Abstract

As global connections become increasingly significant, internationalizing marketing education is crucial for preparing future professionals with the skills required to navigate diverse markets. This chapter investigates the implementation of Collaborative Online International Learning (COIL) within a consumer behavior course, aiming to enhance students’ global competencies and perspectives. By utilizing an action research strategy, complemented by participant-guided reflections, this study investigates students’ perceptions of both the benefits and challenges of a COIL project. Key findings indicate that students experienced major improvements in cultural engagement, intercultural communication skills, insights into international consumer behavior, practical applications, and interpersonal skills. Furthermore, the research identifies critical challenges related to time management, communication barriers, and logistical coordination. These insights highlight COIL’s dual potential to not only expand students’ global outlook but also to emphasize the logistical and pedagogical adjustments needed to optimize such international collaborative efforts. The chapter concludes with key practical implications for marketing educators looking to internationalize their programs.

Keywords: Collaborative Online International Learning (COIL), International Marketing Education, Consumer Behavior, Action Research in Marketing, Pedagogical Innovation, Marketing Education.

Introduction

With the increasing role of international trade and business, acquiring international competencies and skills has become more urgent than ever for businesspeople and marketing professionals. The constantly changing global markets underscore the critical need for marketing professionals to possess the relevant skills required to succeed and excel. Marketing professionals must have an excellent understanding of diverse markets and consumers as an urgent employability skill (Wright & Clarke, 2010). The intersection of marketing, consumer behavior education, and cross-cultural learning emerges as a significant area for developing future marketing professionals. It equips them with the necessary skills and mindset to thrive in the rapidly expanding world of global trade.

This chapter outlines a project that incorporates an international perspective into a consumer behavior course, facilitated by the Collaborative Online International Learning (COIL) at the University of Minnesota Crookston (UMC). It explores the reflections and viewpoints of students engaged in a partnership with counterparts in Brazil, aiming to analyze the Brazilian market and its consumer culture and behavior, and to apply these insights in crafting marketing strategies and recommendations. The project’s primary goals are to enhance cross-cultural comprehension and awareness, and to equip students with the essential skills and mindset for investigating new international markets and consumer groups. This educational venture serves as a platform for students to step beyond their cultural limits, fostering an environment where they can engage with and learn from the diverse perspectives of their Brazilian peers. Such interaction is crucial in broadening students’ understanding of global markets, equipping them with a comprehensive skill set vital for navigating the complexities of international markets and consumer culture and behavior.

Through the lens of the COIL project, this chapter illustrates the transformative impact of integrating international collaboration into higher education. It argues that such experiences are instrumental in preparing students not only to analyze foreign markets, but to approach them with an understanding and innovative mindset. This exploration into developing an international component within a consumer behavior course represents a progressive innovative educational strategy, aimed at equipping future marketing professionals with the skills to excel in a globally interconnected marketplace.

This chapter begins with a description of the COIL project that was conducted, and details the instructor, students, and course. Subsequently, relevant literature is reviewed aimed at broadening perspective on the topic and relevant research. This is followed by a discussion on the action research methodological strategy employed in this study, which notably includes participant-guided reflections. The findings are then presented and discussed. The chapter ends with concluding remarks and some implications and practical reflections.

This chapter embodies the Power of One concept, which emphasizes the transformative impact of an individual educator’s efforts in internationalizing curricula through small-scale, incremental changes. By incorporating the COIL project into the consumer behavior course, this initiative represents a practical application of the Power of One philosophy. Through a single project, I aim to present broader curricular transformations, fostering minds that not only appreciate but seek diverse world views and perspectives.

The Project

The integration of COIL into the consumer behavior course was conceptualized following my enriching experience with the COIL course during Spring 2023, which was provided by the Global Programs and Strategy Alliance (GPSA) at the University of Minnesota, USA. This course provided invaluable training and resources, facilitating the initiation of this innovative project. Integration of COIL into coursework varies; while some educators opt for comprehensive incorporation, others prefer partial integration (Wimpenny & Orsini-Jones, 2020). Faced with the decision and acknowledging my reservations about the full integration of COIL into my courses, I adopted a cautious, gradual approach by integrating COIL into a segment of one course. This strategy mitigated the risk of adversely affecting the entire course and student experience if the project did not meet expectations (Vahed & Rodriguez, 2021; Garcia et al., 2023).

After reviewing my course offerings for a component that could benefit from COIL’s international abilities, I identified the Consumer Behavior (MKTG_3310) course as a prime candidate. While its syllabus is detailed, covering a range of topics related to consumer culture, decision-making, and marketing strategies, it notably lacks a focus on international consumer behavior or related market dynamics. This omission presented a perfect opportunity to use COIL to introduce an international perspective, addressing the gap by exploring global consumer differences and market challenges. Such integration would not only enrich the course content but would equip students with a broader understanding of global markets, enhancing their preparedness for the diverse challenges of international marketing (Buch & Rhoda, 1995).

