International Business Curriculum Research Articles

Encompassing Diversity in International Business Education: A Case Study of Virtual Service-Learning

ABSTRACT Achieving inclusion and equity in international business (IB) education remains a challenge, given the rising costs of college tuition and the increasingly diverse and non-traditional student population. These changes may reduce the feasibility and relevancy of activities, such as study abroad programs, and an MNE-centric IB curriculum for a significant number of college students today. To overcome these challenges, in this paper, we share our findings from a case study on a virtual service-learning project that fostered cross-border interactions between undergraduate students in North America and small business owners in Central America. Over the course of one semester, students worked to draw connections between their unique individual backgrounds and skill sets, connect IB and global strategy concepts to small business operations, and deepen their understanding of sustainable development. Our findings demonstrate that this practice can enhance student enjoyment, academic learning, professional growth, and civic learning. Overall, virtual service-learning can be effective as an alternative teaching and learning approach to address the significant challenges in IB education.

A Comparative Study on International Business Curriculum between Korean and German Universities: Focusing on the Undergraduate Courses

A Comparative Study on International Business Curriculum between Korean and German Universities: Focusing on the Undergraduate Courses

Revisiting Languages in the International Business Curriculum

Business school graduates, especially international business majors, now begin their careers in a globally linked economy that requires crosslinguistic and cross-cultural communication skills. Related research areas—including studies on the impact of language on multinational businesses, the internationalization of business school (and related) curriculum instruction in Language for Specific Purposes (LSP), and the role of translation and interpreting (T&I) in the language classroom—have developed independently, limiting opportunities for dialogue and collaboration. This current study encourages a transdisciplinary approach that brings scholars from these related research traditions into dialogue. Following an overview and synthesis of these research areas, this study presents a summary of language requirements in 208 international business programs at US undergraduate institutions. Finally, four strategies to incorporate LSP and T&I in business school curriculum are outlined, including recommendations to promote T&I literacy, develop content-aligned language instruction, encourage collaboration between language and business faculty, and engage business school accreditors to spur change. The objective is to promote the mutual development of curriculum between business schools and language programs, specifically by encouraging international business programs to recognize the value of LSP and T&I instruction to promote career readiness.

Unpacking Cultural Intelligence: Cultivating Ethnorelativism in International Business Education

ABSTRACT In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.

Three Decades of the Journal of Teaching in International Business: A Bibliometric Overview

ABSTRACT The Journal of Teaching in International Business (JTIB) is a dedicated and premier platform for research on teaching international business. This study presents a comprehensive overview of the papers published in JTIB between 1989 and 2019 through bibliometric methods. Using data from Scopus database, the publications were analyzed, applying a range of bibliometric techniques, such as descriptive analysis, bibliographic coupling analysis, coauthorship analysis, and keyword analysis. The study further explores the thematic structure of the journal with 4 clusters identified as international business education, international business curriculum, experiential learning and technology, and cross-cultural issues. It highlights the temporal progression of the research constituents and the substantive areas in the journal. Thus, this study will provide meaningful insights to scholars of the discipline. Moreover, it is the first attempt to summarize the publications of JTIB.

Footnotes on JIBS 1970–2016

These footnotes on the Journal of International Business Studies (JIBS) 1970–2016 are intended to introduce the journal to scholars outside the international business (IB) discipline. The footnotes include a brief citation and keywords analysis. The citation analysis in the first part highlights the key players and key references in the IB field, and it celebrates the rich history of JIBS itself. The second part discusses the main subject matter addressed in refereed JIBS articles, through an analysis of keywords. These footnotes are timely as the journal nears 50 years of publication excellence, and an increasing interest in IB phenomena can be witnessed in a variety of management disciplines. We describe the intellectual shoulders upon which authors of future publications in JIBS, as well as designers of new IB curricula can stand.

