Global Business Literacy in the Classroom: Developing and Applying an Assessment Framework

This study develops and applies a framework to evaluate undergraduate Global Business Literacy (GBL) learning outcomes, which is defined here as the ability to adapt and function in the global business context and to be knowledgeable about its core issues and trends. As a first step in a multi-stage research process, we used extant expatriate and global business education literature to develop a 58-item survey. Exploratory factor analysis of pre-test survey data from 166 seniors revealed five explanatory factors that we labeled self-efficacy (SE), willingness to learn (WTL), relationship development (RD), technical competence (TC), and self-awareness (SA). Next, we used the framework to complete a post-test study of the effectiveness of a classroom-based Global Business Colloquium at improving students' perceived GBL. A paired-samples t-test revealed mean increases/decreases in scores from Time 1 to Time 2 on four factors: SE, WTL, RD, and TC, but no significant difference in SA. We discuss future research directions and recommend potential pedagogical augmentation.     

国际银团贷款争议与国际商事仲裁的勃兴

国际银团贷款争议的解决长期倾向于跨国诉讼,近年来却倾向于国际商事仲裁,其原因有多种,值得注意。国际银团贷款争议诉诸国际商事仲裁的前提是仲裁协议的有效性,国际银团贷款争议的国际商事仲裁的程序适用普通的国际商事仲裁程序,但要注意一些电子文本的法律效力。国际银团贷款争议如在我国选择中国国际经济贸易仲裁委员会按其《金融争议仲裁规则》仲裁要认识到其特殊性。国际银团贷款争议的解决方式并不一概排斥诉讼,而且仰赖于司法监督。     

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.     

Meeting the Needs of Global Companies Through Improved International Business Curriculum

The global workplace requires specific knowledge, skills, and abilities on the part of workers. There is a growing body of research indicating a gap between the global industry demand for skills and the higher education system's ability to supply that demand. Leveraging the work from Yu, Guan, Yang, and Chiao (2005 Yu, C. J., Guan, J., Yang, K. and Chiao, Y. 2005. Developing the skills for international business management: The implications of the Management Education Opportunity Grid. Journal of Teaching in International Business, 16(4): 5–26. [Taylor &; Francis Online] , [Google Scholar]) and Prestwich and Ho-Kim (2007 Prestwich, R. and Ho-Kim, T. 2007. Knowledge, skills and abilities of international business majors: What we teach them versus what companies need to know. Journal of Teaching in International Business, 19(1): 29–55. [Taylor &; Francis Online] , [Google Scholar]), this study investigated this gap. The sample included global leaders of Fortune 500 companies. Exploratory in nature, the primary purpose of this study was to understand the needs of global business organizations that form the hiring market for international business graduates. The findings highlight the gap between the topics being taught by educators and the skills actually needed by the target international businesses. This information is relevant to the challenges facing global businesses as well as higher education institutions and provides insights into improvements for the good of both industries and especially the students aiming for careers in global organizations.     

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.     

浅析国际分销中的进出口业务

国际分销中涉及到进出口业务,尽管进出口业务存在着一些差别,但进出口业务中有很多业务基本上是相同的。这就要求企业应熟悉进出口单证、货运和销售条件、收付货款、包装和标识等主要的进出口业务,以便对进出口业务进行有效的管理。     

The Development of Undergraduate International Business Practicums in Small Business Schools: An Experiential Learning Framework

The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.     

The Development of International Business as an Academic Discipline

Abstract

This article reviews the emergence of international business (IB) as an academic discipline through an examination of IB research, curriculum, and location within the organisational structures of universities and business schools. A selective review of the literature on IB education is used to identify different approaches to the formulation of the IB curriculum and its constituent parts and principal features: internationalisation of business functions; integration of constituent subject areas; multidisciplinary and strategic orientation. This is used to derive a number of pedagogic implications for both teachers and students of IB: sequencing and ordering of the curriculum; revealing the ontology and epistemology of IB; breadth versus depth in the curriculum; emphasising a study of or for IB; locating and structuring IB within a modular programme; class room practice for delivering the IB curriculum.     

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.     

