This study investigates paradoxes presented by artificial intelligence (AI) in management education as revealed by the experience of a large-scale exercise in which students work in global virtual teams (GVTs). While the role of AI is growing exponentially in most fields, with a simultaneous increase in demand for students to develop competencies in using AI, the role of artificial intelligence (AI) in management education remains controversial. Often, AI is partially or completely forbidden to students because it is considered unethical or harmful to creativity and learning. This situation creates an increasing tension between AI's growing potential and the limitations and hesitations associated with its adoption. We employ an experimental design to compare the satisfaction, performance and creativity of students randomly assigned to one of four experimental conditions: 1) feedback received from humans, 2) feedback received from AI with students told the feedback was generated by AI, 3) feedback received from AI but students are not told that AI created the feedback, and 4) no feedback provided (control group). Our findings deepen and magnify the paradoxes surrounding the adoption of AI in management education by showing both the value and the hazards of using AI to provide feedback on student work.

X-Culture is a global collaboration project designed to enhance students’ cross-cultural competence and global skills through global virtual team experiences. Adopting the framework of ‘employability capital’ proposed by Peeters et al. (2019) and complementing it with ‘psychological capital’ (Luthans et al., 2014), this study examines the impact of X-Culture participation on career development and employability among Greek private college graduates. Data was collected and analyzed from in-depth interviews with 14 former X-Culture participants. The findings reveal a positive influence of X-Culture in students’ employability capital especially on their soft skills, such as communication, teamwork, and cultural adaptability and awareness. However, the project’s direct impact on employability varied, with some participants experiencing limited benefits. Nonetheless, all participants noted the development of key competencies contributing to long-term career success. There was also an evident influence of X-Culture on students’ psychological capital especially on the components of self-efficacy, resilience and optimism. This study underscores the value of international virtual team projects in preparing students for the global job market, emphasizing the need for such experiences in higher education curricula.

A critical theme in international business and innovation pedagogy is preparing future business leaders and policymakers to address and solve the “Grand Challenges” of today. These challenges necessitate coordinated and sustained efforts from diverse stakeholders toward clearly defined goals, with solutions often emerging from social and technological innovation. Consequently, international business education, particularly in innovation, serves as a starting point for tackling these Grand Challenges. This paper examines the role of international business programs in addressing Grand Challenges through short-term international educational exchanges that promote multi-stakeholder, cross-sector collaboration, specifically through business innovation camps. We present insights from two three-week international innovation camps held in 2023 and 2024, a collaboration between two business schools – one in Finland and one in Mexico. These camps aimed to develop innovative solutions for the global issue of overweight and obesity using design thinking. Students engaged with representatives from Finnish and Mexican businesses, researchers, and experts, facilitating design thinking and service prototyping. The camps provided immersive, experience-based learning for students and offered development opportunities for instructors and external stakeholders. Overall, the camps enabled productive and creative interactions among diverse stakeholders, fostering solutions that would be unlikely achievable in other settings.

To get a better understanding of how psychological distance plays a role in teaching, a literature review was conducted with the specific aim to look at contributions about psychological distance related to higher education. Based on the findings four general areas can be considered as central when teaching IB. 1) The psychological distance affects how students think about things. Low distance encourages thoughts that are concrete and, in a context, whereas high distance makes it easier to generalize and be abstract. 2) Using our second language increases the psychological distance and affects how we think about moral and ethical issues. 3) The ability to focus increases with higher distance, whereas motivation was better with lower distance. A tradeoff might be necessary. 4) In order to develop pro-environmental behaviours and attitudes among the studets the psychological distance should be reduced toward those issues.

This paper explores a pedagogical approach to entrepreneurship education, emphasising the interplay of action and reflection. The paper argues for the significance of structured reflection alongside action-based learning, proposing a multifaceted assessment structure that extends beyond traditional reflective portfolios. The approach incorporates effectuation theory and the concept of enactment in assignments like the Group Pitch, where students develop business ideas, and the Essay and Investor Report, which involves interviewing entrepreneurs and adopting an investor’s perspective. This method fosters continuous reflection and improvement. Critical reflection is central to the pedagogy, enhancing students' metacognitive skills and ethical leadership qualities. Learning logs and various interactive experiences support the development of these skills. Success is gauged through high student engagement, advancement in reflective skills, and authentic experiences, as evidenced by positive feedback and sustained interactions with industry experts. The paper highlights the role of critical reflection in entrepreneurship education for promoting lifelong learning, adaptability, and a global entrepreneurial mindset, making it particularly relevant for an international business audience.