An Integrated Approach to Internationalizing the Hospitality and Tourism Curriculum in the USA

SUMMARY

The hospitality and tourism industry in the USA is increasingly operating in a changing international business environment. Its customers and guests are international tourists and business travellers, its major employers are often multi-national corporations, and its employees are of multi-ethnic heritage. This paper examines the need for universities to take a coordinated approach in internationalizing their hospitality and tourism curriculum. Such an approach is needed to prepare students for the global work environment of the future. It presents and evaluates the various approaches that have been taken by institutions from around the world, in their efforts to internationalize their programs. The paper then examines the case of The Hotel Management School Leeuwarden, The Netherlands, which has taken an integrated approach to curriculum internationalization. Information in this paper is drawn from examples in the literature, as well as from the international experiences of the authors. Finally, this paper concludes with a model that can be used to design a fully integrated curriculum.     

Strategies for Internationalizing the Business Curriculum in the Asia Pacific

SUMMARY

With the rapid economic growth of the East Asian countries, there has been an increasing interest in the education and skill development strategies used in the region. One of the critical features of Singapore's human resource development strategy is the emphasis on regionalization and internationalization of the academic curriculum. The trend of this internationalization may be attributable to three major factors: Singapore government's regionalization policy, distance learning programs offered by foreign universities, and the overseas assignment of Singaporean managers as expatriates. This paper presents an overview of the internationalization of the business curriculum at the graduate and undergraduate level in Singapore, particularly at the Nanyang Technological University (NTU). The Nanyang Business School, although a young institution, is rapidly moving towards the internationalization process in various areas. At present its student body is drawn from more than 20 countries. About a third of its business faculty come from about 19 countries. At the undergraduate level, students are encouraged to study foreign languages, and required to take the international business course irrespective of their functional specialization. In addition, most functional areas of specialization offer at least one international course as an elective choice. Some of the students also complete their required professional attachment abroad. At the graduate level, the unique feature of it's MBA program is the compulsory International Business Study Mission. The newly introduced MBA specialization in International Business adds another dimension. The school is now focusing on extensive research efforts in the area of regional-ization and globalization of business through its several research centers. The paper also identifies a few concerns such as the rapid changes in the pedagogy due to the overall systemic changes in the curriculum from the traditional British education model and the availability of suitable case studies.     

高职国际商务专业课程体系开发研究

目前，高职国际商务专业学科本位思想的课程模式尚存，不能适应高等职业教育发展的需要。本文从理论与实践角度探讨了突出高等职业教育本质特征的国际商务专业课程体系开发模式、开发原则与开发方法。     

A Multidimensional Strategy for the Internationalization of Business Programs

Until recently, American business-and therefore American business education-was a domestic venture and precluded the need for any internationalization efforts. The changing environment of both has necessitated a change of direction and emphasis on international business education. This has been a very slow and gradual process and has placed the global competitiveness of American business at risk. To assist with this process, the paper proposes a multidimensional strategy to the internationalization of business programs in this country. These closely interrelated dimensions include curriculum, faculty, research, students, and exposure.     

International Business Teaching and Literacy:

The purpose of this study is to assess the efficacy of international business teaching within an undermduate business curriculum through the use of multidimensional scaling methodolom. One indicant of a student's understaedina of the international business lexicon is higher retention of the connotative and denotative meanings of key terminology and concepts that are unique to the discipline. This study measures undergraduate business students' ability to assimilate knowledge and concepts related to he intemational business lexicon: Shuctural Global Dimensions and Functional Global Dimensions. Sophomore and senior international business students' understanding of the international business lexicon is compared and contrasted. The results suggest that senior students understand the Functional Dimensions of international business better than the Structural Global Dimensions. This could be attributed Lo their exposure to and predilection towards the functional areas of business. The seniors' inability to correctly identify the Structural Global Dimensions could be attributed to their greater exposure to the functional areas or their lower exposure to broaer globh and environmental issues and concerns.     

Foundational Value of Statistics Education for Management Curriculum

The purpose of this paper is to propose a unique and distinct value of statistics education for management. The 1986 inaugural conference on Making Statistics More Effective in Schools of Business (MSMESB) proposed valuable guidelines for reforming statistics education in schools of business. However, a survey conducted by McAlevey & Everett (2001) identified that their impact has been minimal, and argued that structural problems many business schools have are the potential cause. We argue these structural problems exist because the value of the body of statistical tools for management is ambiguous and has not been made explicit. The unique and distinct value of statistics for management can be identified as the body of tools necessary to meet the inherent needs of a manager charged with making predictive judgments facing data. The need arises because human information‐processing capacity is quite limited, as the findings of researchers in cognitive psychology testify. These findings also affirm that the basic statistical concepts needed for processing data cannot be learned from management experiences. The model of a manager faced with data, while considering the evidence of inherent limitations of human information‐processing capacity, establishes the foundational value of statistics training in the management curriculum. Statistics education in business schools will be made more effective when management educators recognize such value of the discipline, lend their support and reward the ownership commitment for continuous improvement and innovations of the business statistics curriculum.     

