Composing the top management team in the international subsidiary: Qualitative evidence on international staffing in U.S. MNCs in the Republic of Ireland

International staffing is a central plank of enquiry in MNC research. In this context, much of the research effort has been dedicated to providing an understanding of expatriation from a headquarter perspective and on unearthing explanatory factors and situational issues associated with the expatriation of parent country nationals. Comparatively less is known about the utilisation of host country nationals (HCNs) and third country nationals (TCNs) in staffing key positions in MNC subsidiary operations. Drawing on the results of a qualitative study in the Irish context, the current paper presents a nuanced perspective on the staffing of MNC subsidiaries from a subsidiary perspective. We find that HCN and TCN employees play a key role in managing the U.S.-owned Irish subsidiaries investigated, most of which display a strong centralised control over their Irish subsidiaries. Our findings also point to a pattern of temporal evolution in the staffing policies pursued within the MNCs. Furthermore, our research lends support to the proposition that the use of HCNs and TCNs to staff senior positions in new expansions within the host country is higher where the expansion follows a wave of earlier investment in that location. We explicate our findings in the context of the enfolding literature and highlight the implications of the research for international staffing theory and practice.     

A school is “a building that has four walls…with tomorrow inside”: Toward the reinvention of the business school

Business schools, defined as educational institutions that specialize in teaching courses and programs related to business and/or management, are facing major challenges. These challenges stem from a number of major shifts in the business education landscape, including the rising importance of rankings and accreditations, the increased weight placed on ethical decision making, the ongoing debate on rigor vs. relevance in research, the digital revolution, and the significant decrease in public funding. In fact, they are so fundamental that the coming decade is likely to represent a new era in the history of business education, the fourth since the concept of the business school was created in 1819 with the establishment of ESCP Europe. The purpose of this article is to outline these main changes (TASK: T—from tower to Twittersphere, A—from auditorium to anti-café, S—from stakeholder to shareholder, K—from knowledge to know-how) and to discuss how they impact the different AS-SE-TS of a business school (alumni & students, staff & equipment, teachers & scholars). The article ends with a proposed classification of schools along four corners (culture, compass, capital, and content) and a discussion of which types of schools are best suited to adapt to these changes.     

Constructing Image-Based Culture Definitions Using Metaphors: Impact of a Cross-Cultural Immersive Experience

This study provides an approach to teaching and learning in the international business (IB) classroom about cultural values, beliefs, attitudes, and norms through the study of cultural metaphor. The methodology is based on established qualitative methods by using participants’ visual pictures and written explanations—representative of their initial perspectives of another culture—as units of analysis. Prior to and after a cross-cultural immersion experience in China, students are asked to contribute a tangible visual image of their impression of Chinese culture and briefly write about it. Upon their return, students are once again asked to submit another image of culture along with an additional written explanation in order to explicate their further understanding of culture’s role in cross-border interactions. Findings point to the increased capacity to construct redefinitions of culture based upon their experiences. They also reveal a glimpse into the ideas, imaginings, and attitudes of students as they attempt to make sense of unfamiliar world views, practices, and norms in light of the increasing interconnection in our world.     

基于粤港澳大湾区人才需求的国际商务专业课程教学改革研究 ——以国际商务概论为例

国际商务概论作为学生进入国际商务专业学习的第一门专业课,同时也是国际商务专业课的先修课程与基础课程,对于国际商务专业的重要性不言而喻,但国际商务概论存在着教材内容更新慢等不足,从优化师资团队、丰富教学内容、加强校企合作等三个方面提出了相应的改革方案。     

A New Framework for Understanding Inequalities Between Expatriates and Host Country Nationals

An interdisciplinary theoretical framework is proposed for analysing justice in global working conditions. In addition to gender and race as popular criteria to identify disadvantaged groups in organizations, in multinational corporations (MNCs) local employees (i.e. host country nationals (HCNs) working in foreign subsidiaries) deserve special attention. Their working conditions are often substantially worse than those of expatriates (i.e. parent country nationals temporarily assigned to a foreign subsidiary). Although a number of reasons have been put forward to justify such inequalities—usually with efficiency goals in mind—recent studies have used equity theory to question the extent to which they are perceived as fair by HCNs. However, since perceptual equity theory has limitations, this study develops an alternative and non-perceptual framework for analysing such inequalities. Employment discrimination theory and elements of Rawls’s ‘Theory of Justice’ are the theoretical pillars of this framework. This article discusses the advantages of this approach for MNCs and identifies some expatriation practices that are fair according to our non-perceptual justice standards, whilst also reasonably (if not highly) efficient.     

