International Business School Research Articles

Individual Differences in Context: Different Paths to Effect Individual and Team Creativity

Creativity is a vital driver to the survival and success of global organizations (Anderson, Potocnik, & Zhou, 2014). Creativity, the generation of useful and novel ideas, is central to the ultimate innovation process and new product development. Zhou and Hoover (2014) in summarizing the literature on creativity, propose that creativity is not a uniform construct across all settings. They note that creativity must be understood from the contexts in which these creative efforts were developed. In line with Woodman and colleagues (1993), they view creativity as the result of the interplay of (a) the stable or transient characteristics of individual, dyad, or team; (b) contextual factors. Thus, this symposium focuses on the interplay of actor and context in understanding the processes leading to creativity at both individual and team levels employing various research methods. Multinational Social Networks Stimulate Creative Entrepreneurship Presenter: Jackson Lu; MIT Sloan School of Management The Fire to Inspire: A Cross-level Investigation of How CEO Passion Impacts Employee Creativity Presenter: Qing Gong; Georgia Institute of Technology Presenter: Dong Liu; Georgia Institute of Technology Presenter: Xiao-Ping Chen; U. of Washington Presenter: Guoquan Chen; The School of Economics and Management, Tsinghua U. The Paradoxical Relationship Between Sense of Power and Creativity Presenter: Federico Magni; Hong Kong U. of Science and Technology Presenter: Yaping Gong; Hong Kong U. of Science and Technology Presenter: Jie Li; Hong Kong U. of Science and Technology On the Bright Side of Narcissists Presenter: Guihyun Park; Australian National U. Presenter: Giles Hirst; Australian National U. Presenter: Jose Yong; Singapore Management U. Presenter: Beng-Chong Lim; Nanyang Technological U. Team Mindfulness in Critical Event on Perspective Taking, Problem Identification, and Team Creativity Presenter: Yang Chen; Southwestern U. of Finance and Economics Presenter: Ho Kwong Kwan; China Europe International Business School (CEIBS) Presenter: Cynthia Lee; Northeastern U.

FREDERICK H. HARTMANN Y LA RELACIÓN DE LAS NACIONES

Frederick Hartmann nació en Nueva York en 1922 y murió en el año 2015 a la edad de93 años. Graduado de la Universidad de California en Berkeley, se incorporó a la US Navy enel programa acelerado durante la Segunda Guerra Mundial y tomó parte de nueve invasionesincluyendo la de Palau, Leyte, Linguyen, Gulf y Okinawa y recibió 7 estrellas de batalla.En 1946 se enroló en el programa de la escuela de graduados de la Universidad dePrinceton obteniendo en 1949 un PhD en Política. Fue luego profesor de la Universidad deFlorida en 1948 donde fue promovido rápidamente a profesor asociado y luego a profesorprincipal. Hartmann comandó una división de la Reserva Naval en Gainesville, Florida y fuepromovido a Capitán de Navío en 1966. Ese año aceptó una nueva posición creada en el UnitedStates Naval War College en Newport, Rhode Island, donde se desempeñó durante 20 añoscomo profesor de Ciencias Políticas, y fue el principal asesor de nueve presidentes del NavalWar College. Su prolífica producción literaria lo llevó a escribir quince libros, todos de granreputación, entre los que destacan The Relations of Nations y The Conservation of Enemies.Como graduado del Naval War College, me honro en intentar revivir su legado en estecorto artículo para la prestigiosa Revista de la Sociedad Peruana de Derecho Internacional, enel cual trato de revisitar su libro más famoso: The Relations of Nations (1957) escrito en seisediciones y traducido a muchos idiomas, siendo usado en escuelas de negocios internacionales,escuelas de guerra y escuela de política exterior en muchas naciones. El tema central es el queaboca al eje central de los estudios en el US Naval War College que son las relacionesinternacionales y la política y estrategia en el desarrollo de las naciones.

