An Examination of Learning Preferences of U.S. and International Students

Learning styles and preferences are often discussed topics in educational psychology, but are less prevalent in business education. International students are another understudied segment of business education. This article reviews literature regarding learning styles and preferences and examines whether U.S. and international students have different learning preferences using the visual-aural-read/write-kinesthetic (VARK) model. The findings indicate a large percentage of both populations have multimodal learning preferences. For the students who have one preferred learning mode, differences do exist between international and U.S. students.     

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.     

Cultural Differences Between U.S. and Russian Students

Abstract

The study explores differences in U.S. and Russian national work-related values. Comparing the results obtained using Hofstede's 1994 instrument with earlier, but very limited U.S. and Russian studies, differences in value orientation of U.S. and Russian cultures were found. A comparative examination of value orientations of U.S. (n = 73) and Russian (n = 75) students found differences that may affect international alliances. Despite exposure of Russian students to Western values, their cultural values remained almost totally unchanged. The study upheld cultural divergence. Implications for practice and future research are offered.     

Financial capability of student loan holders who are college students,graduates, or dropouts

Effective consumer financial education provides relevant information to meet special needs of targeted audiences. The purpose of this study is to examine differences in financial capability among student loan holders who are college students, graduates, and dropouts. Using data from the 2015 U.S. National Financial Capability Study, the results show that student loan holders who have completed their education program have higher scores in all financial capability indicators than college students and dropouts. Further analyses show differences in specific financial knowledge items among college students, graduates, and dropouts. In addition, college graduates are more likely to perform several specific desirable financial behaviors than college students and dropouts. The findings suggest that financial educators should emphasize action taking when they provide financial education for student loan holders who are college students and dropouts.     

Strategically Rethinking the Executive MBA International Business Experience

SUMMARY

During the past few years, Executive MBA (EMBA) programs at U.S. universities have expanded both in number and in content. As part of this expansion, an international experience has become an integral part of many of these programs. In most instances, the international experience has been a course planned and organized from a convenience perspective. This research proposes a more rigorous strategic planning model for EMBA program directors to consider in order to enhance the learning experience for participating students. Using a case example, it delineates between international field studies and international residencies, develops propositions, and offers an application of the proposed planning model.     

Emerging Interaction of Political Processes

Abstract

The emerging interaction of political processes sets the stage for the level of macro uncertainty and specific risk events that may occur in an international relationship. Strongly defined social control in Cuba, formal and informal, dominates the dynamics of the relationship, while simultaneously government, formal, action in the U.S. dominates the ability of American individuals to further the relationship. This study examines the development of a long-term relationship between two universities from the U.S. and Cuba. Over a period of eight years the relationship changes considerably as events on the macro stage play out and the environment for détente shifts. The key focus of this relationship lies with developing the study abroad program, taking students from the U.S. to Cuba.     

Colombian consumers’ outshopping of apparel in the U.S.

Outshopping is defined as purchasing goods outside of consumers’ trading areas. Despite threatening local economies, outshopping generates opportunities for the new trading areas in which it occurs. Studies on outshopping have reported contradictory results and academics suggest further research, especially in relation to consumers’ micro-level characteristics. Moreover, few studies have focused on the U.S. as the trading area and apparel as the traded product. Based on the theory of reasoned action, this quantitative study explores how attitudes toward international outshopping and subjective norm influence purchase intention of apparel goods among international outshoppers in the U.S. by focusing on four characteristics of international outshoppers – self-control in terms of spending, the desire for unique products, age, and gender – as antecedents of attitudes toward outshopping. Colombian consumers (South America) were chosen as respondents because market reports indicate that the U.S. is their top favorite international tourist destination. Findings suggest that more positive attitudes toward outshopping apparel in the U.S. were found among female consumers with higher self-control over their expenditures. Respondents were also influenced by the opinion of others; while age and desire for unique products were found non-significant. By understanding international outshoppers, marketers can develop unique market strategies for attracting global consumers.     

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.     

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.     

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.     

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.     

农业高校贫困生的社会支持实证研究——来自Q高校的调查报告

来自于农业高校Q高校的个案调查结果说明：目前高校贫困生主要来自农村,他们物质性的社会支持主要来自于家庭,但国家助学贷款在解决学生上学费用过程中所起的作用越来越大,来自于学校、企业及社会的社会支持整体较小,学生彼此之间的物质性资助水平较低。家庭经济困难学生在读期间整体感觉压力较大,男生女生之间的压力无显著差异。在心理社会支持过程中,同龄群体是主要的社会支持。重大问题咨询父母是第一选择,学生领悟到的来自于老师的社会支持不高。     

A Cluster Analysis of Young Adult College Students' Beef Consumption Behavior Using the Constructs of a Proposed Modified Model of Planned Behavior

The theory of reasoned action (TRA) served as the theoretical framework for this study. This study focused on the development and analysis of a proposed modified model of planned behavior (MMpB) to investigate the beef consumption habits of young adult college students. The participants were a convenience self-selected sample of young adult college students from a major southeastern and southwestern university. A self-report survey was administered to (N = 914) students in classrooms at both universities. Using cluster and discriminant analysis three distinct cluster groupings were found based on the behavior construct.     