Another key decision was whether to design a new assignment specifically for COIL or to adapt an existing one. After careful consideration, I chose to revise an existing assignment, developing its structure to incorporate an international perspective. This assignment, a significant part of the course evaluation, tasked student groups with researching consumer culture to provide strategic marketing recommendations for a business or product. The revision aimed to shift the focus towards an international market:

“Your team is required to select a business and propose a product for the (x) market. You must demonstrate a detailed understanding of consumer culture and its variances from American culture, illustrating how this knowledge could inform your marketing strategies for introducing the product into this new international market.”

Initially, the assignment did not specify a target international market, awaiting the identification of a suitable COIL partner for collaboration. The search for a COIL partner commenced within my network of international marketing instructors and extended to the COIL Connect System (available at https://coilconnect.org), eventually leading to a collaboration with a marketing faculty member from Faculdade de Tecnologia (FATEC) in Brazil. This partnership was crucial, as it not only identified the target market for the assignment but also provided valuable COIL experience from the Brazilian side, enriching the project’s depth and relevance.

The assignment’s comprehensive description, available in full in Appendix 1, provided students with all necessary details. It began with an introduction to the assignment and the significance of integrating the COIL project into the course, including an introduction to our partnering institution. It further detailed the assignment’s requirements, offering a possible outline, a proposed timeline, and the grading rubric, ensuring students had a clear framework and understanding of expectations from the outset.

To ensure students met the assignment requirements, they were required to attend an online synchronous orientation meeting and hold two one-hour meetings amongst themselves. The students from FATEC, being evening students, needed the orientation to be at 7:00 PM Sao Paulo time, which corresponds to 5:00 PM Central Time. Although this timing deviated from our regular class schedule, the students were accommodating, understanding the need to adjust their schedules to fit the availability of the FATEC students. The orientation session served multiple purposes: it introduced the assignment to both groups, facilitated initial introductions between the students, and provided detailed explanations of the assignment requirements. This included examples of consumer cultures, focusing on values, ethics, communication, environmental and health awareness, popular subcultures, and the role of family and demographics. Additionally, the orientation offered an opportunity for students to introduce themselves and engage with one another using breakout room technology on Zoom. Students were encouraged to exchange contact information within their groups and take proactive steps towards collaboration.

Subsequently, during the fourth and fifth weeks of the semester, the students held two meetings. FATEC students interviewed UMC students in one session, and vice versa in the other. They were advised to prepare a schedule of relevant questions for the interviews/meetings. These meetings were recorded for subsequent analysis by both the students and myself. Based on the interview outcomes, the students were tasked with compiling a 2800-word report. This report was to include a brief overview of the proposed business and product, alongside a detailed discussion on three specific aspects of cultural understanding and strategic marketing adaptation. To enrich their reports, students were encouraged to incorporate insights gathered from the interviews as well as relevant secondary sources.

The Instructor, Course, and Students

With the qualitative nature of this study, it is imperative to provide some description of the instructor, course, and students. This thick description helps in developing the context and the narrative by impowering personalization and relatability (Levitt, 2020). This approach fosters a connection with the reader, allowing for more reflection about the findings. It emphasizes that the qualitative nature of this study is not just a methodological choice but a pathway to understanding the complexities of educational interactions in a multicultural and diverse setting (Alhazmi & Kaufmann, 2022). Through this lens, personalization and relatability become more than narrative tools; they are integral to capturing the essence of the educational phenomena under examination, providing insights into the real-world implications of the study’s findings (Cooper & Cefai, 2017).

As a global citizen born in Morocco, raised in Syria, educated in the United Kingdom, with professional experiences in the EU and Oman, and now serving as a tenure-track Assistant Professor of Marketing at the University of Minnesota Crookston in the USA, my life’s journey is a testament to the rich diversity of cultures and educational systems. This unique blend of global experiences has shaped my teaching philosophy, which is deeply rooted in engagement, practicality, and adaptability. My approach to education emphasizes innovative approaches that leverage technology, including artificial intelligence, community engagement, and internationalization, to prepare students for a globalized marketplace. Through my experiences, I have served in developing international connections in several ways, including instruction, advising, recruitment, international programs development, applying for international grants, and acting as an internationalization advisor on institutional and national levels. All these experiences and backgrounds have made me a strong believer in the significance of developing the international aspect of my delivery and integrating COIL projects into my courses.

