Examinando por Autor "Gonzalez-Perez, M.A."
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Ítem Conceptual and theoretical foundations: Experiential learning in international business and international management fields(Palgrave Macmillan, 2016-01-01) Gonzalez-Perez, M.A.; Taras, V.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem Conceptual and Theoretical Foundations: Experiential Learning in International Business and International Management Fields(Palgrave Macmillan, 2016-01-01) Gonzalez-Perez, M.A.; Taras, V.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem Ideas for action (I4A): An experiential learning competition that promotes youth entrepreneurial ventures to finance and implement the 2030 agenda(Springer International Publishing, 2019-01-01) Mohieldin, M.; Gonzalez-Perez, M.A.; Petkoski, D.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem Learning and teaching international business and management using experiential learning pedagogy(Springer International Publishing, 2019-01-01) Gonzalez-Perez, M.A.; Lynden, K.; Taras, V.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem Learning experientially for corporate contribution to global sustainable development: International applications of the WikiRate project(Springer International Publishing, 2019-01-01) Perkiss, S.; Dean, B.A.; Gonzalez-Perez, M.A.; Heithaus, T.; Acosta, P.; Mills, R.; Gibbons, B.; Anastasiadis, S.; Bayerlein, L.; Jun, H.; Mesicek, R.H.; Wersun, A.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem The Palgrave Handbook of Experiential Learning in International Business(Palgrave Macmillan, 2016-01-01) Taras, V.; Gonzalez-Perez, M.A.; Universidad EAFIT. Departamento de Administración; Administración y OrganizacionesThe Handbook of Experiential Learning In International Business is a one-stop source for international managers, business educators and trainers who seek to either select and use an existing experiential learning project, or develop new projects and exercises of this kind. © Vas Taras and Maria Alejandra Gonzalez-Perez 2015. All rights reserved.Ítem Study tours and the enhancement of knowledge and competences on international business: Experiential learning facilitated by unctad virtual institute(Palgrave Macmillan, 2016-01-01) Gonzalez-Perez, M.A.; Universidad EAFIT. Departamento de Administración; Administración y Organizaciones[No abstract available]Ítem Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)(Routledge, 2014-07-01) Gonzalez-Perez, M.A.; Velez-Calle, A.; Cathro, V.; Caprar, D.V.; Taras, V.The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills. Copyright © Taylor & Francis Group, LLC.Ítem When technological savviness overcomes cultural differences: millennials in global virtual teams(Emerald Group Publishing Ltd., 2020-01-01) Velez-Calle, A.; Mariam, M.; Gonzalez-Perez, M.A.; Jimenez, A.; Eisenberg, J.; Santamaria-Alvarez, S.M.Purpose: There is a generalized belief that cultural differences can have more negative consequences than benefits within the international business (IB) literature. This study argues that cultural differences are not perceived as constrains in millennial global virtual teams (GVTs). Additionally, using the theory of cooperation and competition and the motivated information processing perspective, the purpose of this paper is to uncover the process by which millennials working in GVTs address various challenges to ensure effective functioning and accomplishment of desired team outcomes. Design/methodology/approach: This paper analyzes a data set of 503 project journals from the global enterprise experience, a virtual team competition. It uses qualitative content analysis tools and secondary data sources. Findings: The authors find that for millennials, cross-cultural issues are not the predominant challenge when working in GVTs, unlike the prevailing understanding in the IB literature. This is because contrary to expectations, cross-cultural problems are often not experienced, while other team phenomena become more relevant, such as interpersonal and task-based issues. In addition, the paper describes how members of GVTs apply distinct challenge reconstruction and solution generation cognitive schemes to deal with both, expected and unexpected challenges. Originality/value: This study contributes to the literature on virtual teams by identifying how millennials and post-millennials deal with the challenges embedded in the GVT interaction context by simplifying the unfamiliarity associated with the broader context rather than addressing each issue in isolation. Finally, the paper elaborates on factors that highlight the positive outcomes of multicultural teams while making cultural differences less salient in contemporary GVT contexts. © 2020, Emerald Publishing Limited.