International Management Course Research Articles

Developing Professional Competencies in Higher Education: Classroom Practices in a Brazilian Setting

This article reports on results from a qualitative study that sought to explore the teaching and learning of professional competencies in undergraduate international business management courses in Brazil. When synthesized as the mobilization of knowledge, skills, attitudes, and other cognitive resources (personal values, beliefs, personal characteristics, etc.), competencies are an important link between education and the labor market. Using a case study methodology, this paper considers the relationship between educational theories that sustain competencies and classroom activities that support the development of certain professional competencies in higher education classroom settings. Findings highlight the need for higher education students to take a central role in their learning and stress the value of training for professors to shift beyond transmissive teaching approaches towards structured activities that promote student engagement and learning.

Assessing the Effectiveness of a Writing Intensive Course in Business

Many business people and academics feel that students’ ability to communicate in writing has deteriorated over the past few decades. In response to this decline, colleges and universities addressed the problem by introducing more writing intensive (WI) courses with an emphasis on writing in the disciplines. In this article, we analyze the students’ rubric scores on their assigned cases as they progress through a WI international financial management course which is fully online. During the current Covid-19 pandemic more and more colleges and universities are conducting online courses. To assess learning, increases in the rubric scores during the semester are tested for statistical significance. Significant overall improvement in student writing occurred, but students’ grammar and spelling remain weak.

Whom to please: the government or the company? A case study of Ayla Hotels and Resorts in Djibouti, East Africa

Subject area International Business Management, Global Business Strategy and Human Resource Management Study level/applicability This case is suitable for Bachelor of Business Administration (BBA) program, specifically in human resources management, business strategy and international business management courses. Learning outcomes The learning outcomes are as follows: to figure out the appropriate staffing approaches for the foreign investment projects; to understand the challenges that companies face when they expand in the foreign market; to understand the different foreign markets entry modes. Case overview/synopsis The Nayel and Bin Harmal Investment Co. LCC. is an experienced company that owns a hotel chain with three properties in the UAE. In 2011, it decided to invest in Africa and build a new hotel – Ayla Djibouti Hotel – in Djibouti. The hotel’s construction is nearly complete. This has urged Bashar Al Tamimi to begin devising a staffing strategy for the hotel. Of particular concern is Djibouti’s lack of manpower with hospitality qualifications and expertise. Consequently, Al Tamimi must grapple with some difficult questions: Should he hire staff with the appropriate international hospitality experience? Or should NBHI invest in the human capital in Djibouti and train Djiboutian people to operate the hotel? Which strategy or approach will lead to the most successful and profit-making outcome for Ayla Djibouti Complexity academic level This case is suitable for Bachelor of Business Administration (BBA) program, specifically in human resources management, business strategy and international business management courses. 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 code CSS 5: International Business.

Uncertainty in the Desert Kingdom -- Business and Economic Factors for Introducing a New Building Product in the Construction Market in Saudi Arabia: A Case Study

This case is a study of a U.S. based entrepreneur who had decided to create a new venture in SaudiArabia to produce and distribute a new type of construction material with superior insulatingcharacteristics. The entrepreneur had performed some preliminary research and looked to developbusiness and marketing plans to secure investment capital to fund and launch the company. He engaged a consulting group to assist him to conduct a competitive analysis, identify target markets and recommend brand-building strategies. The case provides information about Saudi Arabia and some of the economic, political and environmental issues that are faced by the country. This case could be used in international management or international marketing course.

Encouraging Development of a Global Mindset Among Students in Online International Management Courses

ABSTRACTThis research explores how a multiple intelligences approach can be used to build a global mindset among students in online international management courses. It draws upon research in the areas of global mindset, education, cognition and learning, and neuroscience to discuss how pedagogical tools and strategies relevant to each specific intelligence can contribute to cognitive complexity and cosmopolitanism. Suggestions are offered for online teaching methods that can incorporate the multiple intelligences in international management courses.

Internationalization at a Distance

This article explores how part-time students in an online international management course perceived various features of the course-learning design and whether international perspectives were built into their learning experiences. The focus of the study was on cross-cultural differences across groups of learners in the United Kingdom, in other European countries, and in Russia and studying the course in different languages. Using a mixed-method approach, the study’s results challenge the distinction between “internationalization at home” and “internationalization away” perspectives on curricula, due to growing numbers of students studying online from their home countries. Study participants reported high degrees of engagement with international perspectives, but their experience can be best described as “internationalization at a distance,” where traditional campus-based acculturation effects were not observed. The article concludes with a discussion of opportunities for management educators to develop a “glocal” approach to online course curriculum design, intentionally blending global perspectives with locally relevant knowledge and managerial skills.