In the Consumer Behavior course at UMC during Fall 2023, the class composition included seven students, all in their junior or senior years, with a demographic breakdown of six females and one male, the latter an international student from Canada. These students, with majors or minors in marketing or communication studies, had fulfilled several prerequisites, including Principles of Marketing, Principles of Management, and Integrated Marketing Communication, equipping them with the foundational knowledge required for this advanced study. The course’s small enrollment size facilitated detailed discussions, personalized feedback, and a greater level of student-instructor interaction, which is advantageous for examining the subject matter of consumer behavior. Furthermore, the diversity within the class, both in terms of academic backgrounds and the mix of domestic and international students, contributed to a richer academic dialogue and consumer culture comparisons. This environment encouraged students to engage critically with the material, leveraging their prior coursework and diverse perspectives to analyze consumer behavior in depth. The course’s in-person format utilized the advantages of the university’s small campus setting to foster an engaging and collaborative academic atmosphere, which was further enhanced by a roundtable class layout (Parsons, 2017).

The FATEC students were from the Indaiatuba branch, enrolled in the International Business Management program and taking the International Markets course. The class had 21 students — 14 females and 7 males. Many of these students were working professionals attending evening classes, which influenced the class dynamics and their approach to learning. The age range of FATEC students was broader than in my class, with many students being in their late 20s to early 40s, bringing a wealth of practical experience from their respective fields.

The collaboration between UMC and FATEC students was enriched by these diverse backgrounds. While the UMC students primarily brought academic knowledge and theoretical insights from their marketing and communication studies, the FATEC students contributed real-world experiences and practical perspectives on international business and markets. This blend of theoretical and practical knowledge provided a comprehensive learning experience for both groups. Additionally, both courses shared similar learning objectives regarding the international dimension, focusing on understanding global markets, international consumer behavior, and cross-cultural communication. This common goal further aligned their collaboration, allowing students to engage deeply with the international aspects of their respective disciplines and gain insights into different market dynamics.

Other demographic factors, such as socioeconomic backgrounds and language proficiency, also influenced the collaboration. Although all FATEC students were proficient in English, it was not their first language, which occasionally led to communication challenges. This dynamic, however, presented an opportunity for UMC students to develop patience and intercultural communication skills, enhancing their ability to navigate and manage cross-cultural interactions effectively. These demographic elements significantly shaped the class-to-class dynamics, with FATEC students often bringing real-world insights and practical examples to discussions, enriching the learning experience for UMC students. The collaboration highlighted the importance of considering demographic diversity in international learning projects, and provided valuable lessons in managing and leveraging these differences for educational success.

Theoretical Insights

COIL has gained significant attention across various academic disciplines as educators seek innovative methods to integrate cross-cultural competencies into curriculum. Studies in the area of COIL, such as those by Stanley and Zhang (2020), Vahed and Rodriguez (2021) and de Castro et al. (2019), have underscored its efficacy in bridging geographical and cultural divides, offering students an immersive experience of global collaboration without leaving classrooms, contributing to the internationalization at home concept. This educational approach leverages digital technologies to connect students and faculty in disparate locations, fostering direct engagement with international peers. COIL application in the field of business education has begun to attract scholarly interest, recognizing the growing importance of global perspectives in business practices. Research by Nava-Aguirre et al. (2019) and Garcia et al. (2023) highlights the potential of COIL to prepare business students for the complexities of international trade and cross-border collaborations, emphasizing its role in developing global business competencies. However, the focus tends to remain broad, with a majority of studies addressing general business competencies rather than showcasing specific sub-disciplines.

Within the area of business and administration, the specialization of marketing presents a unique context for the application of COIL, given marketing’s inherent focus on understanding and engaging diverse market and consumer specifics (Wright & Clarke, 2010). Expanding to international markets necessitates a deep understanding of varied cultural diversities in consumer behavior (Smith & Porath, 2016), making COIL an appealing approach for marketing education. Nonetheless, despite the apparent alignment of COIL’s objectives with the needs of marketing education, the literature reveals a gap in studies specifically exploring COIL’s impact on learning in the marketing field and, more specifically, consumer behavior. This gap signals an opportunity for further research to explore how COIL can specifically enhance marketing students’ comprehension of global consumer markets.

The benefits of COIL in educational settings are multifaceted and well-documented across various studies. Key advantages include the development of intercultural competence, enhancement of digital literacy, and the fostering of global perspectives among students. Mudiamu (2020) and Vahed and Rodriguez (2021) have shown that students participating in COIL projects demonstrate significant improvements in their ability to navigate cultural differences and collaborate effectively with peers from diverse backgrounds. These skills are increasingly vital in a globalized world where professional and personal interactions frequently transcend national boundaries (Deal & Prince, 2003). Furthermore, research indicates that COIL initiatives have been credited with providing students access to international learning experiences, which might otherwise be inaccessible due to financial, logistical, or personal constraints. Zhang and Pearlman (2018) argue that COIL facilitates international education, allowing a broader cohort of students to engage with and learn from global perspectives. This exposure not only enriches students’ academic experience but also prepares them for the demands of a global workforce, equipping them with the skills to succeed in diverse and multicultural environments (Cuccurullo & Cinganotto, 2020).

