The Greening of Business Schools

"New modes of thinking" are necessary to meet a new set of complex environmental challenges-greenery, globalization, diversity, complexity and acceleration of technological change of the 1990s. The green challenge to business schools is to articulate, develop, and deliver environmental education for managers as an effective tool for a sustainable world economy and society. Every business student must have at least broad understanding of the social, political, ethical, technological, economic, and ecological context of global business. The challenge of educating business leaders for a global future requires a new portfolio of capabilities, commitments. and visions on the part of business school faculty, the multinational corporations, and other stakeholders in management education. Business schools around the world have an obligation to present the ecological challenge as clearly to students as to faculty members. The more environmentally conscious business student community of the 1990s probably will demand to have structured learning opportunities about environmental issues and their impact on business management- with a superordinate goal of improving environmental sensitivity and environmental performance of individuals and their institutions.     

Impact of International Business Education on Ethnocentricity

Abstract

As evidenced by recent surveys of American managers, there is a serious shortage of qualified candidates on the US job market. This shortage is most evident in two specialization areas: high-technology knowledge workers and internationally competent managers. Indeed, American companies rate lack of qualified high-technology personnel as their number one reason for slower than desired business expansion. The other less glamorized, yet serious shortcoming of the American educational system is its inadequate training of cross-culturally competent workers for this truly global post-industrial era. In response to this human resources crisis, realizing that “the future economic welfare of the US will depend substantially on increasing international skills in the business community,” the United States Department of Education began an active campaign of promoting international education and research in several major American universities in the late 1980s. Since 1988, nearly 40 universities have been awarded tens of millions of dollars to engage in such activities as developing formal international business curricula, offering foreign language courses, promoting internationally-oriented research, provoking international education and research dialogues among the faculty, exchange programs between American and foreign universities for students and the faculty and similar activities. This research is a first attempt in evaluating the impact of one such program on the internationalization level of American students. It will be shown that the international education program at one major American university has successfully produced a cadre of more global and less ethnocentric workforce for American corporations.     

Developing a Global Mindset Through Short-Term Study Abroad

ABSTRACT

The purpose of this paper is to introduce a practical, effective method of teaching short-term study abroad courses to increase students' global awareness and lay the foundation for the development of a sophisticated global mindset in future managers. The global mindsets discussed in the literature coincide with the levels of cognitive complexity found in the critical thinking literature. Building on these traditions, we construct an approach based on facilitated, group discussion. One major advantage of this technique is that, because it is done in a group setting, it is less time-consuming for faculty than other ways of providing feedback to students during study abroad courses. Given that short-term study abroad courses have become a popular way to internationalize business school curricula, this approach offers a way to maximize the impact of these experiences.     

A Conceptual Framework for Instilling a Global Mindset in Business Students

ABSTRACT

This article proposes a conceptual framework for instilling and fostering a global mindset among students of business in general and international business in particular. Students learning to become global managers must first have an open mindset and be aware of changes in themselves. When managers encounter problems at a global firm, they need to consider the unique situations that cause problems and create appropriate solutions. Different settings or environments require different approaches, reflecting the complexity of heterogeneity and indeterminacy in decision-making. We suggest pedagogical methods for teaching international business by instilling a global mindset in business students.     

Global managers’ perceptions of cultural competence

To work effectively in the global business arena, managers need a strong set of intercultural management skills. When dealing with clients, co-workers, and other stakeholders at home or abroad, managers with cross-cultural competence have a distinct competitive advantage in the multicultural marketplace. Although generally accepted as a valuable asset for doing business, cross-cultural competence defies easy definition. This study attempts to conceptualize the complex term from the practitioner's point of view. What does cross-cultural competence mean to global managers? From their perspective, which aspects of culture do business people need to understand? From the universe of cultural beliefs, values, attitudes, and country-specific information, what should an executive, with limited time, focus on to develop a basic level of cultural competence? This study asked Mexican managers what they needed to know about culture to do business with the U.S. In the process, they consistently identified certain basic components of cultural competence. Responses were surprisingly similar among the managers, indicating they had a clear picture of which cultural essentials were most important for global executives to learn. The results of the study reveal a working definition of cultural competence for global managers. This research also provides trainers and business educators a content framework for a short-term training program, based on the global managers’ perceptions of cross-cultural competence.     