Challenges in the education of the contemporary U.S. international manager

Failure rates of 30% for U.S. expatriate international managers relative to less than 10% for comparable Japanese and European international managers represent substantial costs to individuals, corporations, and U.S. global economic interests. The authors provide a profile of successful expatriate international managers and recommend four changes: (1) inclusion of international management development as a strategic U.S. corporate issue for global success; (2) alteration of current U.S. corporate selection procedures; (3) expanded implementation of rigorous leading edge international training programs; and (4) a renewed U.S. corporate-academic-government collaborative partnership to enhance international competitiveness.     

Teaching International Business in the Information Age

Teaching international business has changed during the last decade because of the emphasis vlaced on elobal business bv the U.S. government and innova6ons incomputer iechnology. ~cademicians and practitioners have been working together in developing new teachine tools to imorove the wav we teach international business. ~ecentYdevelo~ments' in the areas-of computer databases, simulation eames and exDert svstems have added a different dimension to the busiiess curriculuh. The AACSB guidelines in incorporating international business practices into the business curriculum have also influenced the new teaching methods employed by colleges and universities in both undergraduate and graduate business education in the U.S.A.     

A Comparison of Western Business Instruction in China With U.S. Instruction: A Case Study of Perceived Program Emphases and Satisfaction Levels

This research presents a case study of a joint business degree program between an Association to Advance Collegiate Schools of Business International (AACSB‐I) accredited business school in the United States and a Chinese PhD granting partner university. The case investigates the impact of a U.S.‐based curriculum, taught by U.S. instructors and which uses all English instruction on Chinese student perceptions of program emphases and satisfaction. It compares these perceptions with those of U.S. sister students. The comparison reveals program dissatisfaction among Chinese students when contrasted to U.S. students and for the most part a failure to attend to the program emphases of the West. Reasons for the departures are explored and strategies for improvement are developed.     

Brand Analyses of U.S. Global and Local Brands in India: The Case of Levi's

ABSTRACT

This study investigates differences between U.S. global and local brands in the Indian market. Attitudes toward American products and the brand equity of U.S. global and local casual apparel brand in the Indian market are examined. It is postulated that global and local brand influence brand equity, which is composed of brand image, brand awareness, emotional value, perceived quality, brand loyalty, and purchase intention. A total of 411 college students in India participated in the survey. Using repeated measures ANOVA, this study finds that Indian consumers perceive global and local brands differently based on brand equity.     

Student preferences for domestic-made or imported apparel as influenced by shopping habits

Information regarding consumer awareness of imports has been an ongoing concern of the textile and apparel industries. This study was undertaken to provide additional information about attitudes of apparel imports from the viewpoints of college students. The results support those of earlier studies for the most part. Data analysis, in contrast to other studies, showed no clear preference toward either domestic or imported apparel. However, there was concern and strong support for the U.S. textile and apparel industries. Most students indicated that they would purchase domestic apparel over imported apparel to help the U.S. economy.     

Evans,W. A. Advertising Today and Tomorrow. Great Britain: George Allen and Unwin, 1974

Abstract

This study reports on developments in the international advertising agency business during the 1970s. Findings suggest that U.S. agencies remain the dominant force in international advertising in contrast to the declining performance of U.S. industry in other sectors. Specifically, American agencies have found faster growth in their overseas markets leading to continually larger shares of their total billings; there has been a growing concentration in the international business of U.S. agencies and in the industry internationally; and, the international experience of U.S. agencies has led to a growing penetration of foreign markets, to growth in productivity, and to increasing domestic market power. Results of the study indicate however, that U.S. agencies may be facing increasing challenges from non-U.S. agencies in the future; notably from the West European, Japanese, and some developing countries.     

Teaching Cross-Cultural Management Skills

Students who envisage careers in international business must learn to manage cultural differences on three levels: self, interpersonal, and organizational. Five related and synergistic exercises give students experience in dealing with and solving real-world problems in crosscultural management on all three levels. The multicultural college campus offers resources that are tapped by students and usually provides a situation of longstanding separation, alienation, or even hostility among various cultural groups that has defied decades of official ministrations. Through the five exercises students ire empowered as cross-cultural managers within their own work organization (i.e., the college) and prove to be highly successful in solving cross-cultural problems. The techniques learned in these exercises provide effective preparation for future management positions in the international arena.