Despite its many benefits, research shows that the implementation of COIL comes with several challenges. A recurring theme in the literature relates to the logistical complexities of coordinating across different time zones, languages, and educational calendars and systems. Anikina et al. (2015) highlight the difficulties in achieving synchronous communication and collaboration among participants spread across the globe. These logistical challenges can hinder the smooth execution of such projects, requiring meticulous planning and flexibility from both instructors and learners. Language barriers constitute another significant challenge, as COIL projects often involve participants with varying levels of proficiency in the language of instruction (Lawrence, 2013). This disparity can lead to misunderstandings and frustration, potentially hindering the collaborative process. As noted by Shoji and Okura (2024), overcoming language barriers requires innovative pedagogical strategies and the incorporation of support mechanisms, such as language buddies or translation tools, to facilitate effective communication. Additionally, the reliance on technology for COIL projects introduces the risk of technical issues, which can disrupt collaboration and engagement. Access to reliable internet and compatible software platforms are prerequisites for successful COIL experiences, yet are not always guaranteed for all participants.

Action Research Strategy

This chapter presents an empirical exploration of student perspectives on the COIL application within the Consumer Behavior course through action research. At its core, the study is driven by two main research questions: (1) What do students perceive as the benefits of their COIL experience? And (2) what areas of enhancements do the students identify within this experience?

Considering the nature of the inquiry and its contextual background, a qualitative action research strategy is employed, grounded in the dynamic framework advocated by Sagor (2010). This approach is particularly appropriate for fostering an environment of empowerment among educators aiming to catalyze contextual transformations. Action research was also chosen for being dynamic and for its suitability for empowering educators seeking to introduce change and development within their context (Warrican, 2006). The collaborative engagement of participants is essential in action research, shifting from a traditional top-down change model to one that is participatory and reflective (Razfar, 2011).

The application process of action research undertaken in this study is illustrated in Figure 1, modeled after Sagor (2010) and Bradbury and Reason (2003). It encapsulates a five-stage cyclical journey: identifying research questions, planning, action, drawing conclusions, and introducing change—a methodology conducive to ongoing improvement and responsiveness to participant feedback (Razfar, 2011).

In the first stage, instrumental and pragmatic strategies were formulated to understand the strengths and weaknesses of the COIL activity, paving the way for actionable recommendations to refine future practices (Denny et al., 2014). The planning stage was characterized by a thorough review of relevant literature, offering insights into the internationalization of marketing and consumer behavior curricula and effective COIL practices.

The data collection strategy was carefully designed to elicit relevant reflections from students. Utilizing a participant-guided reflection tool, students were prompted to articulate their thoughts in approximately 400 words, focusing on what they found most captivating about the COIL project and identifying potential areas for enhancement. This strategy was helpful by expanding the dimensions of self-awareness, self-consciousness, and cognitive activities that took place when the topic was explored through the students’ unique experiences (Alvesson & Skoldberg, 2017). Data collection stretched over a one-week period, ensuring voluntary participation while achieving unanimous willingness among students to contribute. The subsequent qualitative analysis followed the Miles et al. (2019) framework, entailing a meticulous process of data reduction, display, and conclusion drawing, coupled with verification to ensure robustness and validity.

Drawing upon the collected insights, the fourth stage ended in synthesizing conclusions and formulating recommendations. The final stage encompasses the application of these insights to initiate informed changes in future application of the project, details of which are presented in the subsequent results section.

Results

The results are structured in two distinct sections following the participant guided reflection structure. The first section discusses the students’ perspectives on the benefits gained and what they found interesting about the program. The second section presents results in relation to challenges encountered by students and possible areas of improvement.

Benefits

The data analysis identifies five themes to shape the benefits students found about the program. These are summarized in Figure 2, below.

Cultural engagement emerged as the most frequently mentioned theme among the students. The data indicates that cultural engagement was a significant aspect of the COIL experience, highlighting the profound impact of cross-cultural interactions on students’ learning and understanding. This project aspect demonstrates the diverse ways students encountered and deeply connected with Brazilian culture. Student 1 (S hereafter) describes this engagement as an opportunity for an unprecedented experience, distinctively different from their regular educational activities. S1 mentioned, “It was going to allow me a different experience that I had never been exposed to before. One of the more interesting points of this project was understanding their accent and culture of meetings and communication.” This observation underscores the richness of the cultural exchange facilitated by the project, offering students a tangible connection to the multifaceted realities of Brazilian consumer culture, especially concerning language and social interactions. Similarly, S7’s reflection on the specific cultural insights gained emphasizes the value of discussing daily experiences and market behaviors with Brazilian peers. The student found that, “Being able to talk about the way Brazilians might experience drinking or react to different markets was interesting to say the least.” This remark highlights the depth of understanding achievable through direct dialogue and the exchange of perspectives, enabling students to appreciate not only broad cultural differences but also the complexities that define a culture’s unique identity.