Developing students’ knowledge, skills andsocial competences in international marketing research– cooperation of academia and business

IntroductionIn regard to the managerial courses there appears a need to include students in real-life managerial processes on the grounds of cooperation between the university and business practice. Only students' participation in actual managerial processes, directed at increasing the efficiency and effectiveness of operating on the international market, will enable them to gather the necessary wealth of experience. Gathering such experience allows students to consolidate the acquired knowledge, improve the skills and shape social competences.The aim of this paper is to present how students' knowledge, skills and social competences in regard to marketing research are developed within the international business curriculum. Furthermore the aim is to indicate the necessity to apply in the educational process diverse teaching methods oriented at building knowledge, skills and social competences expected by future employees.In the theoretical part of the paper determinants for market decision making by companies, especially those operating in the global market, are presented. Possessing up-to-date knowledge about the market in global scale based on marketing research results is indicated as valid managerial competence. Furthermore, institutional and systemic barriers that are faced by higher education institutions in the CEE region in the process of teaching business programs are discussed.The next part of the paper discusses the meaning of developing knowledge, skills and social competences in the scope of international marketing research among International Business graduates. With information being the key ingredient in developing successful international marketing strategies these areas seem to be a necessary condition to understand and take advantage of the changes occurring in the global environment. Hence the international marketing research course has been characterized, the syllabus of the course being oriented at filling the identified needs of diagnosing and analyzing global environment.The further parts of the paper discuss teaching methods and techniques applied within the course oriented at providing the students with most timely knowledge as well as skills and competences useful when operating on the global market. The exemplification of the teaching routines in the scope of international marketing research in the paper is a course offered by the University of Economics in Katowice within the International Business (IB) degree program. The whole program as well as the international marketing research syllabus has been inspired by the best standards and teaching routines elaborated in higher education institutions offering IB studies all over the world. This is why the challenges and barriers presented in the text may apply to teaching IB in a wider context.1.Theoretical backgroundThe 2011 report prepared by IBM, based on the opinions of more than 1700 marketing directors from all over the world (64 countries) representing 19 economy sectors indicated four key determinants for market decision making by companies [From stretched... 2011]:- exponential growth of data,- growing role of social media,- development of marketing channels and instruments,- change in the demographic structure of the clients.Companies face the challenge of gathering large amounts of information and its quick analysis. It is particularly important for the internationalized firms operating in rapidly changing international conditions, among others the evolution of clients' demographic structure. New markets are created in China and India as a result of increasing significance of younger generations with their specific consumption models and ways of company information search. In the USA and Western Europe companies face the necessity to adapt their offer the aging society of the population boom in the 1970s and 1980s. The changes occur also on the economic level and concern purchasing potential of the dynamically developing Asian countries. …

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.

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.

Students’ Perception of International Business Curriculum: An Explorative Study—Case of Lebanon

Economic development depends on business education for a thriving and secure society. A skilled workforce that can create, innovate, and increase business opportunities fosters an environment of prosperity that provides jobs and enhances the quality of life among its citizens. This article examines the environment, content, and delivery of business education in Lebanon. It analyzes curriculum content and the students' perceptions of the value and applicability of the curriculum. It also explores the shift in emphasis toward an international perspective in curricula and its importance for the academicians as well as practitioners to understand the methods, techniques, and activities that are being used to prepare the future business workforce. This study presents ideas and perspectives about how business and international curricula in Lebanon are perceived. Data for this article were collected in Lebanon and reflects the students' perspective on its international business curriculum.

Analyzing the Structure of the International Business Curriculum in India

This article analyzes the structure of the international business curriculum through a questionnaire-based survey among current students and young managers who are studying or have studied international business courses in one of the top B-Schools of India. Respondents have the opinion that international business is more than internationalization of different functional areas and is to be treated as a separate academic discipline. In the context of pedagogy, respondents feel the need for more elective courses on international business and prefer learning through different methods such as foreign country visits, simulation, and role playing activities.