Introduction

This symposium addresses the challenge of educating global leaders through a collection of scholarly perspectives and practices that focus the development of global leadership and intercultural competency, specifically through immersive international contexts. Through this symposium, we addressed the cognitive, behavioral, and affective competencies that aspiring leaders need to be successful in global contexts. It focuses on the importance, issues, and methods of developing global competence as part of leadership education. Although this symposium is timely, global and intercultural competence is not new. Scholars of 19th‐century Europe shaped the original thoughts of global competence. Their focus was internationalization through colonial conquering, and the ultimate goal was to “learn from the West” (Baumgratz, 1995). This globalization piece did not gain much attention on an international scale. In fact, many managers in the 1960s and 1970s did not consider the international piece of business to be of much importance, often with very small specialized operational departments as the sole contributor to globalization within organizations (Morrison, 2000). However, a rapid shift of perspective occurred in the 1980s when the rise of Japanese businesses began to bring to focus the importance of global leadership. The climate of this theoretical foundation has shifted again recently as leadership educators are faced with preparing students to meet the needs of a dynamic and complicated organizational landscape. Expanding these challenges globally comprises a new level of preparedness for aspiring leaders. Globalization, and the technology that increasingly bridges countries and cultures, requires fresh paradigms and new leadership competencies (Bueno & Tubbs, 2004). Global managers will be expected to master an ever‐expanding range of knowledge and skills that will allow them to be successful in international contexts (DiStefano & Maznevski, 2003). Cultural competency development and a globalized curriculum are perhaps paramount to this charge as educators embark upon the challenging journey of providing the next generation of global leaders. The following questions provide educators with opportunities for reflection and discussion as we attempt to develop global competencies in the students we serve.     

Diffusing the Marketing Concept in a Transforming Economy: Class Consultancies for State-Owned Enterprises in Vietnam

ABSTRACT

Modern business education in transitional economies such as Vietnam must provide students with a strong conceptual base, but also give them practical experience in application of concepts. Local companies, used to central planning, likewise badly need marketing know-how to become more competitive. However, relying on new hires from among recent graduates is not going to help companies upgrade very quickly. Building marketing research (MR) courses around consulting projects for local companies helps bring real world marketing into the classroom, upgrading experience for both students and teachers.     

Accounting Students and Communication Apprehension: A Study of Spanish and UK Students

ABSTRACT

Accounting is about measuring and communicating. Accounting bodies and employers have expressed opinions, which have been supported by research results, advocating that greater emphasis is placed on the development of communication skills throughout the education and training of accountants. Consequently, an increasing number of accounting programmes now include communication skills as educational objectives or learning outcomes, and have integrated activities into the curriculum specifically to develop these skills. It is important to recognise that certain factors can severely restrict the development of communication skills; a major factor is communication apprehension. Research suggests that the existence of high levels of communication apprehension will make efforts to improve communication skills ineffective. Previous research findings indicate that accounting students have high levels of communication apprehension. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting students at the (UK University) and those at the (ESP University). The levels of communication apprehension are also compared with those of students from other disciplines at the same institutions. The results confirm the high levels of communication apprehension in European accounting students. There are notable differences between the two countries however in certain underlying factors.     

Strategic human resource management at Praxair

This article describes the human resource management system in place at Praxair. Key emphases of Praxair's HRM infrastructure include (1) competency development and performance‐management processes and (2) team‐based performance systems, which include four levels of measurement: company‐wide, business‐unit, cross‐functional teams within business units, and special‐initiative project teams. Key challenges for the future include (1) prioritization of choices in support of the firm's global growth initiatives, (2) employee development and new talent acquisition, (3) designing more effective methods to anticipate business needs and provide strong, proactive leadership, (4) accelerating leadership development and influencing adequate investment in education and development programs, and (5) designing and implementing effective methods to acquire new talent to support business strategies. © 1999 John Wiley & Sons, Inc.     

构建EGP与ESP相融合的大学英语教学

本文将结合目前大学英语教学的现状,分析课程设置与中国经济、社会发展以及学生需求之间存在的问题,依据大学英语课程改革的社会、经济及学生个体发展需求,构想基础英语教学与专门用途英语教学相融合的教学模式,呼唤更为科学的大学英语课程设置与改革。     

高职物流专业学生创业能力的培养

物流人才缺乏是影响我国现代物流发展的一个重要因素，培养适应现代物流发展所需要的专业高端人才，可有效解决现代物流管理人才短缺，促进高职物流学生就业、创业，具有极其重要和深远的意义。通过创业教育引导物流学生形成正确的创业观念，做好创业规划，对提高学生的创业能力将有很大的帮助。一是要创业教育早期化、创业指导经常化；二是教育手段多元化；三是主动为学生提供各种实践的机会。同时开展创业实训，锻炼各种创业能力等。四是要建立校企联合创业教育的实践基地，为学生提供实战场所。     

Japanese,German, and American Global Business Leadership

Abstract

Even though the issue of global business leadership has been intensively debated, few attempts have been made to investigate it from the perspective of international executives. This study is designed to address the issue of the national environments of Japan, Germany, and the U.S. and the prospect of global leadership for each nation. Seventy-four top Saudi Arabian firms participated. The results indicate that Japan is perceived to offer the most conducive business environment for effective global competition. In addition, participants believe that Japan and Germany will surpass the U.S. economically and technologically in the near future.     

