International Business Programs Research Articles

The Influence of Social Media on Self-Esteem among International Business Students in One of the Public Universities

Over the past few decades, there has been a remarkable expansion of Information Communication Technology (ICT), leading to significant changes in our lives as we advance in years. Internet addiction has become a major global concern, with the number of affected individuals increasing daily. The Internet has become the primary source of knowledge, and the exponential rise in students' engagement with social media is a noteworthy phenomenon. However, it cannot be overlooked that students are spending more time on social media than on their studies, which can hurt their exam performance unless they allocate more time to learning. Therefore, this paper explores the extent to which factors of social media usage and social media addiction influence self-esteem. The target respondents were among the 97 students of Part 5 in the international business program in UiTM. The objective of this study is to investigate factors of low self-esteem among teenagers (IB students) which it narrows down to the following aim; to identify the relationship between the usage of social media and low self-esteem and to measure the relationship between social media addiction and low self-esteem. The finding of this study revealed that social media addiction has positively influenced the teenager’s self-esteem. Consequently, the result of this study is hoped to help future research to do relevant & further study on social media associated with self-esteem. Besides that, it also gives recommendations to teenagers to foster healthier digital habits and strike a balance between online activities and their daily responsibilities.

Closing the gender gap in the business classroom: focus on finance

PurposeFinance is a male-dominated field of work. This study aims to understand if learning in finance follows the same pattern. Furthermore, the authors want to understand if foreign female students are subject to the same cultural norms and sorting mechanisms as their counterparts from the USA or Finland.Design/methodology/approachIn the context of a capstone course, students of two well-known international business programs (one in the USA, the other in Finland) participate in a business simulation. The authors surveyed the students on their learning experience across different business functions. The authors collected 440 responses over five years.FindingsA gender gap exists in learning finance. Females surveyed reported learning less (9%–15%) than males. However, foreign females reported learning more (11%–17%). Additionally, the authors find no gender gap in learning of other business functions (i.e. marketing and strategy). Foreign females seem to bypass traditional roles and sorting mechanisms.Originality/valueTo the best of the authors’ knowledge, this study is the first to document the moderating effect of foreignness on the gender gap in learning.

Do you think we are a match? The predictive power of matching activities for prospective students of an international business program

Giving non-binding matching advice can support prospective students to make their study choice among the numerous alternatives worldwide. Our study of 491 undergraduate students of an international business program reveals that matching advice based on high school grades and a motivation letter is predictive for the first-year study success, but with significant differences between national and international students. International students with negative matching advice underperform in the first semester, but the differences with internationals with positive and negative advice completely disappear in semester 2. The differences between national students with positive and negative advice are smaller but remain stable. Overall the differences are largest for quantitative courses that are not business-related, such as statistics, and smallest for non-financial business courses, such as organizational behavior. The findings have implications for student selection and educational management of international business programs.

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.

Evaluation of compatibility of the generic competencies defined for Latin-American Tuning project (2011-2013): a case study (2011-2013)

The higher education institutions decided to work on the creation of a general competencies framework that allows their graduates to meet the requirements of the global labor market, adapting to the Tuning project created in Europe and adapted in Latin America. Being it an independent project that aims to establish reference points, convergences, and mutual understanding, according to certain generic and specific competencies. This research seeks to determine if the foreign trade and international business programs of the Escolme University Institution have developed the competencies established in the Latin-America Tuning Project proposal. The methodology applied is based on a quantitative approach through a case study in which all the students of these programs participated. Among the results, there is a low development of competencies allowing us to conclude that both the participants of technology in foreign trade and those of professionalization of international businesses do not comply with the generic competencies defined by the Tuning Latin America Project.

Integrating Problem-based Learning with International Internships in Business Education

ABSTRACT The literature on international business teaching has contributed to the development of international internships as a learning pedagogy through three key areas: making sense of the students’ developed competences and prospective added employment value following their participation in international internships, the role of support structures in the organization of internships abroad, and more recently the pedagogical design of internships abroad. Thus, more recent research has taken a critical stance toward internships as a learning form, as serious gaps exist in the pedagogical elements required to connect internships with the broader theoretical elements of international business programs. The present study addresses these gaps through two research questions: i) How can educators design and implement problem-based international internships in business education? ii) What adjustments does the combination of these two active learning experiences in business education demand for small business schools, partner universities, and hosting organizations? The paper presents pedagogical action research that was conducted over two courses for international business internships in a Norwegian-Brazilian context for bachelor’s and master’s students. It contributes to the international business teaching literature in the following ways: First, the validated teaching framework argues for international internships that are linked to loosely defined problems at the host organization, which the student self-scopes and connects based on their theoretical knowledge from other courses. Second, by providing an in-depth discussion of problem-based learning and its applicability in international business practicums, we address the existing gap in the field regarding the pedagogical foundations of how students connect theory to practice during international internships. Third, the framework serves as a practical guideline for teaching and administrative staff who wish to develop international internship programs at home universities, supporting their ability to connect the practical aspects established in the literature with the additional organizational requirements arising from working with hosting organizations overseas.