Convivencia digital y rendimiento académico universitario

The objective of this work is to describe the relationship between digital coexistence and academic performance, as perceived by students in the second cycle of the Professional School of International Business of the Universidad Nacional Jose Faustino Sanchez Carrion [UNJFSC] located in Huacho, Peru, 2018. The research design was pre-experimental of a descriptive type. The data collection technique corresponds to the pretest/posttest survey. The population was made up of students from the second cycle, sections A and B, of the Professional School of International Business. The sample size was 56 students. The study concludes that the relationship between the dimensions of digital coexistence and academic performance for the course Mathematics I applied to business in the pretest showed an inverse relationship, and, in the postest, indicated a significant relationship. In the case of Microeconomics, the relationship between the variables during the pretest did not show significance; in the postest, improvements are expressed that do not reach the significant range. It is inferred that the digital coexistence between student-student-teacher-student is associated with the teacher incentive, as a strategy for students to identify the relationship between digital coexistence and academic performance, an incipient process in the International Business School of the UNJFSC, 2018.

Reforming of the ukrainian educational system in the context of transborder integration into the world academic space

This article analyzes the experience of forming of the world educational space in the context of transborder integration. The world practice of solving educational problems is considered, essential characteristics of integration processes for further implementation in the educational process of the national educational system are revealed. The reports of the Davos Economic Forum, the INSEAD International Business School, Cornell University and the World Intellectual Property Organization, the Roman Club, the UN Human Development Indexes and Indicators, the World Education Forum, and the Cambridge Assessment non-governmental organization are analyzed. It is confirmed, that reforming of the Ukrainian educational system in the process of integration into the world academic space is due to the development and implementation of the legislative and regulatory documentation in the educational and scientific process of domestic educational institutions. The interim results of the national profile ministry on reforming Ukraine's education system into the academic world are characterized: priorities for 2019 in reforming of Ukraine's educational system in the context of transborder integration and current plans - "To do list" changes - that will be implemented in the fields of education, science and innovation theory. It is stated, that these tasks actualize the increase of HEA and STD teachers’ professional and pedagogical competence. Thus, the Model educational program of organization and carrying out pedagogical workers’ advanced training in postgraduate pedagogical education establishments in the profile of coaches’ and primary school teachers’ basic competences include the following: andragogic, vocational-pedagogical, socio-civic, linguistic and communicative information-digital. It is determined, that the conducted analysis actualized another important teacher’ competence - scientific and methodical, its definition in the author's vision is formulated. The problems of human resources and labor migration in the context of contemporary globalization challenges and the cross-border integration of Ukraine into the world academic space are investigated and recommendations are given for their solution

Evaluating students’ perceptions of a scenario-situated business communication course

Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). Secondly, tasks in Business English textbooks tend not to bear much resemblance to those of a work environment (Bremner, 2010; Evans, 2013). This paper discusses an optional written business communication course open to international postgraduate business school students. Although the course is worth ten credits, it can only be used for a separate award, not part of their degree programme. The course focuses on the use of appropriate register, Business English vocabulary and intertextuality, as these features have been identified as pivotal to successful written business communication (Evans, 2013). A short questionnaire was distributed to the students towards the end of course to elicit their perceptions of the usefulness of the course. Consisting of two closed questions and one open question, data was then coded using constructivist grounded theory (Mills, Birks and Hoare, 2014), from which themes emerged providing valuable and unexpected feedback. The primary finding was that the course appeared to have alerted students to the importance of the business writing genre, resulting in an overwhelming request for more instruction.

Boundaryless Careers or Career Boundaries? The Impact of Language Barriers on Academic Careers in International Business Schools

Following the globalization of higher management education and the view of academics as autonomous professionals, academic careers in business schools are deemed to typify the boundaryless careers of the 21st century. We scrutinize the validity of this assumption, focusing on the language barriers internationally mobile management scholars are facing. Based on qualitative interviews with foreign faculty working at leading business schools in Finland, Japan, Spain, and the United States, we investigate how careers in different national academic systems are bounded by the dual challenge to speak both English and the local language. In revealing different degrees of linguistic challenges across national academic systems, we contribute to career research by presenting language barriers as an impediment to global careers in business schools and by establishing “knowing where” as a previously neglected career competency. Our study also maps the process of academic “Englishization,” shows that different career antecedents are influenced by different types of language barriers, and suggests a classification scheme for national academic systems according to their “linguistic difficulty level” for foreigners. On this basis, we develop important practical recommendations for internationally mobile management scholars and business schools aiming to attract international faculty.