The professional manager of the future

It's just possible that a businessman's role in the year 2000 will erode seriously due to little involvement in the growing “leisure values” of an affluent culture and failure to contribute directly to the needs of what will be a strongly post-industrial society. But if we want to train managers who are able to meet the needs and interests of the wider community, how do we prepare them for something as conceptual as “social responsibility”? Is it enough to superimpose on the business curriculum some courses in the social, political or technical-environmental forces affecting the individual and his firm, i.e. make the student study more and longer before he becomes an operative “professional”?     

Is There Any Ethical and Moral Consideration in the Theory and Practice of Global Business Social Darwinism?

Abstract

This article has revisited the interchangeable meanings of morality and ethics in today's global business practices. This article argues that in the theory and practice of the global business Social Darwinism, there is no room for ethics and morality because the competitive international business ideology promotes the “survival of the fittest.” Furthermore, the purpose of this article is to first define the distinction between morality and ethics and their application in the real world of today's business; second, to analyze the ideological foundation of the international business practices of Social Darwinism in relation to global production, consumption, profitability, and efficacy.     

An employee-focused human resource management perspective for the management of global virtual teams

Abstract

The number of global virtual teams (GVTs) has increased in recent years due to globalization of business, improved information and communication technology, and higher innovation needs. Practitioners expect GVTs to be creative, innovative, and high-performing. However, GVT members suffer from interpersonal problems, stress, and misunderstandings based on cultural differences. It is therefore important that the HRM function intervenes in the functioning of GVTs. HRM and GVT research has mostly focused on instrumental practices to improve performance, but globalization and the dynamic business environment require international organizations to adopt new HRM perspectives. To advance research on GVTs and HRM, we draw on the job demands-resources model and research on quality of work life to introduce an employee-focused HRM perspective for the management of GVTs. This new perspective focuses explicitly on improving employee wellbeing in GVTs. We develop a novel theoretical framework that provides HR practitioners and leaders with several employee-focused management tools such as flexible work practices, international training and development opportunities, and fair pay and procedures. These tools are likely to help GVT members to cope with job demands and to improve their wellbeing, and are particularly useful for GVTs due to their interpersonal problems, stressful environment, and cultural differences.     

Ending the Accounting-for-Intangibles Status Quo

Abstract

The surge of corporate intangible investments is the hallmark of developed economies, radically transforming the business models, strategies, and performance of business enterprises. Accounting standard-setters, however, by and large, are oblivious to this world-wide development. I establish in this study that this accounting resistance to change seriously harms investors and the economy-at-large, and accordingly I propose feasible remedial changes to the accounting system to adapt it to economic reality. I discuss implementation issues of the proposed change, and the reasons for the three-decade resistance of accounting standard-setters to change the accounting of intangibles. Finally, in order to facilitate the accounting change, I outline a wide-ranging, policy-oriented research agenda on intangibles and related issues.     

Globalization of Multicultural Management

Abstract

Based on a literature review of intellectual contributions by philosophers, scientists, researchers and scholars, this article illuminates the evolutionary perspectives of multicultural management systems. It bears in mind that international management practices reflect the societies within which business organizations exist. It is suggested that multiculturalism, which focuses on meritorious values of organizational incumbents, is an appropriate framework for international organizations. Many studies found evidence that multinational corporations in demographically diverse environments are more likely to emphasize over assimilation of cultural, ethical and legal value systems and that values proposed for international corporations to emphasize on similarities rather than differences.     

Managing Human Resources in South Africa: A Guide for Internationals

ABSTRACT

With the political changes that took place during 1994 within South Africa, the country again, after many years of economic isolation, became a full member of the international community. Since then, many South African companies have attempted to become more competitive, and many international companies have shown a keen interest in doing business in the country. As a result of the important role that human resource management practices can play to help companies prosper and become successful, an investigation was undertaken within companies to establish to what extent HR practices were being applied. The results of the study are reported in this article.     

Teaching proactivity in the entrepreneurial classroom

Abstract

This article examines the extent to which a proactive attitude can be considered a component of the entrepreneurial mindset and can be learned in the entrepreneurial classroom. We test the impact on students’ proactive attitude of two different teaching methods: a teacher-directed approach and a self-directed learning approach. We include group potency and emotions as variables that may moderate proactivity learning outcomes. Our sample is composed of 281 Master students in a French business school. Using a mixed methodological approach, the results demonstrate that the proactive attitude can be learned and that collaborative teamwork, a creative team spirit and positive emotions contribute to its development. We offer guidelines for the pedagogical design of EM education, an alternative tool to assess its impact, and a better understanding of emotional factors associated with group potency in student entrepreneurial teams.