Learning Laboratory: An Integrative Learning Design for International Business in a Complex Dynamic World

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

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.

HOW GLOBAL IS YOUR BUSINESS SCHOOL? – THE 3 PS OF INTERNATIONALIZATION: PROGRAMS, PARTICIPANTS AND PURPOSE

In this paper, we introduce a three-factor framework that can be used to evaluate the internationality of universities offering international business by focusing on their programs, participants, and purpose. We illustrate how a prospective American student, and her parents could use the framework by applying it to four U.S. based business schools with international business programs, two large public schools and two smaller private schools. We argue that the framework may also be used by administrators and accreditors evaluating the institution from within. We gather our information from publicly available sources. We find that programs vary widely, both in depth and breath. Prospective students could use our framework to select the school that best fits their goals and skills. One ancillary finding is that the lack of transparency by most institutions makes gathering relevant information difficult.

Developing Intercultural Competence Through Collaborative Learning in International Higher Education

In this study, it was hypothesized that collaborative learning in international higher education contributes to the development of intercultural competence. Two hundred fifty-two students of an International Business and Management Study program of a Dutch university participated in two surveys on collaboration in a group-learning activity and one survey on their development of intercultural competence. In addition, three groups of four to six students took part in focus group interviews. The results indicated that when students perceive that the group process improves, the quality of the collaboration in terms of verbal interaction and equal contribution will also improve. Furthermore, the results revealed that a higher perceived quality of the collaboration relates to an increasing development of intercultural competence. The findings are discussed and related to implications for the use of group-learning activities in international higher education.

We're not in Kansas anymore: Academic honesty in an international business program

Exporting university programs adds elements of risk and complexity to their operation and administration. Distance and cultural differences can challenge the logistics of course delivery and distort expectations of academic honesty. This qualitative research summarizes faculty experiences with and opinions about academic honesty in a North American MBA program offered in Iran between 2001 and 2012. Drawing from these experiences we provide recommendations for managing the global classroom to discourage academic dishonesty and improve student learning.

The Adaptation of Chinese Split-Site Business Students to British Classrooms: A Cross-Cultural Perspective

Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs.

Photovoice and Photo-Elicitation in Management Education

In this article, we show that “photovoice” and “photo-elicitation” are user-friendly, versatile techniques uniquely beneficial in International Business programs where English-mediated instruction is the norm. These techniques engage young adult students deeply in subject material as well as create the opportunity for students to develop extemporaneous or impromptu English speaking skills. Photovoice and photo-elicitation lend themselves to being quintessential andragogy-in-action: learner-directed not teacher-directed, use of dialogue instead of monologue, and focus on student outcome choices instead of teacher-programmed assignments. They foster high interactivity not passive (silent) absorption in the teaching/learning process and stimulate cocreation of diverse meanings, interpretations, and imaginations. Course content is made relevant and reinforced as students are helped to find, share, and value their own personal empowering and authentic “voice”—in English.

Student Satisfaction in an Undergraduate International Business EMI Program: A Case in Southern Taiwan

This study assessed both local and international students’ satisfaction on dimensions that may foster or disadvantage their learning experience in a recently established English-medium instruction (EMI) undergraduate international business program in Southern Taiwan. The study recruited 278 students (171 local and 97 international), and assessed their satisfaction with program management, interaction with peers within the program, and cultural diversity in the university. The results indicated that both local and international students were satisfied with local students’ openness to foreign cultures, students’ ability to communicate in English during class, content of courses, and the level of internationalization of the college. All participants, however, were significantly dissatisfied with the depth and frequency of social interaction outside classrooms, and with the facilities and management offered by the university. Findings of this study may have managerial and instructional implications for staff and faculty of English-medium programs in identifying potential issues and improving student retention.

Comparative Studies of Students’ Learning Performances in International Business Programs

With the on-going process of high education internationalization in China in recent years, more overseas college students join into the international business programs in more universities. The diversification of participants in education backgrounds brings both challenges and opportunities for teaching and learning methods adaptation. The initial assessment of the learning performances in the course of China and the World Economy in Ocean University of China International Business Programs show some differences among the Germany, American, Indian and Chinese participants. The merits of overseas students in active learning and before-class preparedness should be learned for Chinese counterparts. The application of rubric in ICBP class oral presentations indicates some further improvements in students learning performances.

Foreign Language Training in U.S. Undergraduate IB Programs: Are We Providing Students What They Need To Be Successful?

