Internationalisation at home through simulation-based learning: Intercultural teamwork and professional readiness in business education
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Issued Date
2026-07-01
Resource Type
ISSN
14728117
Scopus ID
2-s2.0-105034641725
Journal Title
International Journal of Management Education
Volume
24
Issue
2
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Management Education Vol.24 No.2 (2026)
Suggested Citation
Suengkamolpisut W., Singhatong S. Internationalisation at home through simulation-based learning: Intercultural teamwork and professional readiness in business education. International Journal of Management Education Vol.24 No.2 (2026). doi:10.1016/j.ijme.2026.101412 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116081
Title
Internationalisation at home through simulation-based learning: Intercultural teamwork and professional readiness in business education
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Author's Affiliation
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Abstract
Purpose: This qualitative study investigates how a diversity simulation, combined with theoretical input, shapes international business students’ intercultural learning and perceived professional readiness in Thailand. Design/methodology/approach: A two-phase learning design was implemented. In Phase 1, students engaged with an online diversity simulation without prior lecture input, navigating intercultural team challenges independently. In Phase 2, they attended a lecture on diversity and intercultural communication, replayed the simulation and reflected on linking theory to practice. Data comprised 80 pre- and post-simulation reflective journals from 40 Business Administration students; a small number of interviews provided contextual background. Reflexive thematic analysis was conducted. Findings: Three themes emerged. Micro-ethical intercultural teamwork shows how students reframed scheduling, tone and participation decisions as questions of fairness, respect and voice. Conceptual sense-making captures how students used intercultural and organisational concepts, alongside simulation feedback, as interpretive tools for understanding team dynamics. Reflexive self-insight and emerging professional identity highlights how students articulated greater awareness of their relational impact and described intentions to act more inclusively in future multicultural work contexts. Originality: Situated in a Global South business programme, the study demonstrates how a structured simulation–theory–reflection sequence can function as internationalisation at home by supporting students’ articulation of intercultural responsibility and workplace readiness without reliance on physical mobility. Research limitations/implications: Findings derive from a single institution and self-reported reflections; future multi-site and longitudinal studies are recommended.