International business education of the United States in the 1990s: Accredited vs. nonaccredited schools

This article reports the status of the international business education in the United States as of the 1990s and examines the differences between AACSB accredited and nonaccredited business schools regarding the various aspects of internationalization. The overall conclusions are that along all dimensions significant progress has been made regarding internationalization. Accredited schools have progressed further than nonaccredited schools. Nevertheless, many of the schools have not aimed very high or made major changes in structures, operations, incentives, or requirements of their college to accommodate internationalization. © 1995 John Wiley & Sons, Inc.     

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.     

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.     

Internationalizing Colleges of Business:

To successfully internationalize business curricula, colleges of business must apply strategic planning to internationalization efforts. After documenting the urgency for business schools to internationalize, a strategic planning model is applied in a stepby- step fashion to internationalization. We use our university's experience and efforts to focus on Japan to illustrate the model. The paper concludes with several recommendations, many of which have little direct costs for business schools.     

Student Perceptions of Internationalization,Multiculturalism, and Diversity in the Business School

Over the last five decades, business schools all over the world have adapted their strategies for introducing the theoretical and pedagogical consequences of globalization. Educational institutions have gone to great lengths to internationalize their curricula to stay current with the most recent trends in the globalizing economy. As this evolution takes place, the issues of multiculturalism and diversity are increasingly included in the internationalization dialogue. In this article we use qualitative focus groups to examine how U.S. business students experience the relationships among internationalization, multiculturalism, and diversity. Next, we consider the role of international business faculty in addressing this issue. We conclude by offering recommendations for successfully integrating these perspectives into a coherent curriculum.     

Curriculum Internationalization at AACSB Schools: Immersive Experiences,Student Placement,and Assessment

This article presents results from a survey of AACSB-accredited business schools’ progress in internationalizing their curricula in view of a recent AACSB report. We present data on the use of immersive experiences, degree of success in student placement in internationally oriented careers, and assessment of internationalization efforts. The results indicate growth of internationalization activities at virtually all schools as expected, but these efforts may not always match AACSB recommendations. For instance, AACSB criticized business programs for not coordinating internationalization activities in a strategic manner to improve courses and develop skills needed by international managers. Our survey finds that many schools do not attempt to tie their international experiences to specific courses, but they report the experiences are used to build skills students need. Most institutions also do not examine job placement as a measure of curriculum internationalization success. We find that many schools do not assess the outcomes of their internationalization efforts in a way that can demonstrate whether or not recent AACSB suggestions are being met.     

Internationalizing Business Education in Latin America: Issues and Challenges

This article examines the extent of internationalization of business education in Latin America and identifies the key challenges facing the Latin American business schools. Based on a survey of the business schools that are members of CLADEA (Consejo Latinoamericano de Escuelas de Administracion—Latin American Council of Management Schools), and also from available information from various public sources and the literature, this study finds that most Latin American universities recognize the importance of internationalization of curricula and have undertaken measures to provide a business education that creates a global awareness among students and sensitizes them to differences across countries. The study also identifies the areas that need further attention and resources for widening the extent of internationalization of business education in Latin America and recommends ways to address these challenges.     

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.     

Transforming business education to produce global managers

In recent years, globalization of businesses has occurred faster than the internationalization of business schools—in terms of faculty, students, and curriculum. Indeed, there is now a disconnect between global economic realities and the ability of business schools to produce global managers. This article discusses mission-based strategies for international business education and proposes opportunities that increase global awareness, global understanding, and global competence through student and faculty engagement and development. These changes will advance business schools’ mission of producing global managers.     

Cross-Functional Globalization Modules

ABSTRACT

The purpose of this study is to present cross-functional international teaching modules. The modules presented in this paper are intended to assist higher education institutions in initiating and implementing the first level of internationalization of the business school curriculum. Although the focus is on achieving a level of global awareness, the paper also addresses how the first stage of globalization leads to advances in the second stage-understanding. Applicable means and methods to initiate the “internationalization” process for business schools in the internationalization process are provided. The paper also addresses the students' perceptions of this process, especially concerning global awareness. Implications, challenges, and recommendations are provided.     

