What are international business centers?

To improve the international competitiveness of U.S. firms, the 1988 Trade Act (PL 100–418) authorized the Department of Education to create Centers for International Business Education. This article provides an overview of the background and the program activities of these International Business Centers. Several issues (such as the appropriate model for the Center, Center administrative structure, funding level, and external accountability) are also raised for discussion to further enhance the effectiveness of this program.     

Market entry into Africa: Acquisitions and international joint ventures. Studies of foreign firms' market entry strategies,challenges, and performance in Africa

While the interest in investing in Africa is rising, the know‐how of business on the continent is very limited. There have been only recently few special issues focusing on sub‐Saharan Africa in the top international business journals: “Sub‐Saharan Africa at a key inflection point” (Thunderbird International Business Review 2009); “Contemporary developments in the management of human resources in Africa” (Journal of World Business 2011); “Contemporary challenges and opportunities of doing business in Africa” (Journal of Technological Forecasting and Social Change 2016); “Critical perspectives on international business in Africa (Critical Perspectives on International Business 2016); “Strategic Management in Africa (Global Strategy Journal, 2017); and “The internationalization of African firms (Thunderbird International Business Review 2016). The aim of this special issue is to advance understanding of international business in Africa and specifically focus on how foreign firms enter African markets via acquisitions and international joint ventures and extend knowledge of these market entry strategies and performance in Africa for research and for foreign firms intending to, or currently doing business in Africa. This guest editorial provides a summary of the five articles and one book review in this special issue categorized into three broad thematic issues: International joint ventures and acquisitions as market entry strategies in Africa; cross‐border investments of African firms; and theoretical underpinnings.     

A retrospective of international business education in the United States over the past fifty years

International business relationships are almost as old as mankind, but the idea that people needed to be educated to manage global business enterprises is less than 50 years old. The American Graduate School of International Management (Thunderbird), established in 1946 was the first school to provide languages, international studies, and business management as a basic education in international management. Business schools in America have been slow to realize and to promulgate courses and curriculums in the field. It has only been in the last ten years that the American Assembly of Collegiate Schools of Business, composed of over 700 colleges and universities in the country, has become an advocate through a revision in its standards. After the words “and worldwide” were inserted in the AACSB standards of accreditation, international business education began to permeate the offerings of American business schools.     

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.     

Mission Based Strategies for Internationalizing U.S. Business Schools

Two decades of discussion have resulted in a consensus regarding the need to internationalize business schools in the United States. However. there has been less agreement regarding particular strategies to accomplish the goal of internationalization. This paper outlines important strategies for internationalization which are appropriate to the schools' mission. In addition, this paper describes, through examples and discussion, the federally funded Centers for International Business Education and Research which are envisioned as a national resource for internationalizing U.S. business schools and promoting the teaching and research in the field of international business.     

Internationalizing Business Education for Globally Competent Managers

The world is shrinking as developments in technology and transportation rapidly increase global opportunities and challenges for businesses. Furthermore, developing markets are becoming increasingly important, creating new challenges for managers. Business education must step in and prepare graduates to work in and with these markets. This article discusses mission-based approaches to increasing the internationalization of business education to change mindsets and increase student's ability to address these new challenges. One of the important resources for building this mission-based approach is the 33 national Centers for International Business Education and Research (CIBERs).     

The International Business Ethics Index: Asian Emerging Economies

The systematic measurement of consumers’ sentiments toward business ethical practices is expanded to two emerging economies in Asia (China and India). The Chinese were very optimistic about the future ethical behavior of businesses, while the Indians recorded the lowest BEI scores yet. Chinese consumers were very concerned with product issues, while Indians were concerned equally about low quality products and excessive prices. John Tsalikis is an Associate Professor of Marketing at Florida International University. His articles have appeared in the Journal of the Academy of Marketing Science, Journal of Business Ethics, and Psychology in Marketing. Bruce Seaton is an Associate Professor of Marketing at Florida International University. His research interests include the role of national stereotyping in consumer choice and the application of experimental methods to investigate models of business ethics. His articles have appeared in the Journal of Advertising, Journal of Business Research, and Journal of Global Marketing. Tiger Li is an Associate Professor of Marketing at Florida International University. His research interests are in the areas of international market entry strategies, product innovation, and organizational learning behavior. His articles have appeared in Journal of International Marketing, Journal of Marketing, Journal of Marketing Education, and International Business Review.     