The second theme identified was communication skills, deemed crucial for understanding the impact of the COIL project on student development, especially in navigating and overcoming language barriers and exploring new digital communication methods. Insights from three students shed light on this theme. S5 highlights the logistical communication challenges, emphasizing the limitations and necessary adjustments when coordinating across time zones and language differences. The student noted, “With our second group, it was very hard to schedule a second meeting where they interviewed us because they kind of just stopped communicating with us.” This statement illuminates the real-world challenges of maintaining consistent communication in a cross-cultural project, underscoring the importance of flexibility, patience, and proactive strategies for engagement. S1’s reflection on the challenges posed by language barriers illustrates how such obstacles can complicate the exchange of ideas and information. The student reflects, stating, “First of all, even though the language barrier was good to get to learn through, it did make it hard when there was one English speaker trying to translate back and forth.” This experience highlights the critical role of linguistic competence and translation in fostering mutual understanding, and also points to the broader skills developed through such interactions, including patience, empathy, and the capacity to navigate misunderstandings.

The third theme, marketing insights, showcases the COIL experience as a unique lens through which international marketing dynamics and consumer behavior within the Brazilian context can be understood. This theme covers the acquisition of specialized knowledge about market practices, consumer preferences, and the details that shape marketing strategies in a foreign country. Student reflections offer insights into the breadth and depth of marketing knowledge gained through the COIL project. S4 details the appreciation for the cross-cultural marketing, stating, “I feel like I was able to more appropriately understand the cultural barriers between different countries around the world and really identify the variations between marketing strategies between cultures.” This reflection underlines the value of direct engagement with peers from different cultures in deciphering the complexities of international marketing. Further, S4’s fascination with marketing of the publishing business in Brazil highlights the specific marketing insights acquired, illustrating how the COIL project facilitated a detailed exploration of a particular market segment.

Practical application emerged as another key theme from the data analysis, standing out as evidence of the COIL project’s ability to link theoretical knowledge with real-world experiences. This theme emphasizes the hands-on, experiential approach to understanding and applying marketing concepts within an international context, enabling students to directly apply classroom learning to practical scenarios. This fosters a deeper comprehension of global marketing strategies and consumer behavior. S1, S5, and S6 offer reflections that underscore the importance of this practical application. S5 values the direct engagement with concepts discussed in class, mentioning, “The practical experience of discussing marketing strategies and consumer preferences with Brazilian peers helped solidify my understanding of the material,” demonstrating the enriching nature of the project. S1 expresses enthusiasm for incorporating cultural insights into academic projects, mentioning, “I really liked not only getting to speak with them but getting to use the things that we found especially on our last project where we got to really implement the culture into our poster design.” This highlights the tangible outcomes of the COIL experience, where students could directly apply their new understanding of Brazilian culture and marketing insights into creative academic projects.

The final theme is interpersonal growth, which examines the personal development and enhancement of soft skills experienced by students through their participation in the COIL project. Beyond academic learning, this theme is pivotal for the development of qualities and skills essential for successful personal and professional interactions in a globalized world. Reflections from S1, S4, and S7 discuss this theme in depth. S1 talks about the communication challenges faced during the project, contributing to significant personal learning, and stating, “I think the hardest part of the project was the communication aspect of it all… It was also really hard to communicate with them over email or WhatsApp because they did not like to respond.” Despite these challenges, the reflection indicates resilience and adaptability developed through navigating these difficulties. S7’s insights into the value of engaging with diverse perspectives highlight the personal enrichment from such exchanges: “I always take in as much as I can and ask questions to try to find similarities and differences in the things I observe.” This approach not only broadens one’s perspective but also fosters empathy and enhances communication skills.

Areas for Improvement

The data analysis highlights four areas of improvement for the project: scheduling and time management, communication, engagement and participation, and preparation and organization. The results of these areas will be considered in future implementation for the project.

According to the data, the most frequently mentioned area of improvement is scheduling and time management. Participants faced logistical difficulties that underscored the complications of coordinating times for international collaboration. S1 and S6 brought attention to the “tough” task of aligning schedules across different time zones. One pointed out the challenge of matching the Brazilian participants’ late-night availability with the American students’ existing commitments, which complicated the effort to identify meeting times conducive to all involved. This scenario not only highlights the logistical complexities present in international projects, but also points to the necessity for adopting more flexible and inclusive scheduling strategies. The importance of adept scheduling and time management emerges as pivotal in ensuring that all participants can equally contribute to and benefit from the COIL project. Students’ experiences suggest that future implementation of the project could be enhanced by incorporating more flexible scheduling options and perhaps allowing asynchronous modes of communication. Making such adjustments would better accommodate participants’ varied schedules and obligations, thereby enriching the collaborative process. By tackling head-on the challenges associated with scheduling, the project aims to create a more welcoming and productive space, guaranteeing that participants from any location or with any number of external commitments have the chance to fully participate in the enriching experience the COIL project offers.

