Short-term global business immersion courses: Short-term program,long-term effects?

This article explores the potential impact of short-term global business immersion courses designed for undergraduate students at the Indiana University Kelley School of Business. As part of the Global Foundations Core curriculum, the school offers students a unique opportunity to study a country or region in depth in the classroom and then participate in an accompanying short-term study program abroad. In this article, multiple Kelley faculty who teach global immersion courses offer context-specific strategies and insights into classroom teaching and observed outcomes for student learning. Research shows that short-term study-abroad programs can offer transformative opportunities for students when intentionally designed as part of curriculum, affecting attitudes toward environmental citizenship and shaping global careers. The Chronicle of Education reports that even short study-abroad programs can have a lasting effect. To date, the Kelley School has not measured for standardized learning outcomes across its 14 existing global immersion courses, so this article does not offer commentary on program-wide student learning. However, through analyses of their on-campus course design and respective overseas program activities, Global Business Immersion program faculty share insights into student learning as observed in their individual programs. Our intent is to capture the impact of the courses through the lens of faculty program directors and student participants in three programs across three continents. In addition, we contribute to future research on similar global academic initiatives and add to the expanding body of knowledge on the impacts of short-term study abroad.     

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.     

Education-Related Factors in Cultural Intelligence Development: A Colombian Study

This article reports the results of a study inquiring about the role of education-related factors in the development of cultural intelligence. Five hundred fifty-seven students of a Colombian international business (IB) undergraduate program participated in the study. The psychometric properties of the measures were assessed by conducting exploratory and confirmatory factor analyses, and by calculating the corresponding reliability coefficients. T-tests and ANOVA analyses were carried out to test the hypotheses of the study. The results of the study suggest that second language proficiency, multicultural team membership, and participation in curricular and extracurricular activities promote the development of the cultural intelligence of undergraduate IB students.     

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.     

Why CIBERs matter to the competitiveness of U.S. businesses in the 21 century

Centers for International Business Education and Research (CIBERs)—located at 33 institutions of higher education across the U.S. and administered by the U.S. Department of Education under Title VI of the Higher Education Act—serve as regional and national resource centers for the business community, and as conduits for major initiatives to support and strengthen the international components of curricula in K-12 schools and institutions of higher education. This article argues that CIBERs are well-positioned to not only address current needs, but also drive innovative thinking and leading-edge activities toward longer-term challenges. Herein, exemplary activities from CIBERs serve as examples to support this claim, and Indiana University's CIBER strategic trajectory for the 2010-2014 grant cycle is explored within the context of the current global situation.     

China,India, and Japan: A Changing Economic Landscape

ABSTRACT

Globalization causes major shifts in the business environment and in business practices. Forecasting such changes is crucial for the preparation of responses to them. This article reports on a Delphi study conducted with a global set of experts drawn from the policy, business and academic communities. Over three rounds of interchange, these experts analyzed and debated the likelihood of changes in the international business environment over the next decade and the impact of these changes on policy and on corporate practices. The findings identify major sectoral transformations, shifts in the trade framework and its institution, and strategies for corporate adjustment.     

Identifying the ‘knowledge base’ or ‘intellectual structure’ of research on international business, 2000–2015: A citation/co-citation analysis of JIBS

The purpose of this study consists in analyzing the existing literature on international business from all the research papers published in Journal of International Business Studies (JIBS) during the period of time comprised between 2000 and 2015. The authors apply bibliometric methods to that end –in particular, document citation and co-citation analyses (DCAs)– so that they can try and identify the main research lines within the aforementioned scientific field or domain; in other words, the ‘intellectual structure’ of the discipline examined. Social networks analysis was also used to carry out the representation or visualization of such structure or knowledge base. The highly interdisciplinary nature of the research undertaken, since the study field still keeps its characteristic diversity and interdisciplinarity or the need to integrate a variety of theoretical frameworks or approaches into the development of a widely-accepted theory about the field under study become evident. Amongst these theories would be the new institutional theory, the strategic theory or perspective or others such as the transaction cost theory or the agency theory, applied to the context of internationalization and to the field of international business, on whose integration the future development of this field may largely depend.     

中国文化贸易研究进展述评

为推动文化贸易研究的进一步深入,本文从文化贸易发展作用、发展现状、影响因素、国际竞争力以及发展对策等几个方面,对20世纪90年代以来中国文化贸易研究进展,进行了系统梳理、分析和总结。研究认为:文化贸易已成为中国国际贸易学界重点关注和研究的课题之一,研究内容日益丰富、研究方法趋于多样、研究成果逐渐增多、研究结论的应用价值显著增强。预期随着我国文化产业的大发展、大繁荣,文化贸易研究将进入一个新的"繁荣期"。有待深入研究的专题包括:文化贸易统计制度及统计标准、文化贸易作用的实证检验、文化服务贸易、文化贸易方式与贸易利益、文化贸易与文化安全、国外文化贸易发展经验借鉴,文化贸易保护措施等。     

Globalization and the dynamics of cultural identity

This paper presents a simple model where micro-founded dynamics of cultural identity are endogenous and interact with an international trade equilibrium. This process generates a strong home bias under autarky. We then show that goods market integration causes a phenomenon of cultural divergence, whereby the distributions of cultures become more dissimilar across countries and one of the cultures that existed under autarky ultimately disappears. By way of contrast, we show that social integration causes cultural convergence and can counterbalance the effects of goods market integration.