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.     

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.     

Integrating Foreign Languages and Cultures into U.S. International Business Programs: Best Practices and Future Considerations

This paper describes the importance of foreign languages and cultures and their integration into U.S. international business programs. The author juxtaposes globalization strategies of European and American business schools and highlights pre-university foreign language study in Europe and the U.S. The paper goes on to describe model U.S. undergraduate and graduate international business programs and their use of strategies that lead to professional proficiency. The author concludes with a discussion of strategies to be considered by U.S. business schools.     

Integrating Cross-Cultural Marketing Research Training in International Business Education Programs: It's Time,and Here's Why and How

International business necessitates that its international business educators prepare today's workforce with skills necessary to take on cross-cultural research tasks and challenges. Yet, global business finds these skills in short supply. Perhaps this is the case because empirical evidence shows U.S. academic coverage of cross-cultural research complexities are severely limited as measured by text coverage. Slightly lagging behind international business and marketing programs located outside the United States in recognizing and acting on this this need, many U.S. programs now seek to enhance cross-cultural coverage. However, empirical evidences show that U.S.-based programs and the textbooks they use are lagging behind in their treatment of cross-cultural marketing research. Coverage in these texts is typically limited to a single chapter that repeats basic research concepts usually covered in principles of marketing courses. This article discusses a customized international marketing research course integrated with training that includes cross-cultural research issues and complexities and provides a framework of criteria useful in selecting an appropriate text.     

Community Connections to Enhance Undergraduate International Business Education: An Example of Business Consulting Projects

Practical project experience as a means of augmenting traditional classroom learning has long been viewed as a value adding curricular exercise. While students participating in the projects gain valuable skills that will enhance their personal marketability, successful projects also benefit the client companies involved and help enhance the image of the university. Substantial effort goes into planning and implementing such an experience and involves extensive coordination with multiple constituents. This article details how a project-based capstone experience was developed in partnership with the local business community and the College's Center for International Business as part of the degree requirements for a relatively new Bachelor of Science in International Business program.     

International Business Education

'Ibis paper addresses the question of whether lasting benefits can be gained from IB training in LDCs using foreign IB instructors, paniEularly from the point of view of the client group. While there are clearlv ~ersonal benefits for IB facultv going abmad to teach, the pay-off f6;the recipients may not be so dek. C&estions are raised about the fit between the pedagogical methods and personal style of the foreign instructor in relation to the needs, goals and expectatim of the client group. The need for continuity is emphasized. This avoids contradictions in training content, gaps in howledge and skills, and loss of progress. Continuity is essential if any sustainable benefit is to be achieved. Finally, the role of IE3 training in promoting improved national trade performance in global markets is addressed.     

Business Ethics and the Idea of a Higher Education

The role of business ethics within higher education is often discussed in relation to its relevance to the business context. However, this paper is concerned with the link between business ethics and Ronald Barnett's conception of a higher education. It is argued that business ethics is the best placed subject within the business curriculum to facilitate 'critical interdisciplinarity'; to enable students to think critically about the business knowledge they already possess drawing on philosophical and sociological perspectives. The legitimacy of the business curriculum within higher education remains a contentious issue. Business ethics has a central role to play in reconciling the business curriculum with notions of a liberal higher education. It is crucial to retain the 'critical' or 'subversive' role of business ethics to counter-balance the dominant 'managerialist' perspective of the business curriculum and demonstrate that the study of business can help fulfil expectations that a higher education in business can be 'emancipatory'.     

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.     

International Business Research: Coauthorship Patterns and Quality

The authors investigate published international business research in four international business journals over a 10‐year period, 1995–2004: (a) patterns of coauthorship across regions, and (b) the relation between coauthorship patterns and the quality of international business (IB) articles. A cross‐region coauthorship enhances the quality of an article, suggesting that international collaboration creates synergy in IB research. The authors do not see any positive correlation between alphabetical ordering of coauthor names in multiauthored articles and article quality—a result that is contrary to some evidence in other disciplines. Finally, international management articles appear to be more frequently cited than articles in other IB research areas.     

The Power of e-Learning in International Business Education

Abstract

The advent of the knowledge society is imposing changes in the education process. One important development in the knowledge society is e-learningwhere teachers and students meet in virtuallearning spaces. A case study of the experience with e-learning, compared with the traditional lecture-based learningapproach to pedagogy at the Copenhagen Business School, suggests that this problem-oriented and dialogue-based approach may hold substantial potential in international business education. This innovative approach is described in detail.     

Developing International Business Managers Through International Study Visits to China

Globalization is a key factor in the success of business organizations today, impacting many aspects of management performance. Understanding the global business environment has therefore become a key objective in the teaching of international business on Executive MBA programs. Drawing on the theory of experiential learning, this study examines the relationship between program structure and learning activities of an international study visit (ISV) to China and the learning experience for Executive MBA students. The findings indicate that learning experience may be most effective where the structure of an ISV incorporates certain activities that promote experiential and deep-level learning. Educational implications are discussed.     