Internationalizing doctoral education in business: A call for action

The changing parameters of business call into question the relevance of the business education our current bachelor's, master's, and doctoral students are receiving. Of particular concern is the content and process of education provided to future professors who will be educating generations to lead the global business community in directions that will mean better lives for ourselves and our world neighbors. Recently, a forum of leading business educators (doctoral program directors, deans, graduate faculty, and representatives of the American Assembly of Collegiate Schools of Business and the Academy of International Business) met for two days in order to exchange experiences and generate ideas regarding the internationalization of doctoral programs in business. Their findings and views are contained in a book just published and a summary report. This article sums up some of the conclusions drawn from these publications and revisits the imperatives for internationalizing-which parallel the imperatives driving business to accept the global challenge. © 1998 John Wiley & Sons, Inc.     

Introduction. The Internationalisation of the Innovation Process

The international economics of business and management has focused - both in the academic literature and in corporate and public policy discussions - increasingly on issues of globalisation, innovation and 'competitiveness'. These issues, and in particular their interrelation, are analysed in detail in this Special Issue of the International Journal of the Economics of Business. This opening article aims to set the scene by considering how the rather distinct literatures around the above three topics can best be drawn upon in order to focus on what implications the new global economic environment has for the economics of business and public policy.     

Business School Partnerships for Globalization

International partnerships are an essential tool to enable business schools to internationalize their activities. They can lead to improved research, better more internationally relevant teaching, provide staff with an international perspective, and help prepare students for careers in global business. Using case studies of four of Durham University Business School's main partnerships, the article identifies the motivations for forming partnerships, examines some of the practical management issues associated with partnership working in higher education, and details the many benefits that can be derived from such arrangements.     

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.     

Enhancing Learning Performance Through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ABSTRACT

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013–2015, our results indicate that students with better academic performance in the subject Global Economic Environment achieve a better learning outcome in advanced functional business subjects. However, students with a better global mindset do not benefit as much from the Classroom Response Systems (CRSs) as the weaker students do.     

Linking Linear/Nonlinear Thinking Style Balance and Managerial Ethical Decision-Making

This study presents the results of an empirical analysis of the relationship between managerial thinking style and ethical decision-making. Data from 200 managers across multiple organizations and industries demonstrated that managers predominantly adopt a utilitarian perspective when forming ethical intent across a series of business ethics vignettes. Consistent with expectations, managers utilizing a balanced linear/nonlinear thinking style demonstrated a greater overall willingness to provide ethical decisions across ethics vignettes compared to managers with a predominantly linear thinking style. However, results comparing the ethical decision-making of balanced thinking managers and nonlinear thinking managers were generally inconsistent across the ethics vignettes. Unexpectedly, managers utilizing a balanced linear/nonlinear thinking style were least likely to adopt an act utilitarian rationale for ethical decision-making across the vignettes, suggesting that balanced thinkers may be more likely to produce ethical decisions by considering a wider range of alternatives and ruling out those that are justified solely on the basis of their outcomes. Implications are discussed for future research and practice related to management education and development, and ethical decision-making theory. Kevin S. Groves is an Assistant Professor of Management and Director of the PepsiCo Leadership Center at California State University, Los Angles. His research interests include managerial thinking styles, ethical decision-making, executive leadership development and succession planning systems, charismatic leadership, and leader emotional intelligence. He teaches undergraduate, MBA, and doctoral-level classes across a range of management and leadership subjects, including management competency development, organizational behavior, business ethics, and organization development and change. Dr. Groves’ recent research has been published in such journals as the Journal of Management, Human Resource Development Quarterly, Journal of Management Development, Leadership and Organization Development Journal, Journal of Management Education, and the Academy of Management Learning & Education. He received a Ph.D. in Organizational Behaviour from Claremont Graduate University. Charles Vance teaches in the area of human resource management at Loyola Marymount University. He recently completed Senior Specialist and regular Fulbright appointments in Austria and China respectively. He is the author with Yongsun Paik of the new text, Managing a Global Workforce, (M.E. Sharpe, 2006). His nonlinear penchant is expressed quarterly in cartoons and other attempts at humor in the ending “Out of Whack” section of the Journal of Management Inquiry. Dr. Yongsun Paik is a professor of international business and management in the College of Business Administration, Loyola Marmount University. He holds a Ph. D. degree in International Business from University Washington. His primary research interests focus on international human resource management, global strategic alliances, and Asia Pacific business studies. He has recently published articles in such journals as Journal of World Business, Management International Review, Journal of International Managemtn, Business Horizons, International Journal of Human Resource Management, Journal of Management Inquiry, Human Resource Management Journal, among others.     

