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.     

Teaching International Business Abroad: Paradigms Suggested by Metaphor Theory

When International Business (IB) is taught abroad, the educational institution has to decide on organizational issues and educational and teaching paradigms. College and university programs abroad can adopt organizational values and identities similar to the home institution, or adapt to local operating environments. Likewise, educational and pedagogic paradigms can mirror those in the home institution or expand to realize and consider local contexts. Based on a consideration of metaphor theory, it is suggested that there are three ways of dealing with international educational experiences. The non‐metaphoric paradigm fails to recognize and engage with ambient difference. The comparison paradigm compares and contrasts acquired institutional understandings with local realities. The domains‐interactive seeks to stimulate a dynamic exploration of home and local assumptions, looking for new emergent themes and understanding. Insight derived from metaphor theory not only suggests how these different paradigms emerge but potentially provides vibrancy and pervasive urgency to conducting IB education abroad.     

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.     

A comprehensive examination of internet banking user behaviour: evidence from customers yet to adopt,currently using and stopped using

Abstract

Despite the surge in interest in research on customers’ adoption of internet banking (IB), how discontinued users can be brought back to IB has not received much attention. To respond to this question and to provide a comprehensive understanding of IB customer behaviour, we develop a conceptual model grounded on the extended technology acceptance model, and empirically validate it using a sample of 614 IB customers (including those yet to adopt, current users and discontinued users) from China. Perceived value is the most important driver for explaining all categories of customers’ IB-related behaviours. Banks that implement measures that aim to increase the perceived usefulness of IB and enhance the value of IB are likely to be rewarded with increasing IB adoption amongst its customer base.     

Commitment to the Study of International Business and Cultural Intelligence: A Multilevel Model

Adopting a multilevel theoretical framework, we examined how metacognitive and motivational cultural intelligence influence an individual’s commitment to the study of international business (IB). Data from 292 undergraduate and graduate business students nested in 12 U.S. business school classes demonstrated that individuals’ metacognitive and motivational cultural intelligence are positively related to their commitment to the study of IB. Furthermore, there is additional commitment when the classrooms’ cultural intelligence climate is high. We discuss the implications of these findings within a classroom context that involves cross-cultural interactions.     

The Problem of Constructive Misalignment in International Business Education: A Three-Stage Integrated Approach to Enhancing Teaching and Learning

Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes to the IB education literature by integrating the three existing methods in a co-complementary and co-supporting manner, and carefully implementing them across three subsequent stages spanning across the length of the IB course. Empirical evidence on student satisfaction and assessment performance shows its usefulness in reducing the negative effects of constructive misalignment among the sampled students. The approach provides practitioners with refreshed insights into how the three independent methods can be integrated to create greater value for learners.     

How Institutional Change Reconfigures Successful Value Chains: The Case of Western Pharma Corporations in China

Management researchers have traditionally emphasized two main factors in the definition of corporate strategies: internal capabilities and industry competition. However, in less stable, transition economies it is particularly the changing institutional environment that influences strategy definition and performance of multinational corporations (MNCs) as shown by numerous international business (IB) scholars. Yet, how institutions matter remains a largely unresolved question. This article examines how institutions have affected the value chain configuration of Western pharmaceutical firms in China. Our research framework identifies four major strategic shifts along the value chain of Western firms in the pharmaceutical industry: upgrading along the value chain, outsourcing to contract service providers, expansion of geographical scope and diversification of product portfolio. The findings allow concrete managerial implications to be derived for decision makers of Western pharmaceutical firms operating in China. © 2013 Wiley Periodicals, Inc.     

The domain of international business: Futures and future relevance of international business

Using data generated by a global Delphi study involving international business (IB) scholars and practitioners, this article reflects on the core and domain of a discipline that, on one side, has to deal with increasing competition from related disciplines, which internationalize their research focus, and, on the other side, is trying to develop conceptual knowledge to explain ever more complex international phenomena. Generating a multilevel framework of important issues for IB leads to propositions, which may widen the focus of the discipline to go beyond the firm, which, comparing IB to related disciplines, can provide pathways that maintain IB highly relevant for most diverse communities affected by international business. ©2011 Wiley Periodicals, Inc.     