Exchange Rate Appreciation, International Competitiveness And Purchasing Power Parity: The Shiomi Company Of Japan

In 2011 the ongoing appreciation in the yen against the US$ led Japanese firm Shiomi to consider relocating its production facilities outside of Japan. As a prelude to making this decision, Shiomi commissioned an evaluation of the historical impact of the yen’s appreciation on Japanese competitiveness. This evaluation is the basis for two important lessons in international financial management. First, it is the real exchange rate, rather than the nominal exchange rate, that determines the relative cost competitiveness of countries. Second, in accordance with the rules of purchasing power parity, the historical evaluation showed that higher inflation in the U.S. relative to Japan caused the ratio of Japanese to U.S. prices to fall at roughly the same rate as the yen’s appreciation against the US$. Thus the long-term appreciation in the yen had little impact on Japanese competitiveness. Students are asked to assess the relocation decision in light of the post-case data on exchange rates and consumer prices supplied in the case. The case is appropriate for use in an international financial management or international economics course.

Financial risk analysis of Cambodia Kamchay hydropower BOT project

Title – Financial risk analysis of Cambodia Kamchay hydropower BOT project. Subject area – Management science, operational and financial risk of overseas enterprises. Study level/applicability – This case is mainly applicable to international business course and project management course. Case overview – Since 1992, the Great Mekong sub-regional economic cooperation between China and ASEAN countries was officially launched and set free economic zone. Hydropower is starting to develop in recent years in Cambodia, and it is a good significance to Cambodia ' s industry. Furthermore, most of hydropower plants in Cambodia are built by Chinese companies. Thus, this paper will analyze the current risk and condition of Kamchay hydropower, as well as the development of Chinese enterprise for Cambodia economic and social development. Expected learning outcomes – This case study provides students concepts on international business, project management, and operational risk of overseas enterprises. The principle of project contracting, labor cooperation, and project financial in international process are considered together with the implications they have for advancing understanding of the problem of the host country ' s government interests and the various risk of enterprises in international BOT projects. 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.

Sainsbury's in Egypt

Subject area International Strategy Study level/applicability Undergraduate or graduate capstone course in strategy or international management course. Case overview Faced with increased competition at home, Sainsbury's decided to expand its international operations by entering Egypt. Sainsbury's initially created a joint venture with an Egyptian food retailer, but quickly increased its commitment by opening over 100 stores in Egypt. Sainsbury's dream of capturing the Egyptian food market faded as quickly as it was started. Due to declining profits, Sainsbury's eliminated its exposure in Egypt by selling its interests to its Egyptian partner. Sainsbury's first developing-country venture could be regarded as an object lesson in how not to operate. The company failed to properly investigate its market and its partners, and showed insensitivity to local conditions. Moreover, entering the Egyptian consumer business sector may have been ill-advised. Egypt, with a low gross domestic product (GDP) per head of about $1,300 and a population of 65 million, while having growth potential, is a daunting market. Why a poor and frequently disorganized country was perceived as having excellent growth potential was not addressed by Sainsbury's in its headlong rush to invest. The case should be interesting for students because it highlights a situation where a firm's international expansion efforts failed after the firm had success expanding internationally previously. Numerous reasons are presented in the case for Sainsbury's failure. The case highlights the multiplicity of issues which a company faces when it “goes global.” While Sainsbury's withdrew from Egypt, the case affords students the opportunity to evaluate whether they would have made the same decision by providing a discussion of the alternatives suggested by Sainsbury's Chairman. Expected learning outcomes The Sainsbury's case is capable of addressing several important teaching objectives: the case is an appropriate vehicle to demonstrate what can happen to a firm as it expands globally; students will gain more knowledge concerning why companies expand into foreign markets and the impact of cross-country differences in market conditions; the case presents the multifaceted complexities involved in globalization efforts and issues faced by companies concerned with global competition and global strategy; students should apply the concepts and tools of industry and competitive analysis; students should gain a better understand how to manage globally; students should gain an understanding of the challenges of globalization and global competition; students should gain a better understanding of the evolution of strategy as industry conditions change and new opportunities arise. As with any case study, students should learn to translate good analysis into appropriate recommendations for action. 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.

Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities

This paper investigates the impact of wiki-based activities on student participation and collaborative learning in a large postgraduate international management course. The wiki was used in this study as a facilitator for engagement and collaboration rather than a means of online discussions. Based on both qualitative and quantitative data, we find strong evidence that the use of the wiki facilitated student engagement and collaboration, both inside and outside the classroom. Moreover, student learning had significantly improved as a result of the enhanced learning environment.

Predictors of Effective Web-Based International Business Management Courses in China: Students’ Perceptions on Course Interaction and Satisfaction

The aim of this study is to examine the determinants of effective web-based teaching and learning processes, using MEBIR (Management Education by Internet Readiness) Scale. Data were obtained from 407 students studying in a number of universities in China. The results demonstrate that the perceived quality of the web-based international management courses offered in the Chinese universities hinges on a number of factors such as course interaction, and course satisfaction. The study identified the Internet readiness of students at universities in China and paved avenues for asynchronous learning networks with the use of collaborative Internet technologies in interuniversity instructions. The implications surrounding the effect of the web-based management programs on students, staff, and universities are discussed.

Financial risk analysis of Cambodia Kamchay hydropower BOT project

Subject area Management science, operational and financial risk of overseas enterprises. Study level/applicability This case is mainly applicable to international business course and project management course. Case overview Since 1992, the Great Mekong sub-regional economic cooperation between China and ASEAN countries was officially launched and set free economic zone. Hydropower is starting to develop in recent years in Cambodia, and it is a good significance to Cambodia's industry. Furthermore, most of hydropower plants in Cambodia are built by Chinese companies. Thus, this paper will analyze the current risk and condition of Kamchay hydropower, as well as the development of Chinese enterprise for Cambodia economic and social development. Expected learning outcomes This case study provides students concepts on international business, project management, and operational risk of overseas enterprises. The principle of project contracting, labor cooperation, and project financial in international process are considered together with the implications they have for advancing understanding of the problem of the host country's government interests and the various risk of enterprises in international BOT projects. 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.

The Role of Economics in Canadian Undergraduate Business Education

The authors analyzed curricula from all 61 Canadian undergraduate business programs and found that business schools that contain economics departments, business schools with higher mathematics and statistics requirements, and business schools that have received Association to Advance Collegiate Schools of Business accreditation are more likely to require additional economics courses beyond the standard introductory level microeconomics and macroeconomics. Among those schools that require one or more additional economics courses, managerial economics is the preferred requirement. The authors also found that many specialized business programs, such as human resources, finance, and international management, include either required or optional economics courses beyond those already required in the school's general business degree program. Based on the findings, the authors make recommendations for business school curriculum development.

Problem-Based Teaching in International Management: A Political/Economic Risk Assessment Exercise

This article draws from the current literature to examine problem-based learning (PBL) as a management education tool, and provides an example of how to incorporate PBL into an undergraduate international management course. Also included are an explanation of, and specific guidelines for, a PBL exercise focused on the analysis of “country risk” (political/economic risks) for potential foreign direct investment. Additionally, the benefits and unique challenges of successfully implementing this type of exercise are discussed.

Developing International Managerial Skills Through the Cross-Cultural Assignment

This article describes the “Cross-cultural Assignment,” an experiential learning technique for students of business that deepens self-awareness of their own attitudes toward different cultures and develops international managerial skills. The technique consists of pairing up small teams of U.S.-based business students with small teams of international students from the same country, who are not yet completely fluent in English, to form augmented teams that then need to execute tasks and produce several end-products. This pedagogical method has been used successfully in recent years in international management and international business courses for both lower-classman and upper-classman undergraduate business students and for students in graduate MBA programs. The article positions the technique within the literature on experiential learning and cultural differences, describes the methodology in detail, offers several examples of its use, and discusses the benefits and challenges observed in its implementation.

Sharjah Football Club (UAE): still kings?

