Does a Student’s Personality Influence Global Attentiveness and Internationalism in an International Business Course?

Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student’s personality may affect learning outcomes. The results suggest that after completing an IB course, students become more interested in keeping up with important international issues (i.e., global attentiveness) and also benefit from a stronger global outlook (i.e., internationalism). The Big Five personality trait, openness to experience, partially affected these learning outcomes. Students in our study with a high degree of openness to experience were the most global attentive before and after taking the IB course. However, openness to experience levels did not significantly influence levels of internationalism. Implications of this study and suggestions for future research are also discussed.     

善事与利器——2008年中国广告学术研究方法批评

2008年适逢中国广告产业发展30年,广告教育与学科研究发展25年。在这样一个关节点上,我们以中国广告三大学术期刊在2008年所发表的学术研究文章为版本,对作为工具的中国广告研究方法进行梳理,以图在对中国广告研究方法的现状描述中,推进中国广告研究的学术化进程。     

International Entrepreneurship Research: What Scope for International Business Theories?

International entrepreneurship (IE) research has commonly neglected significant perspectives applied by international business scholars. Explanations for the emergence and growth of international entrepreneurial firms largely focus on the resource-based view and the network perspective. While these approaches are useful, we suggest that IE would benefit significantly from a greater emphasis on its international nature. Therefore, theories of international business should be employed in conjunction with other approaches in order to appropriately emphasize the international character, holistically study the IE notion, and considerably broaden the scope of IE examination. Suggestions for relevant research directions are discussed.     

Taking international business education programs and pedagogy to new heights: Fundamental questions for educators and students

As the dynamic global business environment continues to force organizations to be agile and adaptive, international business (IB) education pedagogy is transforming. Building on previous literature describing gaps in IB pedagogy, as well as unaddressed stakeholder needs, we first use our institution—the United States Air Force Academy—as an example of IB program development. In examining our program's evolution, we develop five questions that may provide insight regarding more generalizable IB pedagogy trends. To assess this possible generalizability, we explore questions related to the development of our program using self-reported, publically-available websites of the top full-time MBA programs throughout the United States. Our questions focus on the role of foreign languages, study abroad opportunities, integrative courses, capstone/thesis projects, and faculty development. Our exploration indicates that these five questions are important not only for educators developing future programs, but also for students examining potential IB programs. Additionally, our research examines a sixth question focused on the development of competitive positioning and program differentiation in IB programs. We hope to motivate future inquiry into IB pedagogy, which could inform more effective means of improving IB education.     

Agility and flexibility in international business research: A comprehensive review and future research directions

This study explores 134 articles on agility and flexibility research published in the top-nine international business (IB) journals. Accordingly, we critically analyze, map and structure flexibility and agility research in IB, and synthesize the findings into an integrative framework. The paper identifies a wide range of definitions of the concept and a lot of work on its conceptualization. However, studies at the individual and institutional levels of analyses are scarce, and the concept is under-theorized, as there is a dearth of real theoretical underpinnings in this research stream. Thus, in addressing this gap, more qualitative and interdisciplinary research is needed.     

Three Pathways to Case Selection in International Business: A Twenty–Year Review,Analysis and Synthesis

With its focus on locational context, International Business (IB) is a prime candidate for the application of Case Study (CS) methodology. Yet many IB scholars still have doubts about CSs, possibly because strategies for their selection and disclosure procedures may lack rigor. The purpose of this article is to document and discuss CS selection in IB research, make suggestions for improvement, and thus raise the standard and status of CS research.Using qualitative content analysis, this paper examines CS selection strategies in four IB journals (1995–2014), relating them to chosen theoretical purposes and logics employed. Our results indicate that 12% of the 333 investigated CS articles lacked a section on methodology, and 41% of papers reported no indication of how CSs were selected. Drawing insights from the dataset, we propose and distinguish between theory-driven and phenomenon-driven CS selection approaches. In light of our evidence, best-practice papers are identified and apportioned to coherent pathways connecting theoretical purpose, logic and CS selection strategies. In doing so, we address the link between case selection and theorizing in CSs and advocate greater methodological sophistication and transparency of CS selection reporting in IB research.