Abstract
The slowdown of the global economy exacerbated by the COVID-19 pandemic provides us an important opportunity to reflect upon the current status and future prospect of international business education. In order to reaffirm the value of international business as a distinct discipline, this article asks the three key questions: Why do we teach international business? What do we teach? How do we teach? International business educators are responsible for preparing students to become future global leaders and citizens through transformative pedagogy that combines the acquisition of knowledge and skills across multidisciplinary disciplines, with meaningful and practical experiences within the subjects they are learning.
Highlights
The presence and credibility of international business education seems to be diminishing, at least in the US, as many American schools are removing or downsizing international business majors and/or courses from their curricula
It is an opportune time to reflect upon the current status and future challenges of international business education, and to develop compelling and convincing arguments for support
This article discusses the values and aims of international business education by addressing three key questions facing international business educators: Why should international business courses be part of the curriculum? What needs to be taught in these courses? How should these courses be taught? Table 1 summarizes the educational dimensions of each of these questions along with actionable recommendations
Summary
The presence and credibility of international business education seems to be diminishing, at least in the US, as many American schools are removing or downsizing international business majors and/or courses from their curricula. With the slowdown of globalization, the value of international business education is being challenged and questioned, and may even be in crisis. It is an opportune time to reflect upon the current status and future challenges of international business education, and to develop compelling and convincing arguments for support. Having clear educational goals and objectives provides justification, and a foundation for improving the quality of international business education. This article discusses the values and aims of international business education by addressing three key questions facing international business educators: Why should international business courses be part of the curriculum? What needs to be taught in these courses? This article discusses the values and aims of international business education by addressing three key questions facing international business educators: Why should international business courses be part of the curriculum? What needs to be taught in these courses? How should these courses be taught? Table 1 summarizes the educational dimensions of each of these questions along with actionable recommendations
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