Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress

More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution’s international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning.     

Internationalization through business model innovation: In search of relevant design dimensions and elements

Internationalization through business model innovation involves the creation, or reinvention, of the business itself. This paper aims to integrate basic insight from the literature on business model innovation, internationalization of the firm, international entrepreneurship, and global marketing into a conceptual model. Our model illustrates that internationalization through business model innovation includes design dimensions, which are domestic or globalized in upstream production as well as in downstream markets. The outcome of this paper is four international business model types each with a specific resource allocation for dealing with differences across geographical locations and entry mode elements. We address the interrelation of these dimensions and elements in firms’ international activities.     

An Experiential Approach for Teaching Business Ethics

Despite the recognition in the business literature of the need to include ethics in all business courses, ethics is still given at best a perfunctory treatment by many instructors. This paper presents two pedagogical methodologies that the authors have used with success for teaching ethics to undergraduate business students. The approaches described in this paper are founded on the belief that in order to raise students' consciousness about ethical issues, students must be challenged to experience conscious ethical conflicts and to incorporate their own values into solving ethical problems. The power of working through ethical conflicts lies in its ability to force such a confrontation and, through it, to achieve enhanced self understanding.     

Place,space, and foreign direct investment into peripheral cities

Perspectives drawn from the economic geography literature are increasingly used to generate insights into locational issues in international business. In this paper, we seek to integrate these literatures further by investigating the locational determinants of foreign direct investment (FDI) into peripheral cities within an emerging economy. Peripheral cities in emerging economies are attracting a growing proportion of global FDI flows, but the international business literature lacks a framework for understanding subnational determinants of FDI, particularly into non-core locations. We draw on the core-periphery model to build and test theory on how spatial interdependencies between subnational locations impact on the distribution of FDI inflows into a large and heterogeneous country China. Our results show that whilst peripheral cities tend to have a negative effect on FDI, this effect is positively moderated by proximity to core cities. The results highlight the importance of considering interactions between place and space when investigating locational issues in international business.     

The International Dimension of Legal Environment of Business in Undergraduate Business School Curricula

The international dimension of business courses in colleges and universities has come a long way from the days when the existence of international business itself as an identifiable discipline in the undergraduate curricula was very much in doubt. The EWA Reoort. one of the earlier studies which orooosed to close the 'international' information gap in the American ;n&ersity education, concluded ". . . there is not now a formal body of knowledge, outside international economics sufficient to justice host of equal courses with "international" used mainly as an adjective." Payerweather, one of the pioneers of the internationalization of Amerlcan education argued, "Clearly, international business is not another functional field to be added alongside accountrng, finance, marketing" Those who viewed "international business as a distinctive field of study" were in the minority in the 1960s. To the uninitiated it still spells haziness and cannot readily be conceptualized as clearly as economics, accounting, mathematics, or law.     

Environmental Ethics and Analysis in International Business Courses

The increasing governmental and public concern about threats to the environment will be a significant factor in the conduct of international business in coming years. There will have to be operational and strategic adjustments to cope with the new environmental laws and regulations. Multinational companies will also be expected to be operated under an environmental ethic beyond simply what the law requires. This paper offers a preliminary proposal for incorporating environmental ethics and analysis into the traditional core subjects of international business courses and references a wide body of literature that can be utilized.     

The role of frequent short exams in improving student performance in hybrid global business classes

The authors investigate whether frequent in class exams can improve the performance of students in hybrid global business courses. An experiment was conducted in three hybrid sections of a global business course exposing students to short in class exams. The expectation of a short exam forces students to watch the online lectures and study the course material. By having more prepared students, the professor can devote class time to discussing international business issues. This results in significantly higher student performance. The performance of 182 students was examined and the results show significant improvements for all groups.     

Globalization of Business Curriculum and International Marketing

Most educators, supported by the AACSB, agree that education for business should be internationalized. The approaches to its achievement are varied. This article argues that there is only a single strategy that is preferred, namely the integration of international issues into all business courses rather than being treated in isolation.     

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.     

Making sense of corporate social responsibility in international business: experiences from Shell

International business organizations are regularly addressed on their corporate social responsibility (CSR). As illustrated in this paper, it is not yet clear exactly what CSR means to organizations and how to deal with it. In this paper, the authors explore how a sensemaking approach helps to understand the business challenges of CSR within an organizational context. The theories of Karl Weick are applied to the experiences of CSR in Royal Dutch Shell. The authors argue that the key to CSR in international business organizations is to engage stakeholders and start a process of joint sensemaking. Three main competencies are crucial in this: the competency to engage stakeholders through listening and understanding; the creation of an organizational language so that CSR makes sense to members of the organization; and recognizing the momentum of taking action.     

Analyzing the Structure of the International Business Curriculum in India

This article analyzes the structure of the international business curriculum through a questionnaire-based survey among current students and young managers who are studying or have studied international business courses in one of the top B-Schools of India. Respondents have the opinion that international business is more than internationalization of different functional areas and is to be treated as a separate academic discipline. In the context of pedagogy, respondents feel the need for more elective courses on international business and prefer learning through different methods such as foreign country visits, simulation, and role playing activities.     

A Commentary on “Business Marketing in Master's Programs: A Part of the Fabric”: Cut from the Same Cloth?

