International Business Education Research Articles

Ethics and Economics in International Business Education: A Comparison of Kuwaiti and U.S. Students Using an Ultimatum Game Scenario

In the past 20 years a body of research in behavioral and experimental economics has challenged classical economic theory. Yet, this body of research seems relatively unknown in business education. One behavioral test with implications for international business education has been the use of ultimatum games, which has more recently expanded to cross-cultural studies. Yet, virtually no cross-cultural studies have been conducted for subjects in Middle Eastern countries. One of the central findings from ultimatum game research and other variations is that individuals place a high value on fairness in transactions, a fundamentally ethical concept. This article reports a preliminary study of Kuwaiti and U.S. business students. Results are consistent with previous studies, showing Kuwaiti subjects to be in line with subjects from developed economies. Discussion includes the implications for management and business educators.

Engineering a Business School in a Former Soviet-Era Closed City: The Case of Omsk, Siberia

This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn’t had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project “from scratch” in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and innovations, evaluates available resources for internationalization of the school’s faculty and students, identifies roles played by various stakeholders, evaluates key success factors and provides recommendations for future research.

Community Connections to Enhance Undergraduate International Business Education: An Example of Business Consulting Projects

Practical project experience as a means of augmenting traditional classroom learning has long been viewed as a value adding curricular exercise. While students participating in the projects gain valuable skills that will enhance their personal marketability, successful projects also benefit the client companies involved and help enhance the image of the university. Substantial effort goes into planning and implementing such an experience and involves extensive coordination with multiple constituents. This article details how a project-based capstone experience was developed in partnership with the local business community and the College's Center for International Business as part of the degree requirements for a relatively new Bachelor of Science in International Business program.

Integrating Cross-Cultural Marketing Research Training in International Business Education Programs: It's Time, and Here's Why and How

International business necessitates that its international business educators prepare today's workforce with skills necessary to take on cross-cultural research tasks and challenges. Yet, global business finds these skills in short supply. Perhaps this is the case because empirical evidence shows U.S. academic coverage of cross-cultural research complexities are severely limited as measured by text coverage. Slightly lagging behind international business and marketing programs located outside the United States in recognizing and acting on this this need, many U.S. programs now seek to enhance cross-cultural coverage. However, empirical evidences show that U.S.-based programs and the textbooks they use are lagging behind in their treatment of cross-cultural marketing research. Coverage in these texts is typically limited to a single chapter that repeats basic research concepts usually covered in principles of marketing courses. This article discusses a customized international marketing research course integrated with training that includes cross-cultural research issues and complexities and provides a framework of criteria useful in selecting an appropriate text.

Social Networking Media: An Approach for the Teaching of International Business

Internet technology and Web 2.0 applications have enabled social networking media to expand in ways that link people globally. By fostering communication, social networks hold immense potential for the enhancement of teaching, especially in the business arena. This article defines social networking and provides a framework for understanding the six categories of social media. It also describes specific applications of social media for the academic environment. It underscores the notion that learning business at the university level is not solely an instructor-led, one-way form of communication, but a student-led, two-way dialogue. An application of social media to an international business course is described. International trade, culture, and global HR management are selected topics that are enhanced by usage of social media. A mini-case study outlining how social media was incorporated into a course is furnished. Assessment data reveal that social media enhances student learning, satisfaction, and sense of connectedness. In its conclusion, the article argues that creatively applying social networking enables international companies, regions, and nations to achieve shared prosperity—thus reaping the benefits of sustained financial growth.

International business research and the new role of universities (there is sunshine above the clouds)

AbstractPendergast and Geringer juxtapose the need for more theory with the requirement for immediate and direct benefits of international business education. Concurrently, they address the linkage between business and academia and demonstrate, with the help of data, the changes that have occurred since an earlier study of these topics by Ricks and Czinkota (1979). We analyze the reasons for changes during this time period and offer a broad perspective on what universities should do in order to remain leading institutions in this century. © 2012 Wiley Periodicals, Inc.