Global managers: developing a mindset for global competitiveness

There is increasing evidence that large scale globalization is rendering traditional ways of doing business largely irrelevant. There is a growing need for managers to become global managers with a global perspective. We suggest that a global perspective consists of a global mindset supported by appropriate skills and knowledge. Managers have a number of mindsets that range from the domestically-oriented defender, and continuing on to the explorer, the controller, and the globally-oriented integrator. For global managers to be effective, they need to develop the global mindset of an integrator. A global mindset allows meaningful global strategizing that requires managers to effectively integrate the three global forces of (1) global business, (2) regional/country pressures, and (3) worldwide functions. A global mindset and a holistic global strategy should create conditions to build the worldwide organization characterized by specialization, interdependency, and coordination. A global outlook is a process of moving an organization’s structure, process, people, and culture from a set of highly autonomous business units to one that becomes an integrated and effective global network.     

Teaching Real-World Political Economy: Simulating a WTO Negotiation

International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and cooperation among institutions. Research has shown that the experience abroad helps educators to gain a more global perspective that will enhance business classes. This article will show that a Fulbright experience abroad helps faculty to lead business students to be more knowledgeable and aware of international issues and global concerns.     

Born to be similar? Global isomorphism and the emergence of latecomer business schools

By building on insights from institutional isomorphism, this paper investigates the development paths of latecomer business schools in Hong Kong, (South) Korea, Singapore, and Taiwan. The global isomorphic pressure prevalent in higher education (e.g. the global regime of rankings) drives latecomers to imitate the practices of incumbents in order to enhance their academic impact through business and management research. Our study argues that latecomers respond to global isomorphism by forging their own paths. Our analysis shows that business knowledge production in Hong Kong and Singapore was more responsive to coercive (research strategy) and normative (faculty recruitment strategy) isomorphic pressure than Korea and Taiwan. The response to mimetic isomorphic pressure (co-authorship strategy) was less salient in Hong Kong and Taiwan than in Singapore and Korea. Further, we find that research, faculty recruitment, and co-authorship strategies affect the academic impact (citations) of the higher education institutions across each country differently. Our study sheds new light on the role of global isomorphism in the emergence of latecomer business schools.     

Ethical Value-Added: Fair Trade and the Case of Café Femenino

The complex global business environment has created a host of problems for managers, none of which is more difficult to address than bullying in the workplace. The rapid rate of change and the ever-increasing complexity of organizational environments of business throughout the world have increased the opportunity for bullying to occur more frequently. This article addresses the foundations of bullying by examining the ‘nature’ (i.e., bullying behavior influenced by the innate genetic make-up of an individual) and the ‘nurture’ (i.e., individuals learn to be bullies and environments allow the behavior to perpetuate) arguments for the occurrence of bullying behavior. In addition, guidelines are presented for managers in global organizations to use in assessing and monitoring bullying activities in global organizations.     

Islamic Ethics and the Implications for Business

As global business operations expand, managers need more knowledge of foreign cultures, in particular, information on the ethics of doing business across borders. The purpose of this paper is twofold: (1) to share the Islamic perspective on business ethics, little known in the west, which may stimulate further thinking and debate on the relationships between ethics and business, and (2) to provide some knowledge of Islamic philosophy in order to help managers do business in Muslim cultures. The case of Egypt illustrates some divergence between Islamic philosophy and practice in economic life. The paper concludes with managerial implications and suggestions for further research.     

Introducing International Business Experience Through Virtual Teamwork

SUMMARY

The role of computer-mediated or virtual teamwork is increasing in modern organizations and the pressures of our increasingly global economy are unrelenting. Forces of technology and internationalization pose significant implications for business and management education. This paper describes the use of international virtual teamwork in the introductory management course at our university. The project is introduced along with the logistical and technological support required for their implementation. Student evaluations and faculty considerations are shared. The conclusion is offered that such projects can often be developed at minimum cost using available technologies and the international contacts of faculty. A call is made for giving more attention to international virtual teamwork opportunities in our business and management curricula.     