Importance of and approaches to incorporating ethics into the accounting classroom

Accounting educators are being called on to provide a greater emphasis on ethics education. This paper examines three important issues concerning ethics education in accounting. First, the question of whether ethics can indeed be taught is examined. Next, several innovative approaches are presented which have been used by accounting educators to integrate ethics into the classroom. Finally, results of a survey of students concerning their perspectives of ethical issues in accounting education, the accounting profession, and society at large are presented and discussed. Survey results reveal that students consider a lack of ethics damaging to the accounting profession and society. Results also indicate that accounting students are seeking ethical and moral direction.David S. Kerr is an Assistant Professor in the Department of Accounting at Texas A&M University. Dr. Kerr's research interests include ethics and behavioral decision making in accounting, group judgment/decision making, and audit planning.L. Murphy Smith, is a Price Waterhouse Teaching Excellence Professor of Accounting at Texas A&M University. His major research interests are information systems, auditing, and international issues.     

The world of global business 1965–2015: Perspectives on the 50th anniversary issue of the Journal of World Business: Introduction to the special issue

The field of international business (IB) has evolved considerably since 1965 and the Journal of World Business has evolved along with it. In the 50th anniversary special issue, established and emerging scholars reflect on the changing contexts, environments, and phenomenon of IB and how these changes are reflected in the literature. In this introductory article, we summarize and synthesize these contributions, as well as offer our own perspective on the journal, the field, and the interactions between the two.     

Foreign Language Training in U.S. Undergraduate IB Programs: Are We Providing Students What They Need To Be Successful?

A growing number of U.S. business schools now offer an undergraduate degree in international business (IB), for which training in a foreign language is a requirement. However, there appears to be considerable variance in the minimum requirements for foreign language training across U.S. business schools, including the provision of “business” language courses, and in what is viewed as “competence” or “fluency” in a foreign language. Similarly, business schools differ in their procedures for how the foreign language requirement is applied to foreign native speakers and/or to speakers of heritage languages. This study reports the results of an online survey that was sent to 226 schools offering a major or concentration in IB. The findings from 79 reporting schools indicate that the level of proficiency expected of foreign language learners in the IB program continues to vary widely, that few schools require a course in the business aspects of the foreign language, and that there is inconsistency in what is meant by foreign language “competence” and “fluency,” as well as in the treatment of foreign native speakers and heritage speakers of foreign languages. The results question whether students who satisfy the minimum foreign language requirements in undergraduate IB programs are adequately prepared for the professional IB world.     

Exploring the Differences of Undergraduate Students' Perceptual Learning Styles in International Business Study

More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students' learning styles and their academic achievements in international business (IB) study. One hundred and seventy-two students from a Dutch university participated in the survey research. Western European students significantly outperformed Asian students in academic performances. Significant differences in learning styles were also found between Western Europeans and Asian students in English, second language, business subjects, and group project learning. Besides, in comparison with Asian students, Western European students preferred to learn from hearing words, taking notes of lectures, and getting involved in some classroom experiences such as role-playing. They may benefit more from lecture-based subjects than Asian students. Based on the findings, practical recommendations are offered for instructors in international higher education.     

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.     

Making a Difference with a Discrete Course on Accounting Ethics

Calls for the expansion of ethics education in the business and accounting curricula have resulted in a variety of interventions including additional material on ethical cases, the code of conduct, and the development of new courses devoted to ethical development [Lampe, J.: 1996]. The issue of whether ethics should be taught has been addressed by many authors [see for example: Hanson, K. O.: 1987; Huss, H. F. and D. M. Patterson: 1993; Jones, T. M.: 1988–1989; Kerr, D. S. and L. M. Smith: 1995; Loeb, S. E.: 1988; McDonald, G. M. and G. D. Donleavy: 1995]. The question addressed in this paper is not whether ethics should be taught but whether accounting students can reason more ethically after an intervention based on a discrete and dedicated course on accounting ethics. The findings in this paper indicate that a discrete intervention emphasising dilemma discussion has a positive and significant effect on students’ moral reasoning and development. The data collected from interviews suggest that the salient influences on moral judgement development include: learning theories of ethics particularly Kohlberg’s theory of cognitive moral reasoning and development; peer learning; and moral discourse. The implications from the findings in this study suggest that moral reasoning is responsive to particular types of ethics intervention and educators should carefully plan their attempts to foster moral judgement development.     

