Cross-Functional Globalization Modules

ABSTRACT

The purpose of this study is to present cross-functional international teaching modules. The modules presented in this paper are intended to assist higher education institutions in initiating and implementing the first level of internationalization of the business school curriculum. Although the focus is on achieving a level of global awareness, the paper also addresses how the first stage of globalization leads to advances in the second stage-understanding. Applicable means and methods to initiate the “internationalization” process for business schools in the internationalization process are provided. The paper also addresses the students' perceptions of this process, especially concerning global awareness. Implications, challenges, and recommendations are provided.     

International Marketing (14th edition), by Philip R. Cateora,Mary C. Gilly,and John I. Graham

Abstract

The trend toward internationalizing business curriculum at American colleges and universities should be incorporated as a strategy throughout the United States. The catalyst that has led most business schools to adopt a systematic acceptance of the internationalization of their curriculum was the American Assembly of Collegiate Schools of Business (AACSB) 1984-1985 Standards and Guidelines for business school accreditation. Most would agree that without AACSB mandates, the transition would be slower, but inevitable, due to the focus on worldwide business issues. The global economy is rapidly evolving and the needs for competencies in international business are becoming very important to the U.S. and its economic well-being. Because of this, industry is looking for a new kind of employee, the kind that understands both the importance of international business and how to operate within it successfully. The halls of academia must respond to this pressing need by going much further than providing a sporadic array of “elective” international topics. Their response has to be synergistic with university presidents, deans and faculties fully supportive of an organizational design change that promotes a new way of thinking. The new organization is one in which there must be an international focus throughout the business school. With that synergy in place, the process of internationalizing students, the university, curriculum and faculty can move forward.     

Trends in Executive Education in Business Marketing

ABSTRACT

Business marketers in the 21st century are grappling with the harsh, tough demands of a consolidated customer base, rapid product and service commoditization, complex channel structures, and hyper-competition in a rapidly evolving, information-intensive global economy. Across the globe, firms concerned with developing managerial talent to respond to these trends are demanding and expecting changes in the executive education programs offered by business schools. We consider in this paper a number of recent trends and changes in customer expectations, program format, content development and delivery, and program marketing that we have observed in executive education in the field of business marketing.     

The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

ABSTRACT

This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic areas covered, and textbooks used. Domain clarification could lead to more truthful representation of the two courses, better training and disciplinary grounding of course instructors, more appropriate hosting of the courses in business school departments, and enhanced skill-sets among students in these courses. Finally, clear domain definitions are necessary for reliability and validity in international business research.     

Internationalization Strategies of Business Schools: How Flat Is the World?

Business school strategy has become extremely complex, especially regarding internationalization. Using different paths, experiencing failure and success, business schools have internationalized, attracting many of the international students who contributed $27 billion¹ to the US economy in 2014. Some business schools are global, training global managers, while others serve national markets. How do business schools strategize about internationalization? Can we use existing models to explain this process? Are internationalization and globalization similar? Using a comparative analysis of six case studies in the United States and Europe, we found that the engine of internationalization influences its paths and outcomes. We contribute to international business (IB) research by discussing how business schools strategize their internationalization toward uniformity or diversity under isomorphic pressures from accreditation bodies (Association to Advance Collegiate Schools of Business [AACSB], 2011) and rankings. The so‐called Uppsala model should be extended to address three tensions: internationalization versus globalization, enacted dimensions of audiences, and respective risks of different internationalization pathways. © 2015 Wiley Periodicals, Inc.     

Transforming business education to produce global managers

In recent years, globalization of businesses has occurred faster than the internationalization of business schools—in terms of faculty, students, and curriculum. Indeed, there is now a disconnect between global economic realities and the ability of business schools to produce global managers. This article discusses mission-based strategies for international business education and proposes opportunities that increase global awareness, global understanding, and global competence through student and faculty engagement and development. These changes will advance business schools’ mission of producing global managers.     

Strategically Assessing International Business Course-Specific Learning Aims

Abstract

During the past 30 years, there have been calls for universities and business schools to internationalize curriculum, students and faculty. As most U.S. business schools have added international components to their respective programs, the assessment of these programs was subsequently recommended from accreditation and competitive perspectives. To sustain competitiveness, business schools must expand their program assessment activities and rigorously conduct assessment at the course level as well. We propose a model of international business course assessment that links learning aims to delivery methods and reviews two separate approaches based on that model.     

How Focused are the World’s Top-Rated Business Schools on Educating Women for Global Management?