International service learning in the business curriculum: Toward an ethic of empathy in a global economy

In the context of business education, International Service Learning (ISL) programs introduce students to social responsibility and help them develop a sense of solidarity with individuals living in a different context from their own. But even ISL programs that strive for reciprocity and co-create projects with community partners still reinforce a microcosm of the power asymmetries present in the global economy. As an alternative to traditional ISL models involving direct service, I propose a model of ISL that eliminates the direct service component and instead emphasizes listening and learning abroad. In this model, local knowledge is expert and then students engage in advocacy in their home countries. Herein, I present a current course—Marketing for Social Change: The Uganda Project—as an example of the alternative ISL model designed to address the structural inequalities and wealth disparities brought by globalization.     

Project-Based Learning in International Financial Management

ABSTRACT

This exploratory study measures the effectiveness of the signature project-based learning model to assess the enhancement of student engagement. The goal of the signature project is to prepare students to apply critical thinking and collaborative skills; making connections between global financial issues and textbook concepts in application to a significant project completed across the semester. Undergraduate International Finance students were used to describe the impact of the signature project through actions, feelings, and thought. This study provides an initial validation of the signature project in finance, especially, replacing the research written report with a documentary film. Overall, the analysis indicated that three distinct factors were underlying students’ responses to the expected learning outcomes and that these factors were internally consistent.     

Analyzing the Structure of the International Business Curriculum in India

This article analyzes the structure of the international business curriculum through a questionnaire-based survey among current students and young managers who are studying or have studied international business courses in one of the top B-Schools of India. Respondents have the opinion that international business is more than internationalization of different functional areas and is to be treated as a separate academic discipline. In the context of pedagogy, respondents feel the need for more elective courses on international business and prefer learning through different methods such as foreign country visits, simulation, and role playing activities.     

A ‘glocalization’ approach to the internationalizing of crisis communication

This article focuses on the field of international crisis communication, whereby multinationals and their expatriate staff respond to crisis events in international and/or multicultural contexts. The field of international crisis communication is at or near a state of crisis due to lack of research and, more importantly, methods useful for practitioners. ‘Glocalization’—which is used successfully in fields as diverse as marketing, education, theology, and others as an effective and expedient way of leveraging global capabilities to meet local demands—is proposed as one method for addressing this need pragmatically. Using glocalization for the internationalizing of crisis communication benefits practitioners and researchers alike in a way that avoids imposing Western frameworks and interpretations onto non-Western crisis situations. We demonstrate the approach with a case study involving multinational McDonald’s Corporation and its foreign subsidiary, McDonald’s Japan.     

Economic impact of foreign labour

Over 2.3 mn foreign workers are now employed in the Federal Republic of Germany. They account for 10 p.c. of the total labour force. How many foreigners will work in the Federal Republic in future is necessarily a matter for conjecture. Labour market experts forecast that — depending on the rate at which the productive potential is used — between 2 and 2.8 mn foreign nationals will be constantly employed until 1985.     

基于博弈分析的国际企业跨文化管理模式选择

国际企业的跨文化管理有多种模式,其中以跨文化融合模式最具优势。企业实施跨文化融合能否成功,在一定程度上取决于母国企业与进入国所在地员工之间的博弈,因此企业必须重视员工的选择,并采取一定措施引导员工积极合作,以使双方在博弈中获得双赢。在条件成立时,企业选择跨文化融合模式能使企业和员工双双受益；若条件尚未成熟,则企业可选择跨文化共生或移植等其它模式实施跨文化管理,每种模式各具优势。     

Managing negative word-of-mouth: an exploratory study

Abstract

This exploratory study investigates how executive-level and functional managers in three large organisations understand and respond to negative word-of-mouth (NWOM). The findings, based principally on analysis of 54 interviews over 3 years, show that organisations devote far more resources to the management of NWOM than they do to the promotion of positive word-of-mouth. Marketing and other customer-facing work groups play varied roles in organisational response to NWOM, which often involves complaints management and crisis management. We find that senior management, marketing, sales, advertising, PR and contact-centre staff all have different fears about NWOM and therefore respond to it in various ways. Our recommendations for better management of NWOM stress three points – leadership, organisational readiness and public relations management.     

Community Connections to Enhance Undergraduate International Business Education: An Example of Business Consulting Projects

Practical project experience as a means of augmenting traditional classroom learning has long been viewed as a value adding curricular exercise. While students participating in the projects gain valuable skills that will enhance their personal marketability, successful projects also benefit the client companies involved and help enhance the image of the university. Substantial effort goes into planning and implementing such an experience and involves extensive coordination with multiple constituents. This article details how a project-based capstone experience was developed in partnership with the local business community and the College's Center for International Business as part of the degree requirements for a relatively new Bachelor of Science in International Business program.     