The Perceived Impact of MBA Degree on Career and Skills Development: An Explanatory Research Comparing French and GCC Students

Relying on two diverse samplings of MBA students – one from an international French business school and the other from a university based in Bahrain that recruits students from the Arabian Gulf countries – our article analyzes the relationship between the MBA students’ career goals and their nationality. Our key findings highlight that nationality has little effect on graduate students' motives for pursuing education, their perception of the expected program outcomes and their career perspectives. Other findings, however, reveal some differences based on nationality, the most significant being program criteria choices in relation to career goals and the expected skills students wished to acquire.

The Impact of Business Schools: Increasing the Range of Strategic Choices

The notion of impact is becoming important for international business schools, which are under increasing pressures related to their legitimacy. Although the term impact has gained in popularity, common approaches to business school impact rely either on academic publications or alumni’s salaries. To help uncover the potential for other approaches, we develop a conceptual framework as a basis for studying business school impact. The pluralism of approaches in terms of business school impact opens new spaces for original strategic choices, therefore limiting pressures for organizational isomorphism. Nevertheless, the notion of impact also has some limitations that need to be considered.

Manner Ethics Addressed in Existing Accounting Curriculum

This study was conducted to examine the manner in which ethics was addressed in the existing accounting curriculum, the content of syllabus by international business schools and instillation of ethics elements in the local universities’ vision and mission. Ethics syllabus of top 55 international business schools and 4 local universities web pages were reviewed. Summative content analysis was used to analyse the data. The results showed that not all universities involved in this study embedded ethics in their accounting curriculum as emphasised by IES 4, AACSB or MIA. In general, the content of current syllabi focuses on corporate governance. Issues regarding moral judgment, stewardship and accountability to shareholders are rarely discussed in ethics course as well as the element of human governance. This shows that the goal of ethics education is not on moral conversion, but on helping well-intentioned students to develop the skills necessary to identify and resolve their ethical dilemmas. Not all local public universities selected in this study encourage embedding ethics through their vision and mission. This is the sign that business schools do not show their commitment to centralise ethical responsibility at their corporate level.

Corruption Component of Innovative Activities

The goal of this work is to research the corruption component of innovative activities in modern Russia from the standpoint of economic criminology and to develop recommendations for reducing it with the purpose of facilitating innovative economy. The authors use structural-functional, systemic, problem and logical analysis, methods of statistical (horizontal and trend) analysis and the method of formalization. The information and analytical basis of this work is the materials of official statistical reports of the Ministry of the Interior of the Russian Federation on criminal situation in January - December 2013-2016 and in January - September 2017. The authors also use the materials of the Ministry of Economic Development of the Russian Federation on the long-term prognostication of social and economic development of Russia until 2030, and the materials of the International Business School INSEAD, Cornell University and the World Intellectual Property Organization (WIPO) on the Global Innovation Index for 2013-2017. The authors analyze the prerequisites for these crimes linked to the gaps and drawbacks in contemporary Russian legislation from the standpoint of economic criminology and present practical recommendations for eliminating them. They supplement the current legislation for corruption in the innovative area. It is expected that the practical implementation of these recommendations will contribute to the successful detection and solving of corruption crimes in the area of innovation as well as their prevention because a clear definition of such crimes will provide an evidence base, a threat of punishment will lower their appeal, while automation and public control will reduce opportunities for committing these crimes.