Globalizing Historically Black Business Schools: A Case Study of the Application of Modern Pedagogical Theories of Internationalizing Higher Education

The AACSB and AIB have each issued reports aimed at ensuring the internationalization of business schools. Historically Black Colleges and Universities (HBCUs) – as underresourced entities serving an underprivileged constituency – may need additional attention. Unfortunately, neither the AACSB nor AIB reports mention HBCUs. The broader literature is similarly silent with respect to importance of ensuring that HBCUs, and the black business leaders they produce, are not left behind. Thus, the purpose of this paper is to highlight the importance of globalizing business schools at HBCUs, and to offer the Memphis Center for International Business Education and Research (CIBER)-related efforts as a real-world case study of the application of broad pedagogical theory on “internationalizing business schools” in an HBCU setting.     

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.     

Alibaba: Entrepreneurial growth and global expansion in B2B/B2C markets

The purpose of this case-based research is to analyze and discuss Alibaba Group (hereafter Alibaba) and its entrepreneurial growth and global expansion in B2B/B2C markets. The paper uses company and industry-specific data and surveys to analyze a fast growing Chinese B2B/B2C firm and its internationalization and expansion in global markets. Findings of the work reveal that in a short time, Alibaba has become a major entrepreneurial icon and global player and continues to grow worldwide because of its well-planned business initiatives and B2B/B2C-based business models. The paper also provides implications in the area of international entrepreneurship and its related areas. International entrepreneurs need to learn from Alibaba’s fast growing business model and dynamic growth because of its competitive platforms and Web-based strategies which helped the company to target small and medium-sized enterprises (SMEs) in global markets. Within the areas of international entrepreneurship and international business, the paper also provides discussion which deals with the changing e-commerce industry and its future growth and developments.     

Contextual Richness in Teaching IB: Ethics,Language, and Social Factors

Internationalizing the business curriculum has been the subject of increased discussion and interest At the academic level, the realization of the need and the urging of accrediting bodies has brought forth internationalization efforts which vary from substantial to modest undertakings. This DaDer reDorts on a survey of business curriculum intemation'alization.&;ong ~J.s. business schbk. The results show a continuation of internationalization approaches similar to those reported in earlier studies. Also, approachis with a less immediate and direct impact on the business curriculum are being adopted, including the establishment of faculty exchange programs and international business centers.     

Firm-specific assets and the internationalization–performance relationship in the U.S. movie studio industry

We study the role that firm-specific assets (FSAs) play in the processes underlying the internationalization–performance relationship. International business scholars have begun studying the interrelationship between FSAs, internationalization, and performance; however, this research is still emergent, and has produced inconclusive results. We believe that this may be due, in part, to research designs involving the same FSAs across many industries, even though individual industries may rely on different FSAs in their internationalization strategies. We address this issue in a single industry study of U.S. movie studios, which typically rely on blockbuster production capabilities as FSAs in their internationalization efforts. We show how these FSAs co-evolve with firms’ degree of internationalization, and how each factor mediates the positive effect of the other on performance. Our results highlight the importance of studying specific industries and their salient FSAs when assessing their role of such resources in the internationalization–performance relationship.     

Determinants of Internationalization Strategies of Emerging Market Firms: A Multilevel Approach

Recently, debates about uniqueness of emerging market firms’ (EMFs) internationalization strategies were a focus of research. Yet, findings regarding their determinants are mixed, and conclusions on how EMFs’ internationalization strategies can be theoretically explained vary greatly. This article elaborates on the underlying reasons for these inconclusive results and addresses them by the development of a multilevel theoretical framework allowing for a better understanding of integrative influence of institutional, sector, and firm-specific determinants of EMFs’ internationalization strategies. This framework is validated by evidence from Russia, and a multiple case study approach is adopted to investigate the determinants of internationalization strategies of Russian firms.     

我国零售业国际化战略研究

目前,相比外资零售业,我国零售业在国际竞争中处于劣势.文章分析了我国零售业国际化的必要性与可行性,认为本土零售业要想在国际市场上取胜,必须走国际化经营之路,并且有针对性地提出了跨国经营的战略.     

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.     

Developing an Interdisciplinary Major in International Business

ABSTRACT

Since the change of the accreditation standards by the American Assembly of Collegiate Schools of Business (AACSB) requiring internationalization of the business school curriculum about twenty years ago, different models of internationalization have been developed and tried by different types of business schools across the nation. However, no single model has emerged as an ideal model suitable for all kinds of institutions, large or small, urban or rural. At small and rural universities, internationalization efforts pose some extra challenges because of the general lack of global exposure and practices among its faculty and students, lack of adequate resources, financial crunch and locally centered vision of its leadership. This paper describes how a small and rural university has successfully implemented its own model to internationalize its business programs in spite of all the financial and non-fiscal challenges. Such a model could be emulated by similar small and rural institutions across the country.     

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.