A review of research methodologies in international business

What is common practice in international business (IB) research methodology? To address this question, we surveyed 1,296 empirical articles published in six leading international business journals from 1992 to 2003. The study uncovers state-of-the-art approaches in research methodologies in IB in terms of five major aspects: data collection methods, sample sources including sampled countries and subjects, sampling methods, sample sizes, and response rates. The results indicate that (1) mail questionnaire surveys dominate empirical research, (2) 60.9% of the studies use a one-country sample (88.9% from western countries), (3) 33.7% of the studies are based upon sample frames provided by third parties, and (4) the median sample size is 180 with an average response rate of 40.1%. Suggestions and recommendations are also provided to improve the methodological rigor of IB research.     

Context and contextualization: The extended case method in qualitative international business research

This paper advances the extended case method (ECM), a powerful context sensitive case-based research strategy that is underutilized in international business (IB). Demonstrating how the ECM offers an alternative to established case-based methods, we show how the method's core postulate of ‘outward extension’ opens new opportunities for designing, conducting, and theorizing case research suited to the contextual novelty of IB. We propose an analytical pathway to provide practical guidance on how to implement and design for contextualized explanation, examining recent studies on international practice transfer to illustrate the choices, directions and redirections made possible by extending out – i.e., contextualizing.     

Multinational enterprises and corporate tax planning: A review of literature and suggestions for a future research agenda

Corporate tax planning by the multinational enterprise (MNE), that is, the MNE’s ability to plan its tax affairs by using a multitude of strategies to reduce its tax bills legally, is a central research question in the literatures of international business, public economics, tax, finance, law and accounting. Underlying theoretical assumptions, approaches to empirical testing, profit shifting estimation strategies and findings are varied. Thus, it is important to conduct a critical literature review. In this paper, we offer new insights by studying the phenomenon from the international business (IB) perspective. We survey the academic literature on the MNE and corporate tax planning to examine the extent of knowledge on this topic and identify areas that we hope will stimulate interest among IB scholars for further research. We find materials across disciplines that are relevant to IB readers. We examine 120 articles in 51 scholarly journals and classic books published during the period 1966-2017. We identify the key mechanisms and the firm characteristics that may influence corporate tax planning. We suggest a research agenda where IB research can make clear contributions.     

Riding the waves of family firm internationalization: A systematic literature review,integrative framework,and research agenda

Despite the proliferation in research efforts, family firm (FF) internationalization scholarship suffers from fragmentation, theoretical limitations, and empirical indeterminacy, leaving important facets unexplored. This article’s purpose is to unpack how this body of research has evolved over time and interfaces international business (IB) theory. We conduct a systematic literature review of relevant theoretical and empirical studies covering the last 30 years of research and comprising 134 articles. Our study contributes to this corpus of knowledge by identifying and discussing four evolutionary waves of FF internationalization research. We further advance an integrative framework that offers a comprehensive understanding of the state-of-the-art as well as promising avenues for future research at the intersection of IB and FFs.     

The Development of International Business as an Academic Discipline

Abstract

This article reviews the emergence of international business (IB) as an academic discipline through an examination of IB research, curriculum, and location within the organisational structures of universities and business schools. A selective review of the literature on IB education is used to identify different approaches to the formulation of the IB curriculum and its constituent parts and principal features: internationalisation of business functions; integration of constituent subject areas; multidisciplinary and strategic orientation. This is used to derive a number of pedagogic implications for both teachers and students of IB: sequencing and ordering of the curriculum; revealing the ontology and epistemology of IB; breadth versus depth in the curriculum; emphasising a study of or for IB; locating and structuring IB within a modular programme; class room practice for delivering the IB curriculum.     

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.