Students’ Attitudinal Constraints towards Workplace Diversity – Managing Innovation in International Business Education

A key challenge in managing innovation in international business education is the existence of attitudinal constraints towards workplace diversity. A favorable attitude towards diversity is critical in preparing students to participate in global workplace communities. In an earlier study, Divinagracia and Divinagracia (2011) identified diversity attitudinal differences on a sample of undergraduate Business School students in East Java, Indonesia. Using a diversity word-association instrument, students who were enrolled in the international management study program tend to rate workplace-diversity-associated words higher relative to others. Significant differences in mean ratings were found in 21 out of 35 words. Factor analysis revealed that words associated with attitudinal constraints were associated with behavioral reactions. This present study further revealed that attitudinal differences exist between groups of students who resided in Surabaya, Indonesia's second biggest city, compared to those who were raised in the suburbs and other islands. The results suggest that students, who grew up and were educated in a mega city where trade and international exchanges abound, were more supportive towards workplace diversity. It is a reflection that areas beyond the mega cities tend to provide lesser forms of inter-group contact to its residents. As a result, attitudinal constraints towards workplace diversity were manifested. Subsequent factor analysis further revealed that the students’ top-rated diversity-inhibiting words were linked to behavioral reactions and judgments. International business education providers must therefore identify ways of improving the diversity attitudes of students using innovative learning types and tools.

Languages for Specific Purposes Business Curriculum Creation and Implementation in the United States

After the United States emerged as the major world economic leader following World War II, language curricula for specific purposes in international business were put into practice at the college and university levels. This article documents the work of the major players in the development of coursework and materials for business languages for specific purposes (LSP) designed for instruction of the more commonly taught languages (CTLs) in the United States. The article also describes the more recent implementation of LSP curricula in the less commonly taught languages (LCTLs), such as Japanese and Chinese, and the various federal grants that aided in the development of instruction in these languages. The impact of the Centers for International Business Education and Research (CIBERs) and the positive effects of the Proficiency Guidelines (1986) and the Standards for Foreign Language Learning in the 21st Century (2006), both developed and supported by the American Council on the Teaching of Foreign Languages (ACTFL), provide a deeper explanation for the increased number of LCTLs currently being taught. Also described are the obstacles to continued implementation of these efforts and the need both for expansion of these efforts to precollege levels and for more theoretically‐based research in the field.

Engaging international business students in the online environment

The use of online education in conjunction with other modes of teaching and learning has been approved as a good way to generate ideas and stimulate academic engagement among business students and teachers. The fundamental question of how to encourage a high level of online engagement among international business students of diverse backgrounds remains unanswered. This paper reports the key qualitative conceptions from the semi-structured personal interviews with 29 international business students regarding their level of engagement in online international business education. The findings confirm four themes that are related to level of engagement: engagement and nature of international business course; engagement and technical and institutional aspects; practical aspects of international business courses; and, engagement and students' cultural backgrounds. This study also confirms that factors such as pedagogical development, technical supports for students, and support from technicians contribute to the high level of engagement in e-learning environment among business students from diverse backgrounds.

Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context

This paper examines the process of integrating ethics into the teaching of international business within the Greater China region. An example of how ethics is integrated into a required undergraduate international business course at a Hong Kong based university is presented. The contextual challenges of developing a course for use in the Greater China region and aimed at local Chinese students are considered. The paper presents a modified ‘learning outcomes based’ framework for integration of an international business ethics component to a business program within Greater China, along with practical suggestions and advice on how such a course can be introduced.

Building global competencies through experiential coursework in international travel and tourism