The role of a municipality’s financial health in a firm’s siting decision

When deciding where to locate a new facility, a firm needs to consider the financial health of the municipality where its activities will take place. Unless it sites its facility in a financially viable community, a firm is putting a substantial investment at risk. Despite the importance of this issue, many firms pay insufficient attention to a municipality’s financial condition. Instead, they focus on matters such as the tax rate, the quality of the school system, or the absence of regulatory constraints. All of these features are important, but unless a municipality is financially healthy, they can evaporate before a company has attained its expected return on investment. There are 5 financial statements and 10 financial ratios that can be used to create a financial health template, which can help a firm to assess a municipality’s financial strength, or its counterpart financial weakness. The template goes beyond the debt-repayment focus of credit rating agencies to matters such as financial autonomy, cash flows, and borrowing capacity. We use data from three cities—Barcelona, Dublin, and Detroit (pre- and post-bankruptcy)—to demonstrate the template’s ability to facilitate comparisons among cities that are in different countries and that use different accounting systems.     

Exploring International Investment Through a Classroom Portfolio Simulation Project

A rapid integration of financial markets has prevailed during the last three decades. Investors are able to diversify investment beyond national markets to mitigate return volatility of a “pure domestic portfolio.” This article discusses a simulation project through which students learn the role of international investment by managing their own portfolios. The article explains the project's investment ground rule, trading requirement, and grading rubric. The students are required to examine many important factors in international business such as currency risks and regional policies. The structure of this project can also be applied to a course involving student-managed investment funds.     

Curriculum Internationalization at AACSB Schools: Immersive Experiences,Student Placement,and Assessment

This article presents results from a survey of AACSB-accredited business schools’ progress in internationalizing their curricula in view of a recent AACSB report. We present data on the use of immersive experiences, degree of success in student placement in internationally oriented careers, and assessment of internationalization efforts. The results indicate growth of internationalization activities at virtually all schools as expected, but these efforts may not always match AACSB recommendations. For instance, AACSB criticized business programs for not coordinating internationalization activities in a strategic manner to improve courses and develop skills needed by international managers. Our survey finds that many schools do not attempt to tie their international experiences to specific courses, but they report the experiences are used to build skills students need. Most institutions also do not examine job placement as a measure of curriculum internationalization success. We find that many schools do not assess the outcomes of their internationalization efforts in a way that can demonstrate whether or not recent AACSB suggestions are being met.     

Too much of a good thing: Does international experience variety accelerate or delay executives’ career advancement?

This study integrates the contradictory predictions of human-capital and social-network perspectives about the relationship between executives’ international experience and speed of career advancement. We postulate that these perspectives are rather complementary, and that the relationship between international experience and time to the top follows a U-shaped form. Initially, the acquisition of international experience speeds-up executives’ career progress until a threshold where the social-network costs of cross-country mobility outweigh the human-capital benefits. Our results support the U-shaped relationship. They also show that this relationship is influenced by factors at different layers of context—suggesting that contextual aspects play an important, contingent role.     

Teaching International Business Across Multiple Modes of Delivery: How to Maintain Equivalence in Learning Outcomes

The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.     

Designing Curriculum for Real-World International Business Needs

Economies continue to become more integrated through international trade and foreign investment, as well as by more, and more, complex global supply changes. With the expansion in the level and scope of international business (IB), it becomes all the more important that university graduates seeking careers in IB be able to “successfully hit the ground running” as they enter the labor force. The Schulich School of Business introduced a Certificate in Managing International Trade and Investment for undergraduates in 2012. Its aim was to intensify their learning by deepening their knowledge of IB and providing them with integrative courses, real-world learning, and cultural intelligence, enabling them to be effective in organizations as soon as they graduate. To ensure that the curriculum was in line with real-world needs, executives and other experts were interviewed to identify the skills they wanted to see in people they were hiring for their IB activities. The factors identified from this qualitative research informed the development of the Certificate. The global mind-set fostered will give students a competitive edge both in the recruitment process and on the job.     

环境保护对工业品外贸出口的影响——以重庆为例

本文以重庆为例,重点选取化工医药、矿产品、交通运输设备制造三大出口支柱产业,通过ERS综合评价分析,引用三大指标RCA3、TSC和VDE进行外贸工业品出口量与国内外环境保护关系的分析,发现环境保护强度的大小与产业国际竞争力的强弱之间存在一种非规律性的变化关系,对贸易的专业化水平和产品出口比较优势而言,环境保护强度越大,对产品的出口和专业化水平的提高越有利,因此应该加强对产业的生态规划;如果不考虑环境保护政策效果的时滞性,环境保护强度的提高对产品出口增长率有一定的负面影响。