The second most frequently mentioned aspect of improvement is communication platforms and language barriers, which reflects on the challenges faced by participants in adapting to different communication tools and overcoming linguistic differences during the COIL project. Feedback from participants S2, S3, and S7 highlighted difficulties with unfamiliar digital platforms and the complexities added by language barriers, particularly when translation depended on a single team member. These insights underscore the necessity for accessible communication strategies that cater to diverse linguistic abilities and levels of technological familiarity. To enhance the COIL project, it is crucial to identify common digital platforms suitable for all participants and integrate language support mechanisms, ensuring smoother and more inclusive exchanges. Addressing these communication challenges not only improves engagement and access but also enriches the collaborative learning experience by fostering clearer, more effective cross-cultural dialogue. This theme highlights the key role of adaptive communication solutions in supporting the success of international collaborations.

Engagement and participation are the third area of improvement, highlighting the need for more structured and interactive communication to foster active involvement across all participants. Feedback indicated that certain aspects of the initial communication process could be confusing or insufficiently engaging, which in turn may have impacted the overall participation levels and the effectiveness of the collaboration. S4 and S5 shared insights into the challenges of fostering meaningful engagement. S4 pointed out the awkwardness stemming from a lack of proactive follow-up communication, which hindered the development of a more cohesive and interactive collaboration, while S5 suggested that the initial modes of communication were not conducive to establishing a clear and engaging dialogue, recommending more structured interactions, possibly through platforms like Zoom, to facilitate better engagement.

Finally, the preparation and organization theme was identified as an area needing enhancement, based on reflections that highlighted the importance of thorough planning and clear guidelines for the COIL project’s success. Participants noted that a more structured approach to the project’s organization could reduce confusion and enhance the overall learning experience. One participant, S6, commented on the project for feeling “rushed and thrown together,” indicating a need for improved clarity and structure in its execution. This feedback underscores the necessity of comprehensive planning and the provision of detailed guidelines to ensure all participants have a clear understanding of the project’s objectives, timelines, and expectations.

Discussion

The COIL project presented in this chapter embodies a comprehensive educational approach, integrating cultural engagement, communication mastery, insightful marketing understanding, practical application, and significant interpersonal growth. These elements combine to form an enriching educational experience that transcends traditional academic boundaries, embedding students deeply within the fabric of global diversity and international business and marketing practices. Cultural engagement provides a unique opportunity to appreciate and understand the complexities of another culture, fostering a profound appreciation for global diversity. This aspect is echoed in scholarly discussions, which highlight the importance of immersive intercultural experiences in developing global citizens (Tambyah, 2019; Cuccurullo & Cinganotto, 2020).

In parallel, the project sharpened students’ communication skills. The emphasis on digital literacy, adaptability in communication strategies, and the development of soft skills essential for building rapport across cultural divides prepared students for the complexities of global communication. This aligns with literature that underscores the necessity of these skills in navigating the global marketplace (Brooks, 2011; Dooly & Darvin, 2022). The project offers students an opportunity to develop their marketing insights. Students not only absorbed theoretical knowledge but engaged with the practical realities and challenges of marketing across cultural boundaries, a competency increasingly recognized as critical in globalized markets (Lu et al., 2018).

The theme of practical application further demonstrates the project’s effectiveness in bridging theoretical concepts with real-world practice. This practical engagement is pivotal, as literature suggests, in enhancing students’ readiness for the global marketplace by providing hands-on experiences that solidify their understanding of international business strategies (Musteen et al., 2018). The COIL project facilitated substantial interpersonal growth, enhancing students’ ability to work effectively in diverse teams, communicate across cultural boundaries, and adapt to new situations with resilience and empathy. This development resonates with research that identifies interpersonal and intercultural competencies as essential for success in a globalized workforce (Medina & Hestler, 2021; Anderson & Or, 2023).

In addressing the areas for improvement identified through the COIL project, a thoughtful reflection on the literature and strategic recommendations are essential. The literature on cross-cultural collaborative learning emphasizes the critical role of clear communication, both in terms of logistics and interaction, to ensure the success of international educational initiatives (Vahed & Rodriguez, 2021). Enhancing scheduling and time management through flexible and inclusive planning can mitigate the challenges of coordinating across different time zones, improving accessibility for all participants (Anikina et al., 2015). Moreover, addressing communication platforms and language barriers by selecting universally accessible tools and incorporating language support aligns with recommendations by Lawrence (2013), who highlights the importance of overcoming linguistic challenges to foster inclusive and effective collaboration. Enhancing engagement and participation through structured and interactive communication strategies is supported by literature emphasizing the need for active learning environments to boost student involvement and learning outcomes (Tambyah, 2019). Lastly, preparation and organization can be significantly improved by adopting a more systematic approach to project planning and execution. Clear guidelines and structured support, as outlined by Vahed and Rodriguez (2021), are crucial for facilitating a smooth and productive collaborative experience. Implementing these recommendations not only aligns with best practices in cross-cultural education but also promises to enhance the COIL project’s effectiveness, enriching the learning experience for all participants.

