. Business Project Options The particular business to be planned in the simulation was any one of several types within the following parameters. It could range from an individual enterprise, to a joint venture between organizations in Japan and the United States, to a wholly owned subsidiary operation. The business could engage in manufacturing, retailing, wholesaling or a project venture through a strategic alliance. It could have been predominantly service oriented or product oriented, and could have been either labor intensive or capital intensive. The business plan could anticipate a work force of any size between 50 and 500 employees requiring varied skills. It could deal with product or service units of any value, inexpensive or precious, and could anticipate a long-term or short-term existence. Scope of the Business Project The planning for the business could include a full spectrum of issues, but with a strong emphasis on human resource management. Concerns about cultural differences emerged in relation to language, legal and regulatory obligations, economic, financial and accounting requirements, and marketing and management constraints, that impinged on the particular businesses. Resource faculty were available in both locations to guide teams in addressing these issues. In addition, students and teams assisted each other collegially in a collaborative rather than competitive atmosphere. Media Skills Before the third week of the semester, each student or team submitted a brief proposal outlining the specific structure of their business to the local faculty member. Approval or suggestions for revision were returned within three days of submission. The proposals described the business in terms of the parameters stated previously. Each student and team submitted a comprehensive report on the simulation as well as a learning log at the end of the semester to the local faculty member. This report described the way the simulation was conducted, the problems encountered, the solutions attempted, the successes achieved and failures endured, the conclusions drawn from the simulation and the benefits derived from the experiences. Outcomes Many behavioral patterns, attitudes, values and beliefs were explored in meaningful ways from these interactions. Students reported being better able to comprehend and internalize the cultural differences related to work ethic, negotiation styles, strategy development, human resources management, dispute resolution, industrial relations, computer technology and business etiquette. In addition, they gained experience and skills with multimedia and telecommunication technology across cultures and distances, a critical skill in the world of international business. The multi-modal technologies utilized in this project provided a skill-based learning experience as well as a traditional conceptual, information-based learning experience. The skills required to utilize the technology necessary to meet the course requirements are critical skills for students to enhance their marketability. These are the skills required of an educated work force for the organizations of tomorrow. This project provides a model easy to replicate in any course regardless of the discipline. No tradeoff is required to incorporate skill-based learning into traditional curricula. Telecommunicating merely provides another data base of information to access. This project provided a vehicle to demonstrate that joint development of new methodologies and paradigms can be utilized to update and rejuvenate current curricula. Future replication and expansions of this model will produce continued growth, development, and research possibilities for faculty as well as students. Comprehensive multimedia instructional materials and demonstration media are currently being produced for broad application and exposure of the simulation so others may better understand, replicate and further develop their instructional methodology. Simulations of this nature meet the need for more culturally- relevant, student-directed instruction. The simulation provided a vehicle for discipline-focused pedagogical research which evaluated the effectiveness of teaching and learning methods in a multicultural as well as multi-modal context across distances. A review of the literature in distance learning, and cross-cultural and international business instructional methodology reveals little structured research in these areas. Matching Funds The matching funds for this project were provided by an international business communication organization. The organization is a revolutionary learning network which allows students throughout the U.S. to communicate via computers and video telephones with partner students around the world. Corporations are an excellent source of funding and/or contributions of hard/software. A Conference Board Report states that U.S. companies contributed over $2.43 billion from 1990 - 1991 to support education (Blumenstyk, 1992). Evaluation Plan The research design for this project covers a three year period of time with various modes of communication being changed as a variable with each new class. New geographic locations and cultures will be added each semester as well. The learning outcomes from each group will be measured with each subsequent group, with all other factors being held constant. Data gathered during the project will be of several types, including the following: narrative responses to survey questionnaires, narrative and numeric results of structured interviews, course project reports, self-evaluation of cross-cultural skill development, and examination results. This project will be evaluated by experimental and comparative techniques. The project structure requires establishment of two experimental groups, one at each site, and two control groups attending the same course with the same faculty member at each location over the three year period. The evaluation will compare measurement of learning outcomes between the groups, statistical analysis of data generated and interpretation of results in light of distance learning and current educational theory. The geographic location of the University of Hawaii and the mission statement of the College of Business is consistent with the development of distance learning curriculum. The theme of the current administration has been building alliances both locally and in national and international setting. One distinctive achievement of the institution is the widening of formal ties with institutions of higher learning around the world. Projects of this nature encourage international collaboration with other institutions and faculty which lead to curricula improvements. The Telecommunicated International Business Simulation represents a unique and creative experience giving students the opportunity to develop international networks as well as critical international business skills. Fear, frustration, and failure to "make time" to adapt traditional curriculum will create and perpetuate the "computer illiterates" of the next century. Students should not be primarily recipients of information but collaborators in the pursuit and creation of knowledge. 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