Persuaded by the observed positive link between the flow of appropriately skilled and trained female talent and female presence at the upper echelons of management (Plitch, Dow Jones Newswire February 9, 2005), this study has examined current trends on women’s uptake of graduate and executive education programs in the world’s top 100 business schools and explored the extent to which these business schools promote female studentship and career advancement. It contributes by providing pioneering research insight, albeit at an exploratory level, into the emerging best practice on this important aspect of business school behavior, an area which is bound to become increasingly appreciated as more global economic actors wise up to the significant diseconomies inherent in the under-utilization of female talent, particularly in the developing world. Among the study’s main findings are that female graduate students averaged 30% in the sample business schools, a figure not achieved by a majority of the elite schools, including some of the highest ranked. Only 10% of these business schools have a specialist center for developing women business leaders, and only a third offered women-focused programs or executive education courses, including flextime options. A higher, and increasing, percentage of business schools, however, reported offering fellowships, scholarships or bursaries to prospective female students, and having affiliations with pro-women external organizations and networks that typically facilitate career-promoting on-campus events and activities. The implications of the foregoing are discussed, replete with a call on key stakeholder groups to more actively embrace the challenge of improving the supply of appropriately trained female talent, or top management prospects. Future research ideas are also suggested.     

The Ukraine/Russia conflict: Geopolitical and international business strategies

The Ukraine and Russian conflict is one of the most pressing current global business issues. It has become a political and social issue that is influencing business practices around the world. While the topic is popular in the mainstream business press, there has been relatively little academic work on the topic. To address this gap, this article discusses the impact of the conflict on international business in terms of the perception by society about Ukrainian or Russian business activities. This means highlighting how a conflict can involve direct military intervention but also social interaction. This article reveals that there are many effects on global business stemming from the Ukraine–Russian conflict many of which are currently known, but others will be known in the future. Managerial implications are stated in the article that highlights the cultural and social impact of the crisis as well as future research suggestions for international business researchers that stress the importance of the conflict.     

Foreign market entry mode of service firms: The case of U.S. MBA programs

While international expansion has become an important strategic imperative on the part of knowledge intensive service firms such as U.S. business schools, little empirical support is available on how these business schools enter foreign markets. If U.S. based business education programs are expected to prosper in light of the potential onslaught of international competition, expansion to overseas markets will be one of the most sought after options available. A poor choice in market entry strategy, or the lack of international market entry, can result in a negative impact on the educational institution. This research focuses on developing, measuring, and empirically testing a framework of key factors influencing international market entry mode choice of U.S. business schools by using primary data from faculty and administrators of U.S. Master of Business Administration (MBA) schools.     

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.     

A Cross Cultural Analysis of the Geographical Knowledge of U.S., Irish,Israeli, Mexican,and South Korean Business School Students

ABSTRACT

Geographical knowledge about foreign countries is considered to be a significant factor related to the successful marketing of goods and services in international markets-a not insignificant conclusion by experts given the sizable trade deficits run up by the United States in 2000 ($365 billion), 2001 ($346 billion), and 2002 ($435 billion).

Unfortunately, previous research has concluded that U.S. business school students-tomorrow's executives who will make decisions that will impact their firms' international operations-have inadequate levels of international geographical knowledge.

This article compares the geographical knowledge of U.S. business school students to that of business school students in four countries: Ireland, Israel, Mexico, and South Korea. The sub-par performance exhibited by the U.S. students and the impact of six independent variables on global geographical knowledge are used to develop a number of pedagogical conclusions designed to enhance the international geographical knowledge of U.S. business school students and students in foreign business schools and overcome the antipathy toward this subject matter that apparently exists within business schools and their various external constituencies.     

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.     

Preparing the Human Capital for the New Millennium Using Information Technology

Abstract

Information technology is transforming the economy at a breathtaking speed. The effect of technology on global business practices is profound and pervasive. These trends are changing and shaping the global economic landscape in the new millennium. These developments have major implications for the knowledge skills required for success in business in the information age. Students must be prepared for the challenges and opportunities that each of these trends represents. Therefore, the new knowledge economy demands changes in the models of global business education. Based on our experiences at our respective universities, this article describes how we are changing not only the way we teach, but also what we teach-as well as altering the way our universities do business.     

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.     

Scholarship of Teaching International Business: Challenges and Opportunities

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used to improve the teaching of IB, but it can also improve data-driven resource allocation for teaching IB. Clearly, the Journal of Teaching International Business has an important role to play in these processes.     

International business research: Trends and school rankings

Using 10 years of publication data (1995–2004) from four leading international business journals, we examine global patterns of international business research and school rankings. Although US institutions still lead in the international business research, non-US schools are making significant progress. Asian-Pacific and European schools are well represented among the schools that account for the most articles appearing in the four journals. International collaboration between scholars across the globe appears to enhance school ranking.     

Revamping MBA programs for global competitiveness

World-wide, the MBA has become one of the most popular academic qualifications. In recent years, doubts have been raised regarding worth of the MBA degree, at least in its present form. This article examines the broad trends shaping business education and recommends how MBA curricula might be redesigned to make students globally aware, and be effective in the midst of global competition. Our focus here is on meeting future essential business needs that today's schools fail to sufficiently address. Although MBA education is at a crossroads, change will not be easy, as MBA education represents a sizeable global ‘industry.’ We conclude by listing issues which may be examined to make the change feasible.