The Problem of Constructive Misalignment in International Business Education: A Three-Stage Integrated Approach to Enhancing Teaching and Learning

Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes to the IB education literature by integrating the three existing methods in a co-complementary and co-supporting manner, and carefully implementing them across three subsequent stages spanning across the length of the IB course. Empirical evidence on student satisfaction and assessment performance shows its usefulness in reducing the negative effects of constructive misalignment among the sampled students. The approach provides practitioners with refreshed insights into how the three independent methods can be integrated to create greater value for learners.     

Useful Web Sites for International Business Communication Education

Abstract

The World Wide Web presents many opportunities for improving the instructional quality of international business communication related classes by providing access to a large variety of information sources. These sources can be used as supplements to traditional texts, as the basis for specific program assignments, or even as the main focus of a course. An especially useful aspect of these sites is that they can improve information recency and depth when compared with sole reliance on traditional texts. Unfortunately, the sheer quantity of available Web pages can make it difficult to find appropriate sites for a given international business communication topic. To assist educators in locating such relevant sites, we offer summaries and addresses for pages in some of the major areas of international business communication. These selections were chosen both for their relevance to international business communication training and evaluation by Cornell's suggested quality criteria. The article concludes with a discussion of potential applications, problems, and implications for web based international business communication instruction.     

Exploring the Differences of Undergraduate Students' Perceptual Learning Styles in International Business Study

More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students' learning styles and their academic achievements in international business (IB) study. One hundred and seventy-two students from a Dutch university participated in the survey research. Western European students significantly outperformed Asian students in academic performances. Significant differences in learning styles were also found between Western Europeans and Asian students in English, second language, business subjects, and group project learning. Besides, in comparison with Asian students, Western European students preferred to learn from hearing words, taking notes of lectures, and getting involved in some classroom experiences such as role-playing. They may benefit more from lecture-based subjects than Asian students. Based on the findings, practical recommendations are offered for instructors in international higher education.     

论我国国际贸易的电子商务服务模式

本文提出我国国际贸易的电子商务服务模式,应建立国家级的统一数据交换出口,为进出口企业、银行、物流公司等服务商及政府监管机构建立统一的数据交换平台,使国内外与国际贸易活动相关的机构完成电子商务协同作业。本文分析了这种服务模式的建设构架、优势和政府应发挥的作用。     

Scholarship of Teaching International Business: Challenges and Opportunities

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used to improve the teaching of IB, but it can also improve data-driven resource allocation for teaching IB. Clearly, the Journal of Teaching International Business has an important role to play in these processes.     

Digital Technology in Teaching International Business

Abstract

As we enter the brave new world of interactive digital technology, teachers of International Business are being confronted with the problems and opportunities associated with integrating the new medium with a subject area that is inherently geographically dispersed. This analysis extends the traditional marketing tradeoffs between richness (depth of knowledge) and reach (geographic area coverage) to the emerging technology-mediated education industry, and then specifically evaluates their effect on the teaching of International Business. We believe that interactive learning, particularly as it applies to team building and problem solving in a multicultural environment, will prove valuable as the next generation of business leaders begins to emerge from academic institutions.     

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Designing educational sequences that enhance the cognitive, behavioral, and critical skills of a diverse learning community seeking global competencies, requires mindfulness of different international educational models, a tailored curriculum designed to build different types of awareness learning, and clarity in targeted outputs keeping in mind a range of potential occupations and life situations in which such skills will be used. This article outlines conceptual frameworks for global awareness sequences in international management programs, building on existing cross-cultural research, training literature, and comparative analysis of different higher education models. It updates global competence learning frameworks to include recent advances in cultural intelligence, critical reflexivity, and post-colonial perspectives on management education. It calls attention to changing student demographics as a catalyst for moderate curriculum reform, especially a rehabilitation of core global awareness knowledge components eclipsed by cross-cultural courses and humanities requirements. A curriculum for business students with a sequential and/or simultaneous implementation of three pedagogical dispositions (knowledge, behavior, and critical acculturation) is discussed.     

Designing Curriculum for Real-World International Business Needs

Economies continue to become more integrated through international trade and foreign investment, as well as by more, and more, complex global supply changes. With the expansion in the level and scope of international business (IB), it becomes all the more important that university graduates seeking careers in IB be able to “successfully hit the ground running” as they enter the labor force. The Schulich School of Business introduced a Certificate in Managing International Trade and Investment for undergraduates in 2012. Its aim was to intensify their learning by deepening their knowledge of IB and providing them with integrative courses, real-world learning, and cultural intelligence, enabling them to be effective in organizations as soon as they graduate. To ensure that the curriculum was in line with real-world needs, executives and other experts were interviewed to identify the skills they wanted to see in people they were hiring for their IB activities. The factors identified from this qualitative research informed the development of the Certificate. The global mind-set fostered will give students a competitive edge both in the recruitment process and on the job.     

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.