Strategies for developing intercultural competences in international business curriculum: a comparative case study of Puerto Rico and Colombia university business schools

This research sought to explore the perceptions, experiences, and strategies of the faculty responsible for developing intercultural competencies through the curriculum in international business programs (IBP). The objective was to discuss the curricula of IBP schools in Colombia and Puerto Rico to develop intercultural competencies amid globalization. Methodologically, the qualitative paradigm was developed, with a comparative case approach using twelve virtual interviews by digital media. The faculty members' narratives enact two perspectives on the development of intercultural competencies. On the one hand, some academic perceive intercultural competencies as part of transversal learning within the IBP curriculum. Therefore, they do not see the development of specific courses for the intercultural theme within the curricula. Intercultural competence is obtained in various courses from history, languages, history, and social sciences. The second pedagogical approach sees interculturality as a subject that requires specific courses to study cultures, both local and global. Realizing it in a coordinated and planned manner provides students with the necessary knowledge to manage effectively in diverse cultures within the global economy. Finally, learning strategies used by faculty include simulation techniques, case analysis, trade fairs, inviting business leaders, and little encouragement of academic travel and university exchange at foreign universities