ABSTRACTA growing number of U.S. business schools now offer an undergraduate degree in international business (IB), for which training in a foreign language is a requirement. However, there appears to be considerable variance in the minimum requirements for foreign language training across U.S. business schools, including the provision of “business” language courses, and in what is viewed as “competence” or “fluency” in a foreign language. Similarly, business schools differ in their procedures for how the foreign language requirement is applied to foreign native speakers and/or to speakers of heritage languages. This study reports the results of an online survey that was sent to 226 schools offering a major or concentration in IB. The findings from 79 reporting schools indicate that the level of proficiency expected of foreign language learners in the IB program continues to vary widely, that few schools require a course in the business aspects of the foreign language, and that there is inconsistency in what is meant by foreign language “competence” and “fluency,” as well as in the treatment of foreign native speakers and heritage speakers of foreign languages. The results question whether students who satisfy the minimum foreign language requirements in undergraduate IB programs are adequately prepared for the professional IB world.

Learning Behavior of International Business Negotiation in Complex Network: A Chinese Case Study of Students at International Business Program

Learning Behavior of International Business Negotiation in Complex Network: A Chinese Case Study of Students at International Business Program

Returpack: the integrator of the beverage can recycling process

Subject area Emerging markets, business models, information technology. Study level/applicability This case is designed for MBA groups or students from MSc in Management, International Business, Logistics, Information Systems or Environmental Management programs. It can be covered in courses on Strategy, Process Management, International Business, Process Management, Supply Chain Management and Managing Information Systems. Case overview Returpack is a Hungarian company dealing with reverse vending machines (RVMs) that collect aluminum beverage cans, even in crushed form, based on a worldwide technology innovation. All RVMs are online and monitored and managed remotely. RVMs are mainly “fed” by the poorest, often homeless people, who are still motivated by the extremely low (less than 1 euro cent for a can) incentive that comes from the selling of the aluminum waste to recycling smelters. Based on the success of the business model in Hungary, projects were planned in the USA, Austria, Romania, and Turkey in 2013. However, beyond economic, legal and cultural challenges, a dramatic decline in the global aluminum waste prices early in 2014 questioned the return on investment at these projects. Advancements in the material-recognition technologies at waste sorting plants raise further questions. Expected learning outcomes Evaluating the business model innovation in the case by combining the different approaches of the business model concept with the knowledge on the recycling industry, the crowdsourcing method and the Internet of Things. Based upon this, students may identify and evaluate options for implementing the business model in and adapting to new markets, also by simulating these changes in a formal (numerical) business model. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject codes Strategy. Subject code CSS 11: Strategy

Excellent prospects for beautiful minds: marketing international education

Purpose – The purpose of this paper is to examine how Finnish higher education institutions communicate market differentiation on the admissions webpages of their international business and technology programmes when attempting to appeal to prospective students and distinguish themselves from other institutions. Design/methodology/approach – The sample included admissions webpages of 68 bachelor’s and master’s programmes representing both Finnish universities and universities of applied sciences. The analysis method was a qualitative content analysis. Findings – The international programmes heavily accentuated their labour market relevance in their advertising and generated strong claims regarding the future career prospects of the graduates. In addition, the programmes emphasised their pedagogical methods and international atmosphere. References to non-academic life were not observed. Research limitations/implications – The analysis was only based on text and included two study fields. Practical implications – The results of this study can be used by marketers to critically examine their own marketing differentiation efforts and promises made to students. Social implications – Finnish business and technology programmes send an unequivocal marketing message that education has an instrumental value and students are considered consumers of education. Originality/value – This study is the first comprehensive study of the marketing communication practices of international higher education programmes in Finland. Moreover, this study contributes to the study of global international market mechanisms and research on marketing communication practised by higher education institutions.

A critical exploration of “access” in qualitative international business field research

Purpose– Researchers often face challenges in locating and obtaining relevant and meaningful information during qualitative international business (IB) field research in other countries. This process constitutes an immensely critical phase, which determines the success or failure of the research endeavour. The purpose of this paper is to discuss “access” as a multidimensional and contestable concept that poses particular challenges in international and multicultural research contexts.Design/methodology/approach– This paper builds on the experience as field researchers in China/Hong Kong (120 in-depth interviews) and the need to disseminate acquired field experiences, in particular concerning “access”. The multifaceted issue of “access” is rarely featured on the IB methodological agenda, and has become a silent feature of qualitative IB research.Findings– This paper is devoted to this nexus: the lack of focus on “access” issues, and the rich sources of acquired, but mostly veiled, field experiences that feature in both IB and management research programmes. A plausible explanation for this circumstance relates to the influence of mainstream positivist and objectivist paradigms in which researchers are not recognised as having an impact on research processes, hence taking this silent feature for granted.Originality/value– By viewing the multiple dimensions of “access”, we move beyond the mainstream understanding that merely relates it to the question of gaining access to a physical site and/or the time of an individual, and in which “access” is only an enterprise of securing pre-existing, tangible information. Drawing upon specific international field research experiences, this paper contributes to the methodological debate concerning “access” – beyond “technicality” and towards a concept of socio-cultural and multidimensional research practice.