PurposeThe purpose of this paper is to examine strengths and limitations of current experiential approaches for enhancing international business education, and propose a new, particularly cost‐effective approach grounded in the travel and tourism industry and specific context of international cruises.Design/methodology/approachThis study combines an analysis of current literature with an examination of actual case experience.FindingsA particularly successful short‐term experiential learning approach was used at a private university in southern California that is focused on the specific international business context of the international cruise industry within travel and tourism. The authors believe that this approach has significant merit to be included as a viable option for helping students develop important international business competencies required to compete in an increasingly global marketplace. With its specific focus on the international cruise industry and experiential travel agency operational design, this approach provides not only the opportunity to learn about general culture and business environments in the areas of travel, but also allows the practical application of many international and domestic business concepts and skills within a specific global industry context.Research limitations/implicationsThe present study is limited to a very few experiences and within the international cruise industry. Future applied research in international business education should provide more rigorous analyses for verifying intended student learning outcomes, as well as examine applications within other contexts within the growing field of international travel and tourism.Practical implicationsThe approach described here provides practical information for developing similar experiential coursework for enhancing international business education, and is particularly useful for smaller educational institutions that may lack the ability to offer and participate fully in more extensive options such as study abroad and international internships.Originality/valueThe approach described in the paper provides a highly relevant context for international business experiential education that is economical for students and schools alike.

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.

Course-Specific Motivated Learning and Outcomes: The Role of the Perceived Task Value of Course-Specific Assignments

Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.

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.

Why CIBERs matter to the competitiveness of U.S. businesses in the 21 st century

Centers for International Business Education and Research (CIBERs)—located at 33 institutions of higher education across the U.S. and administered by the U.S. Department of Education under Title VI of the Higher Education Act—serve as regional and national resource centers for the business community, and as conduits for major initiatives to support and strengthen the international components of curricula in K-12 schools and institutions of higher education. This article argues that CIBERs are well-positioned to not only address current needs, but also drive innovative thinking and leading-edge activities toward longer-term challenges. Herein, exemplary activities from CIBERs serve as examples to support this claim, and Indiana University's CIBER strategic trajectory for the 2010-2014 grant cycle is explored within the context of the current global situation.

The Role Of Cal Poly College Of Business International Business Education In Inland Empire

Between 1980 and 1990 most universities worked to internationalize their curriculum. During this period California State Polytechnic University, Pomona also internationalized its curriculum, especially in the College of Business. During the fall of 1985 an International Task Force (IBTF) was established and continued its work through 1992. One of the tasks of this committee was to internationalize the College of Business curriculum. The IBTF established a major and minor in International Business. Dr. Sakamoto, a member of the IBTF and professor of MHR used a survey and a paper to prove that there was a need for an International Business major (IB).

Scholarship of Teaching International Business: Challenges and Opportunities

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used to improve the teaching of IB, but it can also improve data-driven resource allocation for teaching IB. Clearly, the Journal of Teaching International Business has an important role to play in these processes.

Internationalizing Business Education for Globally Competent Managers

The world is shrinking as developments in technology and transportation rapidly increase global opportunities and challenges for businesses. Furthermore, developing markets are becoming increasingly important, creating new challenges for managers. Business education must step in and prepare graduates to work in and with these markets. This article discusses mission-based approaches to increasing the internationalization of business education to change mindsets and increase student's ability to address these new challenges. One of the important resources for building this mission-based approach is the 33 national Centers for International Business Education and Research (CIBERs).

Relevance and Rigor in International Business Teaching: Using the CSA-FSA Matrix

We advance three propositions in this paper. First, teaching international business (IB) at any level needs to be theoretically driven, using mainstream frameworks to organize thinking. Second, these frameworks need to be made relevant to the experiences of the students; for example, by using them in case studies. Third, these parameters of rigor and relevance need to be seamlessly integrated. We then demonstrate these principles using Rugman's CSA-FSA matrix, describing both the theoretical and practical value of the framework.

International business and cross-border education: a case of the Janus face of globalisation?

Higher education is a global market and universities are increasingly becoming MNEs. This article extends international business studies (IB) accounts of the Janus face of globalisation through a user-perception analysis of higher education services in the world’s most significant per-capita education exporter nation. The analysis is entirely qualitative and does not offer statistically significant conclusions, drawing on experiential data from a programme of 200 in-depth semi-structured interviews with cross-border students enrolled in that country. The central finding is that the global education market delivers positive and negative experiences for students, pointing to the need for more attention on sector governance. Governance change may ensure that the positives are leveraged for continued sector growth for the sake of students and universities. For IB research, the study implies a need for greater inter-disciplinarity, in particular incorporating global governance, globalisation analysis and international education studies.