国际企业采购新模式

互联网技术的飞速发展,对企业的国际采购模式的创新有着巨大影响,无疑为目标的实现提供了最佳的途径和契机。企业传统采购方式向网络采购方式转型,应结合自身实际,科学选择自用采购、采购联盟以及中介采购网站等采购模式,从而保证大幅降低企业运营成本,提高企业利润,保证企业生产流程的顺利进行。同时,要加强管理,避免暗箱操作等灰色采购行为的发生。     

上海社区商业的现状分析和发展对策研究

中国顺利加入世界贸易组织,上海的商业发展面临极大的挑战,同时也存在巨大的发展空间和机遇。上海商业要在10年前建成的“四街四城”市级商业中心的基础上,让未来5年上海商业发展、建设的重点将转移到社区商业,使上海的市级商业中心和社区商业共同构成上海国际化、现代化、时代化的商业主体。通过在上海社区商业进行实地调研的基础上对上海社区商业的进行分类,根据上海社区商业的现状,对今后上海社区商业的发展提出可操作性和可实现性的具体措施。     

文化差异对国际商务活动的影响

在国际商务活动中,文化对于商务活动的各个方面都有着直接的影响。因为世界各国在文化方面差异很大。如时间观、权力和决策、法律的意见、关系网等,所以在商务活动中只有了解了对方的文化,才能使国际商务活动顺利地进行。     

Influence of International Trade Agreements on International Business: A Conceptual Model

The article provides a conceptual model, developed from analyzing over fifty trade agreement related research studies published during the last decade, which allows international business scholars to explore the influence of trade agreements (custom unions, free trade agreements, preferential trade agreements, regional trade agreements) on foreign market entry strategies. This model is an attempt to develop IB theory to address the current research gap in this very narrow but important allied field. Empirical findings generated by interviewing dairy produce exporters in New Zealand reveal a remarkable connection between TAs and IB, with TAs found to influence the regulative environment of participating countries, which may in turn reduce the regulative distance between member nations. The contribution provides a basis for IB researchers to explore this connection in multiple industries/countries.     

A Comparative Analysis of Curriculum in International Marketing and Business Between Peruvian and Guatemalan University Students

Business education is important for economic development. A skilled workforce allows for greater advancements in productivity, the creation of new business opportunities, increased employment, and enhances the quality of life of the citizenry. With the changing international business environment it is important for academics and practitioners alike to understand the methods, techniques, and activities being used to train future business leaders. This article investigates the context, content, and delivery of business education in Peru and Guatemala. It analyzes the business education structure and curriculum content of two universities that have successfully implemented comprehensive international business programs. Data for this article was collected in Peru and Guatemala and reflects the students' perspective on the international business curriculums of their respective programs of study.     

Using International Virtual Teams in the Business Classroom

Abstract

Given the growing use of virtual interaction in international business activities, business schools must provide students with experiential learning opportunities that prepare them to work in virtual organizations. This paper uses multiple case study methodology with analysis at the transaction level to analyze the dynamics of the virtual teams, and to compare international and domestic virtual team behavior. The paper also identifies the challenges of implementing international virtual teams for teaching international business and provides practical advice for faculty.     

Toward a Model for International Business Ethics

This paper briefly examines the topic of business ethics and attempts to suggest a code of ethics for multinational firms. While most companies have basic policies on employee integrity, confidentiality and sexual harassment, relatively few have established policies regarding bribery, exploitive child labor, human rights violations and other issues they may encounter in the global market place (Drake, 1998). Until recently, very few companies had truly global operations. Consequently little attention was paid to the issue of ethical guidelines in a global context. Recent changes in international markets have led to an explosion of corporations with global operations, and the need for a global code of ethics has grown commensurately. In this paper we explore the issue of global business ethics and attempt to provide a framework for future discussion. We also examine some of the unique difficulties surrounding the development of any set of global business standards. Key among these difficulties is the issue of competing ethical values in home and host countries.     

A Conceptual Framework for Instilling a Global Mindset in Business Students

ABSTRACT

This article proposes a conceptual framework for instilling and fostering a global mindset among students of business in general and international business in particular. Students learning to become global managers must first have an open mindset and be aware of changes in themselves. When managers encounter problems at a global firm, they need to consider the unique situations that cause problems and create appropriate solutions. Different settings or environments require different approaches, reflecting the complexity of heterogeneity and indeterminacy in decision-making. We suggest pedagogical methods for teaching international business by instilling a global mindset in business students.     

Bribery in International Business in Post-Soviet Union Countries

Data from 1996 to 2016 on perceived levels of bribe taking in 15 post-Soviet Union countries indicate three distinct groups—Russia and seven contiguous countries are most prone to bribe taking, a set of four countries in the southwest less so, and the three Baltic nations are the least corrupt. Public officials in countries that have high economic freedom and human development, are democracies, and proactively adhere to global anti-bribery treaties are less likely to take bribes. The findings show that despite a common recent history, the countries have evolved differently following the breakup. Implications for international businesses are discussed.     

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.