Short-term global business immersion courses: Short-term program,long-term effects?

This article explores the potential impact of short-term global business immersion courses designed for undergraduate students at the Indiana University Kelley School of Business. As part of the Global Foundations Core curriculum, the school offers students a unique opportunity to study a country or region in depth in the classroom and then participate in an accompanying short-term study program abroad. In this article, multiple Kelley faculty who teach global immersion courses offer context-specific strategies and insights into classroom teaching and observed outcomes for student learning. Research shows that short-term study-abroad programs can offer transformative opportunities for students when intentionally designed as part of curriculum, affecting attitudes toward environmental citizenship and shaping global careers. The Chronicle of Education reports that even short study-abroad programs can have a lasting effect. To date, the Kelley School has not measured for standardized learning outcomes across its 14 existing global immersion courses, so this article does not offer commentary on program-wide student learning. However, through analyses of their on-campus course design and respective overseas program activities, Global Business Immersion program faculty share insights into student learning as observed in their individual programs. Our intent is to capture the impact of the courses through the lens of faculty program directors and student participants in three programs across three continents. In addition, we contribute to future research on similar global academic initiatives and add to the expanding body of knowledge on the impacts of short-term study abroad.     

Revisiting the Business Environment at the Bottom of the Pyramid (BOP)—From Theoretical Considerations to Practical Realities

ABSTRACT

The area of constraints that firms face when conducting business in difficult environments, such as the bottom of the pyramid (BOP), has been subject to scrutiny in international business. While there has been a general discussion of constraints that firms face in doing business at the BOP, there has been limited effort to constantly revisit these issues in view of the dynamic environment that makes up the BOP. The author critically reexamines the impediments that firms face operating at the BOP with the view of identifying coping strategies used to mitigate the impact of these impediments within a BOP context and their practical, social, and policy implications. Previous studies focus on constraints at the expense of coping strategies and implications. This Zimbabwean study provides a contrasting perspective. Key findings include the identification of changing nature of impediments that are embedded in the BOP context and dynamic coping strategies used by firms to minimize the negative impact of these impediments. The author provides practical, social, and policy implications that can be used to expand insights into the importance of understanding the changing nature of impediments faced by firms at the BOP and the subsequent coping strategies used.     

Marketing to subsistence consumers: Lessons from practice

Over 4 billion people live in what is commonly referred to as the “bottom of the pyramid” or as subsistence marketplaces. These individuals and families live in substandard housing, with limited or no access to sanitation, potable water, and health care, have low levels of literacy, and earn very low incomes. Scholars and practitioners alike suggest that the problems existing in subsistence marketplaces demand the attention and involvement of responsible businesses and that doing business with consumers in such marketplaces can be both socially responsible and profitable. This research explores the strategies and tactics currently being used across commercial and social enterprises engaged in subsistence marketplaces. The analysis leads to recommendations about marketing practices currently used by companies and organizations that are successfully operating in subsistence marketplaces.     

Examining Intercultural Growth for Business Students in Short-Term Study Abroad Programs: Too Good to Be True?

Changes in ethnocentrism, intercultural communication apprehension, international awareness and activities were examined in business students participating in a 16-day consulting program abroad and compared to a control group of students at the home university. Anticipated changes in the study abroad students were found; however, when compared to the control group, the changes had little significance. Study abroad students had higher ethnocentrism, intercultural communication apprehension and lower intercultural awareness prior to going abroad; thus, the study abroad experience brought the STSA participants to the post-test levels of the control group. Implications for STSA programs and directions for future research are discussed.     

Taking international business education programs and pedagogy to new heights: Fundamental questions for educators and students

As the dynamic global business environment continues to force organizations to be agile and adaptive, international business (IB) education pedagogy is transforming. Building on previous literature describing gaps in IB pedagogy, as well as unaddressed stakeholder needs, we first use our institution—the United States Air Force Academy—as an example of IB program development. In examining our program's evolution, we develop five questions that may provide insight regarding more generalizable IB pedagogy trends. To assess this possible generalizability, we explore questions related to the development of our program using self-reported, publically-available websites of the top full-time MBA programs throughout the United States. Our questions focus on the role of foreign languages, study abroad opportunities, integrative courses, capstone/thesis projects, and faculty development. Our exploration indicates that these five questions are important not only for educators developing future programs, but also for students examining potential IB programs. Additionally, our research examines a sixth question focused on the development of competitive positioning and program differentiation in IB programs. We hope to motivate future inquiry into IB pedagogy, which could inform more effective means of improving IB education.