Conclusion

This chapter provided a comprehensive exploration of the COIL project, detailing its execution within a specific course context. Through a detailed literature review, the chapter framed the COIL project within the broader discourse of international education, emphasizing its potential to foster cross-cultural understanding and collaboration. Employing action research as the methodology, the study thoroughly outlined the process of data collection and analysis, revealing insights into the students’ experiences and perceptions of the project.

The study illuminated the dual facets of the COIL project: its significant benefits, including cultural engagement, communication skills enhancement, marketing insights, practical application, and interpersonal growth; alongside areas for improvement, namely scheduling and time management, communication platforms and language barriers, engagement and participation, and preparation and organization. The discussions section built upon these findings, offering recommendations rooted in both the empirical data collected and the existing literature, to enhance the project’s future implementation. Key findings highlighted the COIL project’s profound impact on students’ academic and personal development, underscoring the importance of such international collaborations in today’s globalized educational landscape. The project not only facilitated a deeper understanding of another culture but also equipped students with critical communication and teamwork skills necessary for the global market.

Theoretical implications of this study contribute to the literature on international collaborative projects by underscoring the multifaceted benefits of such initiatives in enhancing cross-cultural competence and global awareness among marketing students. It reinforces the value of integrating real-world international collaboration into the marketing and consumer behavior curriculum, offering a relevant understanding of its impact on student learning and development.

Considering the action research strategy and the findings from the COIL project, a series of practical steps are set to be undertaken to address the identified areas for improvement. The action research strategy guides the implementation of these steps, beginning with the development of a more flexible scheduling system to accommodate participants across different time zones. Efforts will also be directed towards standardizing the use of communication platforms that are universally accessible and integrating language support services to mitigate barriers. Enhancing engagement will involve creating more structured and interactive initial communications, possibly through tailored orientation sessions. Furthermore, a comprehensive preparatory guideline will be developed, offering clear expectations, timelines, and support resources for participants. These actions represent a commitment to leveraging the insights gained from the study to refine the COIL project’s design and execution, aiming for a richer, more inclusive, and effective collaborative learning experience in future implementation. The study insights provide a basis for practical implications that are relevant for educators and institutions aiming to implement similar projects, providing a roadmap for maximizing engagement and learning outcomes.

In relation to the Power of One philosophy, this chapter’s exploration into COIL within consumer behavior education illustrates the profound influence of focused, individual actions on broader educational landscapes. The findings underscore the capacity for well-implemented, singular projects to not only bridge cultural divides but also fundamentally enrich the marketing curriculum with global perspectives. This narrative develops the belief in transformative change stemming from individual initiative in advancing international understanding and inclusivity through planned, small-scale innovations.

This study acknowledges limitations, including its focus on a single COIL project within a specific course context, which may not fully represent the diversity of challenges and outcomes experienced in different settings. Future research could explore a broader range of disciplines and institutions to provide a more comprehensive understanding of the COIL model’s applicability and effectiveness. Additionally, longitudinal studies could examine the long-term impact of such projects on students’ career trajectories and intercultural competencies. Other studies could focus on comparing perceptions of students from both participating institutions.

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Appendix 1: COIL Assignment

Group Assignment One (70 Points)

Cross-Cultural Marketing: Considerations in Approaching a Foreign Market

Due 10/16/2023

One of the consumer behavior course requirements is the completion of two group assignments. These are group projects of 2-3 students. Students are required to form their own groups/teams and in case anyone needs help, you can contact me. Forming the groups/teams must be finalized in week one as working on group assignment one starts on week two. Group assignment two is to be completed by students in same groups. I made a video discussing the assignment. Please, make sure you watch that before you start working on the assignment.

COIL Strategy Assignment

The COIL (Collaborative Online International Learning) strategy is a teaching method that enables students to engage in cross-cultural collaborative projects with peers from other countries. This course uses COIL strategy to help students broaden their understanding about international markets and consumer behavior. Specifically, students are required to collaborate with students from Faculdade de Tecnologia (FATEC), Indaiatuba, Brazil, fatecid.com.br to gain insight into the Brazilian market and consumer behavior.

To achieve this assignment, students are required to participate in a minimum of one online meeting, lasting an hour, with students from FATEC. The meetings can be arranged via Google Meet, and they need to be video recorded. The recordings of the meetings need to be submitted to Canvas together with the assignment report. In these meetings, students are expected to come prepared with questions and prompts that can help elicit ideas from the Brazilian students about their market and see how these could reflect on their business project or product. A possible interview schedule will be provided by me. Similarly, students from FATEC will interview the UMC students to learn about the US market and consumers and how they could reflect on their proposed product to match the US market and consumers. Brazilian students are also required to have a minimum of one online meeting, lasting one hour, with your team. This way, your total meetings will be minimum pf two meetings.