Internationalization Strategies of Business Schools: How Flat Is the World?

Business school strategy has become extremely complex, especially regarding internationalization. Using different paths, experiencing failure and success, business schools have internationalized, attracting many of the international students who contributed $27 billion¹ to the US economy in 2014. Some business schools are global, training global managers, while others serve national markets. How do business schools strategize about internationalization? Can we use existing models to explain this process? Are internationalization and globalization similar? Using a comparative analysis of six case studies in the United States and Europe, we found that the engine of internationalization influences its paths and outcomes. We contribute to international business (IB) research by discussing how business schools strategize their internationalization toward uniformity or diversity under isomorphic pressures from accreditation bodies (Association to Advance Collegiate Schools of Business [AACSB], 2011) and rankings. The so‐called Uppsala model should be extended to address three tensions: internationalization versus globalization, enacted dimensions of audiences, and respective risks of different internationalization pathways. © 2015 Wiley Periodicals, Inc.     

Globalization of Management Education

A new study, sponsored by the Association to Advance Collegiate Schools of Business, presented a comprehensive new perspective on the globalization of management education, (AACSB International, 2011). Its findings are sobering: with regard to emerging global trends in higher education and cross-border business, the report reveals a sizable gap between what the world needs and what management educators generally do. Key areas for attention include the expansion of mechanisms for quality improvement and assurance globally, strengthening the use of international partnerships, more intentional internationalization within the curriculum, and connecting various global activities to one another through a comprehensive globalization strategy.     

Internationalization of MBA Program in Asia-Pacific

Abstract

With the global village becoming a reality, efforts at the internationalization of business education have ceased to be merely fashionable. The internationalization of business education has become an increasing relevant and important goal for business schools. Most of the efforts have been focused at the internationalization of MBA programs as this is the level of business education targeted at the training of middle management personnel, for whom the creation of a global mindset and the exposure to the international realm of business would have the most immediate effect. With the Asia-Pacific becoming a major arena of international trade and business in what has been called the Pacific century, the internationalization of MBA programs in Asia is of great interest as most of the efforts at internationalization of MBA programs have taken place in developed countries, with much of the literature being about the North America and European experience. Little is known about the MBA programs offered in Asia and their internationalization. This paper provides some insights on the internationalization efforts at the Nanyang Business School (NBS), Singapore. The experience at the NBS is unique because its efforts at internationalization have coincided with government policy initiatives in encouraging Singapore businesses to extend their operations into countries of the region. The paper provides some lessons from the experiences at regionalizing the MBA programs in China, India and the transitional economies of Vietnam, Myanmar and Cambodia. Apart from the admission of international participants to its programs and the changes to its Business Study Missions, new initiatives have been introduced in the form of the MBA in International Business. The paper also explores other future initiatives for the internationalization of MBA programs in Asia-Pacific.     

Cross-Border Influences in the International Business Curriculum

International business education has as much value as a component of a liberal arts program as it has in a professional business program. At Bucknell University, resource constraints have demanded that an international business course serve a wide variety of students. This article describes the structure and content of such a course and the role it plays in both business and liberal arts curricula. This expanded concept of international business has implications for larger institutions as well as requiring that new research directions be pursued.     

Challenges of AACSB international accreditation for business schools in the United States and Europe

The Association to Advance Collegiate Schools of Business International (AACSB International) is committed to its role in setting worldwide standards to enhance the quality of management education. The organization is expanding its brand presence in Europe, where business schools are beginning to seek AACSB International accreditation. In the United States, an increase in the number of business schools seeking AACSB International accreditation is also occurring. Business school leaders not only see the transcendent importance of AACSB International accreditation; they also realize the challenges that are involved in the accreditation process. The focus of our discussion is on the challenges confronted by business schools in both the United States and Europe. We compare and contrast the challenges on both continents. © 2005 Wiley Periodicals, Inc.     

The compleat executive: The state of international business education and some future directions

This essay examines the current state of International Business education worldwide and comments on evolving trends. The degree of internationalization of curricula at the undergraduate, postgraduate and doctoral levels is examined. In a world facing the contrary pulls of global consumerism versus the search for a local identity, what exactly should the manager learn about International Business in order to complete his or her education? The essay also examines alternative methods for organizing International Business studies at universities, as well as in the growing number of off-site and certificate programs. It also ventures opinions on the value of an International Business major in the job market for graduating students, on whether the International Business label confers an advantage on faculty, or whether it confers a stigma, and on academic orthodoxies which have slowed the internationalization of business curricula.