The role of communication competencies in international business relationship development

Effective communication between international business partners is critical for global success. Underlying national and organizational cultural differences in international business relationships creates hurdles to effective communication, hindering performance. To assist managers in understanding this issue, a model of communication effectiveness for international relationship development, derived from industry examples, theory, and a dataset consisting of 123 qualitative interviews conducted with American, Canadian, Chinese, and Japanese managers is presented. Further, in order to assist managers in the task of developing more effective communications, a six-step process aimed in directing managerial action is presented. By proactively managing its communications, a firm can develop stronger international business relationships facilitating the rapid response to market opportunities and challenges.     

Internationalizing doctoral education in business: A call for action

The changing parameters of business call into question the relevance of the business education our current bachelor's, master's, and doctoral students are receiving. Of particular concern is the content and process of education provided to future professors who will be educating generations to lead the global business community in directions that will mean better lives for ourselves and our world neighbors. Recently, a forum of leading business educators (doctoral program directors, deans, graduate faculty, and representatives of the American Assembly of Collegiate Schools of Business and the Academy of International Business) met for two days in order to exchange experiences and generate ideas regarding the internationalization of doctoral programs in business. Their findings and views are contained in a book just published and a summary report. This article sums up some of the conclusions drawn from these publications and revisits the imperatives for internationalizing-which parallel the imperatives driving business to accept the global challenge. © 1998 John Wiley & Sons, Inc.     

我国企业经理人职业化对策探析

随着全球经济一体化进程的加快,我国企业面对的国际竞争日益激烈。职业经理人作为一种稀缺的宝贵资源,已经成为企业人力资本的核心要素,是各国企业竞争的焦点。目前我国职业经理人还存在着经营能力不强,职业道德较差．自我角色认知偏离等问题,距离经理人职业化还有相当大的差距。应树立正确的经营理念,深化企业人事制度改革,不断提高自身素质,从而带动职业经理人的发展壮大。     

Project management practices: Then and now

This article uses the results of a survey of 56 American construction project managers to identify some risks and improvement opportunities pertaining to the practice of effective project management. In the process, the most and least important project management variables are identified and ranked. Next, the extent of knowledge, extent of use, and extent of relevance to project success are examined for project managers with and without international project management experience. Results of these analyses suggest improvement opportunity for business and higher learning in terms of training and educating future project managers. Based on the results of this study, it is concluded that both higher learning and business must approach the art and practice of project management from a global open system perspective. © 2002 Wiley Periodicals, Inc.     

The Contract of Employment - Ethical Dimensions

A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach these professional behaviors. A hypothesis was tested that managers, professors, and students differ in their perceptions about what is appropriate professional behavior. Using a scale of strongly agree to strongly disagree to respond to critical incidents, one-way ANOVA indicated no group differences for items about cheating, plagiarism, and helping students to work projects on schedule. Group differences were found for ethics items (raising course grade for the purpose of tuition reimbursement, stopping excessive use of school printers, simplifying course work to accommodate weaker students), time management items (making accommodations for students unable to regularly attend class, refusing to admit late students), appearance items (requiring students to dress in suits for major presentations, counseling a student with facial piercing), and for items about required activities inside and outside of the classroom. Allen Hall received his Ph.D. in education from the University of Iowa. Currently he is an associate professor at the State University of New York (SUNY) Institute of Technology. His research projects center around surveys designed to measure changes in ethical awareness. His teaching area is Business & Society. He currently studies management issues in non-profit organizations. Lisa Berardino received her Ph.D. in management from Virginia Tech. Currently she is an associate professor at the State University of New York (SUNY) Institute of Technology and coordinator for the Master of Business Administration program. Her publications focus on identifying, measuring and building the critical skills that business students need in today’s workplace. Her teaching area is human resource management and compensation. Her current research projects center on how to build the competency of professional behavior and how to teach ethics.     