Overall, the objective of this assignment is to provide students with a cross-cultural learning experience, where they gain insight into international markets and consumer behavior while developing their collaborative and communication skills. This assignment is also aimed at triggering curiosity about international markets and consumer behavioral trends. This is also an excellent opportunity to make new friends from a different country. The details for the interview and student group allocation will be communicated through the course professor.

An introductory online synchronous session will be offered to introduce students from FATEC and UMC. The session is scheduled on Monday, 09/11/2023 at 5:00 PM. The timing might be a challenge to the UMC students, yet such an accommodation is required for one session in order to match the Brazilian time zone. The introductory session will introduce the assignment and the professors and students. Students then will be teamed for the assignment and lead to breakout rooms. In the breakout rooms you are required to do some icebreakers, e.g., introduce yourselves and get to know the students from FATEC. For that each student is required to have a one slide PPT with photos to help them present themselves (Please see below the slide I use to introduce myself). You need to remember that students from FATEC are not native speakers; this means that you need to speak clearly and maybe a bit slowly and make sure communication is established.

The Assignment Scenario

Your team is required to select a business and propose a product to be introduced to the Brazilian market where you need to demonstrate detailed understanding of consumer culture and variation from the American culture and show how such understanding could reflect on your proposed strategies in introducing the product in the new international market. One of the very popular examples of cultural understanding and adaptation is McDonalds. You can read more at: McDonalds around the World. In selecting the business, you might consider a family business or a local small business that plans to introduce their product/s in the Brazilian market. Please feel free to contact me with business ideas.

In your group project assignment, you are advised to start by presenting the business you choose and the product you intend to present in the Brazilian market. This section should not exceed the limit of 700 words. Then you are advised to choose three areas of cultural differences, e.g., communication (verbal/nonverbal), cultural value, demographics, ethical issues, environmental, subcultures, family role, or health awareness etc. Details on these areas can be found in chapter two of our textbook. At the end of each section, you are advised to present your suggested ideas/strategies to adapt to the Brazilian culture. Each of these sections should not exceed the limit of 700 words. Your group assignment should not exceed the limit of 3,000 words including introductions and conclusions and excluding references. It is very important for the team to work together where tasks as assigned to different team members.

To complete this project, you will need to gather a combination of primary data and secondary data.  Primary data will be obtained through interviews with students from Brazil, while secondary data will be gathered from external sources such as online reports or market insights. These two sources of data should be very helpful for you to be able to establish a comprehensive understanding of the Brazilian market and consumer behavior.

Possible Outline

Here is the overall outline for the group assignment one report. The outline provides some description of each of the proposed sections.

1. Section One: Company and Product Description        (10 Points)

This section could include basic information about the business and product. Some suggestions could include business/product mission, goals, competitive advantage, SWOT, or situational analysis. This section is aimed at introducing the business/product to the reader in order for the reader to make better sense of the project. This section should not exceed the limit of 700 words.

2. Section Two: Areas of Cultural Understanding and Adaptation (60 Points / 20 on each area)

In this section you need to identify three areas of cultural differences that you need to discuss. In your discussion you need to demonstrate deep understanding of the culture in the new market and bring some comparison with the American culture. Then, you need to demonstrate how this understanding could reflect on your product. One example here is that McDonald’s adopted its offering and product in different countries around the world. McDonald’s understand that in Muslim countries people eat Halal meat and they do not eat pork as part of religious beliefs, and for that McDonald’s changed their menu in Muslim countries to include Halal food and not to offer any pork. This section should not exceed the limit of 2100 words (700X3=2100).

By the end of week 8 (10/16/2023), you are required to submit your group assignment one. Do not forget that your group assignment submission must meet the academic requirement for format and referencing. Do not also forget to submit the meeting/s recordings to together with the report.

Report Requirements

• Single spaced
• 1” margins
• 12 pt. font
• Times New Roman Font
• APA citation format: http://owl.english.purdue.edu/owl/resource/560/01/ (Links to an external site.) (Links to an external site.) or http://umclibrary.crk.umn.edu/apa6thedition.pdfLinks to an external site.
• Professional writing/language/sentence structure/tone/voice
• Use bullet points sparingly but where appropriate.
• Use headings and subheadings where appropriate.
• Page numbers
• Title Page:
  • Title: Cultural Understanding & Business Adaptation for _______ (insert business/product name)
  • Your team members names
  • Prepared for MKTG 3310, ______Semester 20XX
  • Instructor Name
  • Date

Group Assignment 1 Calendar

Group Assignment One Rubric (70 Points)