A Study on Success Factors of Full-time MBA Program : The Case of CEIBS Business School

Global MBA industry is in crisis. According to GMAC (2016), forty-eight percent of 133 two-year MBA programs in 16 countries have undergone significant decline of applicants. However, China Europe International Business School (CEIBS) has been enjoying a remarkable year in 2018. According to the Financial Times Global MBA Ranking 2018, CEIBS is ranked 8th in the world and 1st in Asia. The positioning statement of CEIBS is “China Depth, Global Breadth (中国深度 全球广度).” In this paper, we seek to examine the success factors for the CEIBS full-time MBA program. We find that the success factors of the CEIBS MBA program are Shanghai advantage, China focus, world-class esteemed faculty members, diverse student population, flexible curriculum, international exchange program, and promising career. We hope that these findings help the Korean MBA industry improve their competitiveness in global MBA markets.

Emergence of a higher education born global in Africa

The aim of this article is to identify the role of the business network in the emergence of a higher education born global in Africa, which must become international as soon as it is created in order to ensure its longevity. The emergence of a new international business school in Togo is analyzed from a business network perspective. The establishment of key interorganizational relations thanks to signs of institutional and individual trust participates in the emergence of a new organization in an environment characterized by strong barriers to entry (national and international accreditations, media rankings, etc.). The application of theories borrowed from business networks and international entrepreneurship in the higher education sector is an original contribution to the research. Our results are focused on the emergence phase of the business network and greatly enrich the works that are more dedicated to the network consolidation phase.

The Importance of Developing Soft Skill Sets for the Employability of Business Graduates in Vietnam: A Field Study on Selected Business Employers

<p class="Body"><em>Vietnam has been one of the best performing economies in the world over the last decade (Nguyen et al., 2008; The World Bank, 2016). The process of Vietnam’s integration into the world economic market, along with the country’s advancements in industrialization and modernization, have increased demands to improve and augment the productivity of the work force. This being so, Vietnam is now at a crucial stage of its expansionary economic development, assimilating some 425,000 tertiary graduates into its workforce during the 2014-2015 academic year (TalkVietnam, 2015). The country is also faced with a momentous challenge to provide highly qualified personnel for the emerging modern sectors of the economy. A particularly serious problem is how the country’s Higher Education Institutions (HEIs) will equip graduates with the appropriate skills and knowledge needed to meet the demands of rapidly increasing</em><em> </em><em>economic </em><em>development. Our central objective in this paper is twofold: firstly, to critically examine and assess the scholarly literature on the technological importance of soft skills in the business arena. Second to conduct a field study on the perspectives held by employers on the specific character of variant combinatory sets of key soft skills best suited for maximising commercial outcomes for employers and the companies they serve in economically vibrant business regions worldwide. The concluding section of the paper will be concerned to determine the extent to which the various skill set combinations can be sufficiently pedagogically developed so they become embedded as foundational in the creation of an international business school curriculum.</em></p>

Editorial: The Impact of Regulations and Technology on the Business Environment in India

A hearty welcome to the Special Issue of INBUSH 2018 (International Business Summit & Research Conference) organised by Amity International Business School, Amity University, India, which is an excellent & magnanimous platform that witnesses the participation of over 500 Thought Leaders, Management Gurus, Cabinet Ministers, Ambassadors & High Commissioners, Members of Parliament, Vice Chancellors, Deans and Directors from reputed National & International Universities, Noted Academicians, High profile media personalities, Corporate leaders and students from almost 115 countries who share ideas, exchange thoughts, deliberate on various research insights and brainstorm to provide conclusive, logical and relevant world-class best practices.

