Integrating Problem-Based Learning in International Internships in Business Education

International internships as learning method have gained attention in the business and management education. While a number of studies have well established the benefits and challenges of this learning approach across countries and study-programs, more recent research takes a critical instance towards internships as learning form. An emerging criticism is that internships sacrifice theoretical development for practice and experiential learning. This criticism is closely connected to the current gap on the “black-box” of internships abroad, as extant research has gaps on the pedagogical elements required to connect internships with the broader theoretical elements of the programs in international business. To address this gap, the present study tackles two complementary research questions: i) How to design and implement problem-based international internships in business education? ii) What requirements do this combination of two active-learning experiences in business education demand for both small business school, partner HEI and hosting organizations? The paper presents a pedagogical action research which developed two courses for international internships in business in a Norwegian-Brazilian perspective for bachelor and master students. The results of the study is a validated teaching framework which argues for international internships which are connected to loosely defined problems at the host organization, which the student will self-scope and connect through the theoretical baggage she/he counts with from other courses. The framework has also practical applications for teaching and administrative staff interested to develop international internship programs at home universities, and require more guidelines about how to connect the practical aspects, well known in the literature with the teaching-learning aspects of international internships