ABSTRACT

The authors of this article and their colleagues at the Richard Ivey School of Business at the University of Western Ontario are to be commended not only for this well-crafted article but also for their efforts to elevate and incorporate essential knowledge of business marketing into the fabric of their school's master's program. The provocative argument that the authors make is that business marketing behaviors, concepts and topics should not be the focus of just one elective course but that they should serve as a foundation of a school's entire master's program. According to the authors, that foundation can be built around four pillars or business marketing essentials-organizational buyer behavior, relationship marketing, customer value, and business markets. In this article, they present not only a process and guidelines for imbedding these pillars into a master's program but also recommend specific topics and cases for various master's level courses. For these reasons, this article is a “must read” for marketing scholars who seek not only to create and/or improve elective courses business marketing but also to enhance the prominence of the study of business marketing at their respective universities.     

Trends in international business thought and literature: A review of international market entry mode research: Integration and synthesis

Although entry mode strategy has traditionally been a central topic of research in international business, it is only recently that integrated research frameworks have developed. Largely in response to the dynamic reconfiguration of global business, these new insights from channel management, global strategy, alliances, and political economy have infused new perspectives into entry mode research. This article reviews and synthesizes this literature. Within an over-arching classificatory framework, central themes and sub-themes within this body of literature are identified and their inter-linkages investigated. The evolutionary process of entry mode research is examined. The article concludes with directions for future research and the need to integrate entry mode research with partnering strategies.     

The demise of the American hegemony in international business research has been greatly exaggerated

The drivers for the internationalization of business teaching and research were multinational corporations, the Cold War, and the relative price advantage of non-America business schools. Yet, the internationalization largely failed to reflect local contexts. The consequent paucity of original local business thought, international or not, exposes non-American business schools to the raid of American-based massive open online courses which will prune off the mainstay courses at emerging market business schools. Deprived of a substantial share of their fee-paying students, the remaining docents at those schools will be less likely to publish altogether, including in fields that might sustain independent thought. Therefore, American-like international business research is likely to have a longer life, more narrowly focused on English-speaking countries and Europe, with even less of a contribution from emerging markets.     

Subsidiary Capacity Building in Emerging Markets: How Japanese MNEs Sequence Market Entry and Development Strategies in India

This paper asks the pragmatic question of how and to what extent firms build subsidiary competitiveness over time. By merging international business and international marketing theory, we integrate the unconnected discourses on market entry, development, product sequencing, and diffusion. The context of our research questions is marketing and entry strategies of four Japanese firms in India. All have had to learn the sequencing of both entry and product diversification. While strategies vary between the firms, the cases exhibit that entry and product diversification decisions are interlinked. Market entry configurations are central for developing market‐led solutions in large emerging markets. This study offers insights into how Japanese MNEs build subsidiary competitiveness when faced with the early stages of the Indian consumer market take‐off. Second, through the integration of international business and international marketing theory, we find that new product performance and international diversification interact in specific ways, and this contributes to future theoretical developments. © 2015 Wiley Periodicals, Inc.     

Valuing Short-Term Study Abroad in Business

Short-term study abroad courses often claim to provide a unique experience for students, but it is not clear how the value translates into a dollar amount. The paper uses the contingent valuation method to assess participating students' pre- and post-trip perceived dollar value of their study abroad courses at an AACSB accredited business school. We identify a number of benefits associated with the maximum willingness to pay and find that the maximum willingness to pay exceeds the actual cost of the trip, sometimes by a large margin. In addition, we offer a set of learning objectives appropriate to business study abroad courses.     

Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal contribution to others’ learning process. This article argues that those epistemological and pedagogical challenges could determine the design and the contents of international business ethics courses: facing up to compatible/incompatible ethical theories (philosophical questioning), identifying ethical maxims among religious/spiritual traditions (religious and spiritual questioning), and reading our actions/decisions as quasi-texts (literature-bound questioning). Business ethics teachers could take those challenges upon themselves and design their business ethics courses accordingly. For each of the four challenges, a specific ethical issue is described; advice for teachers as well as ethical questions for debate and personal development are provided.     

Economic criteria versus ethical criteria toward resolving a basic dilemma in business

Today's headlines suggest that economic criteria alone is the basis for business decision-making. This paper argues that while profitability is a legitimate end of business, it must be moderated by ethical considerations. But can business be both successfuland ethical? Practical examples highlight individuals who chose profitability over ethical responsibility and those who chose and continue to choose both. The authors propose that there is an ethical person profile. Corporate managers can resolve the profits vs ethics dilemma by modeling ethical behavior.     

Closing the Learning Loop: A Review of Assignments in International Business Education

The continuing rapid globalization has significantly changed the nature of business and management, leading to increased pressure from a wide range of stakeholders to globalize business schools and to internationalize business curricula. This comes with a corresponding imperative to rigorously evaluate the impact of an international business education at institutional, program, and course levels. This study focuses on the types of assignments employed and approaches to assignment design in international business courses. A total of 92 studies in the scholarly literature on international business and international management are reviewed from 1970 to 2014. The study finds significant opportunities to expand and enrich research on assignment design, so as to better equip international business educators to validly and reliably measure learning outcomes.