An Examination of the Technology of Specialised Soft Skill Sets Deployed in Business Sectors from Four Different Regions of the Globe

<p class="BodyA"><em>Our central objective in this paper is twofold: first, to examine the scholarly literature on the technological importance of soft skills in Business, and second, to review the major research studies on the views of employers and the industries they serve regarding the specific character and combination sets of key soft skills best suited for business professionals located in four distinct and economically vibrant major business regions of the world. The key findings have been distilled from the literature and analysed to identify patterns of congruence, with the aim of cataloguing reasonably discrete combinatory sets of soft skills ideally suited to the specific business priorities which characterise these four different regions. The concluding section of the paper will consider the extent to which these distinct skill sets can be pedagogically developed in such a way that they become deeply embedded as foundational in the creation of an international business school curriculum, featuring five discrete sets of soft skills, each of which is ideally constructed for one of the four different regions.</em><em></em></p>

Trends Analysis of GMAT(GMAC) Market in America for Fifteen Years (2001-02 to 2015-16)

India has been a huge market for GMAC, and the country has the potential to grow bigger market for the GMAC. In the testing year 2001-02, 12963, Indian citizens took the GMAT exam while by 2015-16, it has gone to up to 33123 with a growth of 155%. Statistics reveal that compared with a decade ago, the GMAC market in India has become a big boon for Indian and international business schools to tap the potential candidates for their business programs. Most of the Indian MBA aspirants apply for MBA programs global, mainly to the US based programs. We do not see any top business school in the world without admitting any Indian citizen, and that is the popularity of Indian students worldwide. Asians, mainly the Chinese and Indian MBA aspirants make a beeline to the top business schools such as Harvard, Stanford, Wharton, Insead... etc. Indian citizens per cent was 5.2% in the testing year 2001-02, 6.0% in the testing year 2002-03, 5.9% in the testing year 2003-04, 6.7% in the testing year 2004-05, 8.0% in the testing year 2005-06, 9.8% in the testing year 2006-07, 11.6% in the testing year 2007-08, 11.5% in the testing year 2008-09, 10.2% in the testing year 2009-10, 9.8% in the testing year 2010-11, 10.5% in the testing year 2011-12, 10.6% in the testing year 2012-13, 11.6% in 2013-14, 11.7% in the testing year 2014-15, and 12.6% in the testing year 2015-2016. It is good to see there was a double-digit growth eight times in the fifteen years. The present article analysis the GMAC examination trends in India for the last 15 years.

Teaching effectiveness attributes in business schools

PurposeDetermining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA.Design/methodology/approachA survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries.FindingsThis study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries.Practical implicationsThis study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms.Originality/valueThis study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.

Organizational elites and the discourse of flexibility: Will be the consultants in the future managers?

The purpose of this article is to investigate how the discourse of flexibility could be used instrumentally by organizational elites in their disputes for power within the firms and how this phenomenon can affect some aspects of organizational behavior. The careers of business consultants who worked in a consulting firm operating in Brazil have been searched. Resumes of 239 individuals were analysed and the empirical evidence found allowed to advance in the understanding of the issue under study. The data obtained were analysed from the perspective of institutional logic and power structures established by organizational elites. The results showed that the passage by a renowned consulting firm represents a very effective shortcut to executive positions in organizations of various sectors of activity, especially when associated with a MBA for some prominent international business school, highlighting the use and alignment of the discourse of the interests of the elites to legitimize their organizational claims to rise to positions of power in organizations without having to go through the time-consuming path required for the assimilation of specific knowledge of each type of activity or business.

Conformist innovation: an institutional logics perspective on how HR executives construct business school reputations

In this paper, we explore whether Legge’s classic 1970s criticism of human resource (HR) executives as ‘conformist innovators’ is still relevant. Drawing on institutional logics, we analyse HR managers’ rationales for choosing particular university business schools to provide senior executive development. Our mixed-methods study demonstrates that senior HR managers socially construct and enact business school reputations by drawing on strategic rationales. These rationales are embedded in societal, field and organizational logics, especially the extant reputational rankings of international business schools and an ‘ideal’ template of elite business schools. We find that these rationales, and the decisions they evince, tend to confirm the traditional picture of conformist innovation among HR executives. We discuss the implications for the reputation of HR as a profession, their employers and business schools.

A Risky Business? The Role of Incentives and Runaway Production in Securing a Screen Industries Production Base in Scotland

A Risky Business? The Role of Incentives and Runaway Production in Securing a Screen Industries Production Base in Scotland