A Global MBA for Tomorrow's Global Business Leaders

Abstract

Traditional IB programs have received mixed reviews from the corporate world. With this in mind, the Suffolk GMBA was benchmarked against the leading international business programs. The Suffolk GMBA was designed to be different and to ascertain the global environment in which business operates. A unique feature of the GMBA curriculum detailed in this article is the combination of Boston's international business locational advantage with functional integration of the many disciplines that make international business unique. Borrowing components from the fields of economics, government and politics, finance, marketing, ethics, and law, a curriculum matrix was developed identifying and sequencing the key topics to be taught. The authors also explain potential pitfalls and outline a model which can be successfully implemented in other graduate international business programs. This program is shaping the thoughts and actions of tomorrow's global business leaders through its integrative decision-making framework of global perspectives and competencies.     

Using Student Generated Codes of Conduct in the Classroom to Reinforce Business Ethics Education

This paper presents four different contexts in which students practiced implementing business ethics. Students were required to develop Codes of Conduct/Codes of Ethics as a classroom exercise. By developing these codes, students can improve their understanding of how and why codes of conduct are developed, designed, and implemented in the workplace. Using the three-phase content analysis process (McCabe et al.: 1999, The Journal of Higher Education 70(2), 211–234), we identify a framework consisting of 10 classifications that can be used to assess learning outcomes in embedded ethics education. By analyzing the different content within each classification, instructors were able to gain a better understanding of differing application of ethical principles. This analysis indicates that there needs to be more research on codes of conduct for smaller units within an organization and more integration of work group codes of conduct into the business curriculum.     

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.     

Designing an International Business Curriculum

ABSTRACT

Recently, the American Assembly of Collegiate Schools of Business (AACSB) called for more interaction between business schools and the business community. This is in partial response to the growing perception of U.S. businesses that business schools are out of touch with the needs of the business community. The authors of this paper document a market driven approach to international business curriculum development-one which includes the business community from the onset. To provide a high-quality international business education, the collegiate schools of business can no longer afford to remain aloof from their customers. The conceptual framework used here broadens curriculum design norms. Academic leaders interested in internationalizing the education of professionals in all academic disciplines will find this paper useful.     

Undergraduate Education: The Implications of Cross-Functional,Relationships in Business Marketing–The Skills of High-Performing Managers

ABSTRACT

Like other specialty areas in the business school curriculum, marketing management classes emphasize an analytical perspective and provide students with a valuable set of strategy tools, but fail to come to grips with other facets of the managerial work of marketing-namely, the relational skills that are required for managing across functions, reconciling diverse interests, and creating integrated strategies and customer solutions. By serving as an advocate for the customer at various levels of the organizational hierarchy and across functions, the business marketer must initiate, develop, nurture, and sustain a rich network of relationships with multiple constituencies within the firm and within customer organizations. To effectively perform this challenging interdisciplinary role, a unique set of relationship management skills are required. This article explores the collaborative skills that high-performing managers have mastered and examines the resulting implications for the business marketing course. Recent research is examined that reveals the characteristics of reputationally effective managers, isolates the factors that define effective cross-functional exchange episodes, and details the specific behavior that top-performing account managers employ. By exploring the relational competencies that are instrumental to the work of marketing managers, the business marketing course can fill an important gap in the marketing curriculum.     

Internationalising the Business Student

SUMMARY

This paper reviews approaches to internationalising business education and describes an alternative approach to designing an international business degree program. The paper goes on to describe two competing paradigms of international business education. The paper recommends that rather than develop strategies to internationalise the business curriculum, course designers attempt instead to internationalise the business student.     

A Challenge-Feedback Learning Approach to Teaching International Business

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps (Challenge–Act–Feedback–Reflect). Upon completion of one cycle, a new, more complex challenge is introduced in which students have the chance to go beyond their current skills level. The article also presents an example for an implementation of the CFL approach in an international business (IB) curriculum. The CFL approach is particularly useful for acquiring the problem-solving, adaptation, communication, metacognition, and intercultural teamwork skills needed in IB practice.     

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.     

Revisiting the standing of international business journals in the competitive landscape

Journal rankings are contentious, proliferating and bring about a significant change to research productivity and quality assessment. In this paper, we assess the quality and impact of International Business (IB) journals in relation to each other and management and business journals more broadly. In so doing, we overcome methodological limitations of previous journal rankings by adopting a novel approach that incorporates a worldwide meta-ranking. Its key advantage is the ability to look at the standing of journals both within and between subject-areas. Comparisons between subject areas are important because centralization of resource allocation decisions within institutions has ramifications for disciplines and staff involved. Results indicate that within the IB domain, JIBS continues to top the list, JWB has solidified its position and joined the upper tier of IB journals, the space below JIBS and JWB is increasingly contested, pointing to the emergence of a multi-tier set of “core” IB journals. In the wider competitive landscape of management and business journals, IB journals perform well in the upper tier, but there is a long tail of IB journals at the lower end of our meta-ranking.     

Internationalization of China’s Shanxi Province New Merchants: Implications and Use in Teaching IB

ABSTRACT

The Jin (Jin refers to Shanxi Province) merchants have a very important position in the history of Chinese business. The Jin merchants is a business course that investigates Shanxi businessmen and their business activities. As a local characteristic of the business curriculum of China, this course is taught in a number of universities. Taking the development of the new Jin merchants in Toronto as a breakthrough point, this article expounds the necessity of teaching the internationalization of the Jin merchants and puts forward the corresponding development strategies from the aspects of teaching objectives, curriculum, and the building of an international cooperation platform of teaching and scientific research. This study can promote teaching the internationalization of the Jin merchants and provide a chance for more people to understand the teaching of the Jin merchants.     