Business Books: Reading Between the Lines

Business books have emerged as a largescale global industry over the last 20 years. Their influence on the behaviour of managers is only matched by the high profiles accorded their best–selling authors. In an age in which ideas and information confer competitive advantages, business books matter as never before. In this special report, Business Strategy Review looks at the role of business books, their genesis, the originality of the ideas and presents a survey of the 20 most influential business books of all time.     

Line,line, everywhere a line: Cultural considerations for waiting-line managers

Given the trend of increasing business globalization, management teams of multinational companies have taken steps to better understand consumers, local business partners, and local governments. Local queueing preferences present managers with additional challenges and opportunities in international markets. The world may be ‘flat,’ but it is foolish to believe that all cultures perceive lines and waiting through the same lens. As discussed herein, perceptions regarding waiting and management of queues vary greatly; therefore, managers should adopt different policies and procedures when managing waiting lines across natural and cultural borders. Considering queue management in a global context offers benefits. Thinking globally—and acting locally—can prioritize and clarify important decisions any waiting-line manager has to make.     

Internationalizing the business ethics curriculum: A survey

This article reports on a telephone survey of business school faculty in the United Kingdom, Asia and North America concerning efforts to internationalize the teaching of business ethics. International dimensions of business ethics are currently given only limited coverage in the business school curriculum with over half of the faculty surveyed indicating that less then 10% of their ethics teaching focuses on global issues. Teaching objectives vary widely with some faculty emphasizing a relativistic, diversity oriented perspective while others stress the universality of values. The respondents identified a great need to develop teaching materials based upon non-U.S. corporations and/or non-U.S. incidents.Christopher J. Cowton is University Lecturer in Management Studies at the University of Oxford and a Fellow of Templeton College. An author on many facets of management, his previous paper in theJournal of Business Ethics was on corporate philanthropy in the United Kingdom. Current research interests include the implications of just-in-time production for accounting, and ethical (or socially responsible) investment.Thomas W. Dunfee is the Kolodny Professor of Social Responsibility at the Wharton School of the University of Pennsylvania. He was President of the American Business Law Association 1989–1990, served as Editor-in-Chief of theAmerican Business Law Journal 1975–1977 and is a member of the Executive Committee of the Society for Business Ethics. He has published articles in theAcademy of Management Review, Business Ethics Quarterly, theBusiness and Professional Ethics Journal, and theJournal of Social Philosophy in addition to a variety of business and legal journals.     

Comparative Perspectives on the Ethical Orientations of Human Resources,Marketing and Finance Functional Managers

The human resources profession emphasizes the personal and interpersonal aspects of work, that make it conscious of complex ethical issues in relationships in the workplace, while finance specialists are conversant with routine compliance with regulations. Marketing professionals are under pressure to produce revenue results. Thus, this research hypothesized that human resources managers would be more disapproving of unethical conduct than both finance and marketing functional managers, and that finance managers would be more disapproving than marketing managers. When asked to evaluate instances of unethical behavior in vignettes, human resources and finance managers were both significantly more disapproving than marketing managers. However, human resources managers were not significantly more disapproving than finance managers. Explanations for the results lie in the divergent antecedent conditions, objectives, perceptions of ethical problems and demands of the various functions. Alternative behavior patterns to resolve ethical dilemmas and expected consequences by the different functions also define their ethical orientations. Average responses on the disapproving side from all three functional groups are explained by two complementary trends that promote ethical awareness among all functional managers. One is the adoption of homogeneous conventions in ethical business practice. The other trend is the increase in ethical awareness specific to each of the functional professions.Eleanor OHiggins is on the faculty of the Business Schools at University College Dublin. She specialises in teaching, research and publications in the areas of business ethics, corporate social responsibility, corporate governance and strategic management. She chairs the International Theme Committee of the U.S. Academy of Management. She is a member of the United Nations Global Compact Learning Forum, of the Business Ethics Faculty Group of the Community of European Management Schools (CEMS) and of the Board of Management of The Institute of Directors Centre for Corporate Governance at University College Dublin.