Subject area Business & Management Study level/applicability This case is suitable for senior students taking marketing courses from marketing communications, marketing research and consumer behavior. Other students including postgraduate students on international business, strategic management and CSR courses may also benefit and/or partake in the discussions. Last and most importantly sports marketing students would find this case useful. The case study can be taken from a range of angles from consumer behavior, through researching of the same (i.e. consumer behavior); to marketing communications strategies by the football clubs themselves. Case overview The case study documents the growth and development of the UAE Professional Football League using the particular case of one of the oldest teams, Sharjah Football Club (also known as Sharjah FC) founded in 1966 – five long years before the Football Association was conceived. Sports marketers have long sought to better understand the factors that influence attendance at sporting events. This is couched upon the expectations that an understanding of such factors will improve the efficiency of marketing communication between service providers and consumers, and, as Cunningham and Kwon put it, possibly influence the entire marketing program of a sport organisation. Attracting people to the stadium not only increases ticket revenues but also increases supplementary revenue sources, such as parking, concessions and merchandising. Expected learning outcomes To understand key aspects of the consumption of sports (i.e. consumer perceptions, attitudes and influences). Readers would also understand the changing aspects of marketing of sports vis-à-vis sports marketing. Supplementary materials Teaching notes and www.fifa.com/associations/association=uae/nationalleague/standings.html

A cultural artefact 'show-and-tell': a paedagogical tool for teaching cross-cultural management

This paedagogical tool was developed for an international management course of which the concept of country culture was a prominent element. Each team (or each individual, if teams are not utilised) identifies and brings to class a cultural artefact that represents the culture of the team's assigned country in significant and meaningful ways. It then makes a short presentation to the class on – (a) what the artefact is, (b) what beliefs and values it portrays, and finally, (c) what underlying assumptions are associated with it. This project is a small 'teaser' project in that it 'teases' students into a bigger main project for the course. Students often postpone 'getting their feet wet' for the main project, because they are overwhelmed by the project's open-ended nature and by the substantial reading and research needed. This project is a very useful little tool in that it helps the students to rather painlessly get started earlier on the main project in the academic term than they otherwise would.

The problem of going from training to learning: the case of Hungary

PurposeThe aims of the research behind the paper are to understand better the present situation of the problem of going from training to learning and to try to suggest methods and solutions to improve the situation.Design/methodology/approachThe author uses her experience in teaching cross‐cultural management and interviews with top executives to find out how some typical cultural factors influence management practices and employee behavior.FindingsThe key findings of the paper are the following: cultural factors play a great role in how companies are managed and people in them handled: controlled and motivated. But it looks like there is another important group of factors that influence all these managerial elements: this is the economic and political situation of any country. In the case of Hungary, which is a cheap production site for global and multinational companies, managers manage, control and motivate differently than for example “at home”, in a highly developed country.Research limitations/implicationsFurther research on a larger sample is needed to support the ideas mentioned in the article better.Practical implicationsOne implication could be to write a professional textbook on the topic. A further one is to put together a proposal for the government in order to focus the attention on the importance of learning in all kinds of institutions and at all levels. One practical result of the findings is these are already being taught by the author thorugh the international management courses for foreign students studying at the Corvinus University in Budapest.Originality/valueThe paper presents a research approach of trying to find relationships between cultural factors and learning approaches and philosophies. It can be of value for those interested in cross‐cultural research, and also for companies interested in finding the best approaches to learning in a particular society.

The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

ABSTRACT This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic areas covered, and textbooks used. Domain clarification could lead to more truthful representation of the two courses, better training and disciplinary grounding of course instructors, more appropriate hosting of the courses in business school departments, and enhanced skill-sets among students in these courses. Finally, clear domain definitions are necessary for reliability and validity in international business research.

Developing corporate leadership skills in a cross-cultural setting:the contribution of action research

The development of corporate leadership skills is seen as a crucial ingredient of management education programmes in higher education. Moreover, with the increasing globalisation of business activity, the education of those who will ultimately occupy positions of authority within organizations must take into account cross-cultural differences in the interpretation and conceptualisation of leadership. A key task for educators in this respect is to design and deliver programmes that facilitate an understanding and enhanced competence in the exercise of relevant skills that are sensitive to the complexity of the notion of leadership in a cross-cultural environment. The manner in which such objectives have been pursued on the full-time MSc in International Business and Management course, jointly run by Sheffield Business School, United Kingdom, and the International Business School at Groningen in the Netherlands, is the theme of this article. Working within an action research paradigm, the tutor responsible for the International Management Competencies module has sought, through three cycles, to plan and hone an approach designed to help students develop a cross-cultural perspective on corporate leadership. The nature of the challenge is analysed – specifically the generic nature of the treatment of leadership skills in much of the literature and the difficulties students face in relating what they learn to their own experiences. The three cycles are described. Consideration is also given to the lessons learnt both in terms of the treatment of leadership as a concept and as an international management competence and of further potential refinements in the learning and teaching process.