International business curriculum design: identifying the voice of the customer using QFD

PurposeCurriculum development in higher education must be continuously evaluated in this dynamic business environment, where business needs change day‐to‐day. The literature on the application of quality function deployment (QFD) to curriculum design is increasing, with student opinion representing the sole voice of the customer. The purpose of this paper is to present an alternative approach to QFD curriculum design by using a survey of employers, not students, to represent the voice of the customer.Design/methodology/approachThis paper applies the widely used quality management process of QFD to the curriculum development process of a major international business program.FindingsThe findings illustrate the application of QFD's house of quality in international business curriculum development and best practices benchmarking.Practical implicationsThe results of this study are useful to any university to revise or design new academic programs. It presents a methodology to design curriculum based on the voice of the real customer: industry, without forgetting about the expertise of academicians.Originality/valueThis study is intended to be one of the first in defining the customer as the industry, instead of just students or academic experts. The combination of all stakeholders in the curriculum design of international business will help universities make better decisions regarding international business programs.

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) and Prestwich and Ho-Kim (2007), 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.

Think global, act local: a methodology for investigating international business curriculum priorities using stakeholder feedback

Business schools are engaged increasingly in the development and improvement of international business programs at both undergraduate and graduate levels. Often, such efforts are based on “how to” recommendations from experts in the field or “best practices” from other institutions. In an effort to better address the specific needs of individual institutions, this article suggests an evidence-based methodology for curricular design and describes one study of local constituency needs used to inform improvement efforts of an existing undergraduate international business program at a small, private college in the Northeast. Based on the findings, the authors describe changes in their school's approach to internationalization, and discuss the importance of using an evidence-based process that links school mission and stakeholders in curriculum and program design.

The Business of Teaching and Learning through Multicultural Teams

Team working is a key skill students need in this era of global complexity. Here we combine research with practice to develop a model for working in multicultural teams which can be used in International Business curricula. We formulate the 4 Cs model focusing on two areas: composition and communication. These two Cs have been chosen because they are active research areas and because they are the areas that have presented our own student groups with the biggest challenges. Getting these wrong can lead to the third C: conflict. Getting these right can lead to that illusive fourth C: creativity. We then illustrate how using multicultural teams in international business courses can facilitate the development of inter‐ and intrapersonal capabilities through conceptual, experiential, experimental, and reflective student learning. We would like to express our appreciation to two anonymous reviewers and to the Guest Editors for invaluable help in developing this article.

Developing the International Business Curriculum: Results and Implications of a Delphi Study on the Futures of Teaching and Learning in International Business

This article presents the results of a Delphi study concerning the futures of teaching and learning in International Business (IB), a topic that has been receiving a lot of discussion during recent years. Based on our findings we identify two dimensions which may be at the core and instrumental for developing the value proposition of IB. The first dimension is the product of intensified interactions of phenomena on many levels of analysis and the second dimension is a result of the increased need for integration of discipline‐based theories. These two dimensions are the basis of a framework that illustrates the high degree of complexity IB is tackling and provides possible pathways for future‐oriented programme design.

Enhancing the International Business Curriculum Through Partnership with the United States Department of Commerce: The “E” Award Internship Program

Management education has been subjected to scrutiny and criticism over its lack of relevance to the “real world” of management practice. In response, many institutions have developed and, in some cases, require students to complete an internship as part of their degree requirements. International business is a field of study where internships can be extremely beneficial in helping students understand the complexities of actual management practice. This article describes an innovative internship program in international business that has provided benefits to students, their sponsoring organizations and their academic institution.

Kinesthetic and Interpersonal Learning

Prior researchers have described how individuals prefer to learn with different types of activities. Vincent and others (2002) have reported that business students prefer kinesthetic and interpersonal modes of learning and prescribe their use in the international business curriculum. Based on their findings, this paper presents a compendium of projects for instructors to consider when planning coursework for international accounting students.

The Development of International Business as an Academic Discipline

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.

Integration and independent learning in a business synoptic module for international credit entry students

This paper details an action research enquiry into the efforts undertaken at Brookes Business School to bring integration to the international business curriculum and develop student autonomy via a synoptic module for international credit entry students. After outlining the general aims for student learning in higher education and the difficulties in achieving them by means of conventional didactics, an overview of the history, development and conceptualization of the generic synoptic module is presented. The main features of our international business synoptic are then illustrated, with a discussion of the pedagogical principles that informed the design and implementation of processes aimed at facilitating effective learning. In assessing what the module has accomplished, evaluatory evidence that also takes into account students' perceptions, provides support to its efficacy.