The Internationalization of the Business Administration Curricula in Arab Universities

Abstract

This is a study of the extent of the internationalization of the business administration curricula in Arab universities. It is based on a survey of 110 Arab colleges of business that comprise more than half of the overall population, 35% of whom responded. The study found that Arab colleges of business appear to be only moderately internationalized in their curricula, that they do have future plans incorporating internationalization, and that offering specialized IB courses is the norm. As to impediments, the lack of adequate staff is the most frequently mentioned obstacle. The study points to its own limitations.     

Business School Curricular Responses to the Emergence of Electronic Commerce

Abstract

The latest innovation to draw the attention of business schools and their stakeholders is electronic commerce (e-commerce). The purpose of this paper is to examine how business schools are responding to the curriculum challenge of e-commerce. The results indicate that business schools are initiating three types of responses: The first concerns programmatic changes. The second concerns changes in the disciplines of management information systems, marketing, operations management, and accounting. The third response is the establishment of centers/institutes of e-commerce. Before we report on these responses, we present an overview of e-commerce. After our responses, we present a summary of our results and predict future trends.     

International Business Competencies Required for All Business School Graduates

ABSTRACT

Two Delphi studies were conducted to identify international business competencies required for all baccalaureate graduates of a school of business. Business school administrators and international business instructors composed the two panels. These panels validated and ranked fifty international business topics, divided into ten competency areas, for importance for inclusion in the curriculum for all business students. The experts also suggested a level of competency for each topic.     

Impact Gifting

Abstract

This article discusses an “Impact Gifting Model” of business gift giving, using the premise that business gift-giving itself cannot create a business relationship but if done properly can contribute to building solid business relationships. The study emphasizes the need to integrate this component of communication within the overall marketing communication program.     

Mapping international business and international business policy research: Intellectual structure and research trends

This paper analyzes the core international business (IB) areas covered by ten IB-focused journals to date using 13,937 documents reflecting more than 300 years of combined publication history. Using bibliometric and citation analysis, it provides a systematic understanding of the current IB landscape, explicates the relevance of the future of IB research and depicts trends in this research field with emerging prevalent themes identified. The strongest themes across IB journals are performance, perspective and emerging economies/MNEs, shared strongly across UK/Europe, US and Asia-based journals. Our findings report on the prevalent research field, economy and geography, the latter analyzing the impact of author numbers and distribution, and thus, scale effects. Within this context, sole authorships are largely replaced by co-authorships, yet often on national level. We further limited the study to IB policy and found the focus centers on key themes of foreign business attraction, transnational governance and IB promotion.     

Commerce,International Trade and Management Before the “Discovery” of Europe

Abstract

This paper examines the ancient management practices of Aztec merchants (1428-1519 A.D.) within the context of contemporary management thought. The article finds substantial evidence of Aztec merchant application of management within: (1) their role in the local economy; (2) their internal organization and administration; and (3) their use of business practices, culture and rituals. This paper concludes with a brief discussion of the decline of the Aztec merchant guild and the implications for modern business organizations.     

Reflections on the Evolving Terrorist Threat to Luxury Hotels: A Case Study on Marriott International

The advent of global terrorist networks represents a challenge to international business (IB) theory. Traditionally conceptualized as a type of political risk experienced by multinational enterprises (MNEs) operating in conflictive areas, terrorism has evolved in recent years. The global terrorist networks that dominate the international scene today have different motivations, strategies, tactics, and organizational structures than their secular and ethnic‐separatist predecessors and these differences matter for IB theory and practice. Moreover, these groups have shown themselves adaptive, resilient, and capable of striking targets of strategic and symbolic importance in global business and financial centers. This paper examines the changing nature of the terrorist threat to MNEs and the implications for a sector that has been a target of recent attacks: the luxury hotel industry. Structured as a case study of Marriott International, a leading global hospitality provider, the paper analyzes ways the firm is adapting to the evolving threat and the measures it has introduced to safeguard guests, staff, property, and brand. Implications for IB theory and practice are drawn. © 2012 Wiley Periodicals, Inc.     

Do International Cocurricular Activities Have an Impact on Cultivating a Global Mindset in Business School Students?

ABSTRACT

In today’s integrated global economy, business executives of multinational corporations are required to have a flexible global mindset in order to cope with the driving forces of globalization. Thus, the global market forces stress the importance for business schools to graduate students with skill sets pertinent to functioning competitively in the ever-changing business environment. In this article, we conducted a survey of 165 students in the Albers School of Business and Economics at Seattle University to examine whether international cocurricular activities help achieve the goal of cultivating a global mindset in students. The results suggest that international cocurricular activities enhance students’ global mindset. Short-term study tours and international internships do have a significant impact on students’ global mindset as other long-term cocurricular activities, which may cost more time and money. We recommend that short-term study tours be used as an alternative cost-effective way to engaging business students in the internationalization of the business curriculum at their institutions.     

Developing an International and Technology-Driven Business School Program

Abstract

Academics and practitioners alike have voiced their concerns about how to continuously improve the quality of education in the business school. Two central issues that have received recent attention are (1) how to address a rapidly changing and increasingly global economy, and (2) how to infuse technology into the business school curriculum. Both of these issues are changing at break-neck speed, whereas the academic environment, by its very nature and structure, is struggling to meet these demands ata much slower pace. We attempt to offer solutions to these major issues by developing an action plan for international business and technology. One key factor in developing global and technological programs in business schools is the input of its stakeholders-the international and technological business community. In this study, we report the results of an investigation of the international business and technological community's perceptions of the skills they require of recent business school graduates. A total of 126 business organizations provide insights for business schools to develop action plans to address international and technological needs. A discussion and implications of our findings provides an initial avenue for schools to follow in their strategic planning for the future.     

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.