International Management Education Research Articles

Generative AI in International Management Education From a Consulting Perspective

Generative AI in International Management Education From a Consulting Perspective

Focus on education: Taking stock of key themes, topics, trends and communities in international business and international management education research

This paper sheds light on education in International Business (IB) and International Management (IM) by identifying the main topics, themes, trends and subdomain clusters in their education-focused literature. Using a combination of text- and network-based analysis, only recently introduced for data analysis in IB/IM, we reveal themes focused mainly on five areas: global focus; learning and skill development; teaching and curriculum development; economic and management issues; and student types and experience. Further, we examine the extent to which keywords associated with critical perspectives enter the education literature to gain insight into the embrace of issues related to sustainability, ethics, empathy and gender.

Crossvergence in International Management Education: Acquisition of Skills and Career Outcomes

Organizational crossvergence is the identifying framework in this study of the emerging similarities between both educational systems and business systems in India and the United States. A sample of 237 international MBA graduates was examined relative to the education they received in a combined United States and India management program. They studied in both countries, and pursued careers in either country. We confirm that the applied value of advanced business education originating in India was enhanced, but not significantly surpassed, by the Western learning experience. The applicability of graduates’ acquired skills was as relevant for employment in India as in American organizations. Implications for policymakers resulting from the findings highlight the clear justification of deepening management education collaboration amongst educators and employers in emergent and developed markets.

Distinguished Scholar Series: Prof Tom Kochan (Sloan School of Management, Massachusetts Institute of Technology) on The Changing World of Work and Employment [and teaching note]: Interview by Prof Bill Roche, University College Dublin, Ireland

Abstract The Irish Academy of Management (IAM) launched the Distinguished International Scholar Series in 2020, under the leadership of IAM Chair, Dr Felicity Kelliher. This award honours the achievements of outstanding individuals from the international management education and research community, whose work has significantly impacted the field. Our inaugural Scholar is Professor Tom Kochan of MIT Sloan School of Management, who in conversation with Professor Bill Roche in October 2020 encapsulates the Academy's core principles of respectful debate in stimulating the exchange of ideas.

Engines of Anxiety: Academic Rankings, Reputation, and Accountability, by Wendy Nelson Espeland and Michael Sauder. New York, NY: Russell Sage Foundation, 2016, 2015, 281 pages, paper

Academy of Management Learning & EducationVol. 18, No. 2 Book & Resource ReviewsEngines of Anxiety: Academic Rankings, Reputation, and Accountability, by Wendy Nelson Espeland and Michael Sauder. New York, NY: Russell Sage Foundation, 2016, 2015, 281 pages, paperWilliam KoprowskiWilliam Koprowski()Published Online:8 Jul 2019https://doi.org/10.5465/amle.2018.0027AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCESFrost, P. J.Taylor, M. S. (Eds.). 1996. Foundations for organizational science: Rhythms of academic life: Personal accounts of careers in academia. Thousand Oaks, CA: SAGE Publications, Inc., 10.4135/9781452231570. Google ScholarGioia, D. A., & Corley, K. G. 2002. Being good versus looking good: Business school rankings and the Circean transformation from substance to image. Academy of Management Learning & Education, 1(1): 107–120.Link , Google ScholarGlick, W. H. 2008. Rain Man or Pied Piper? Moving business schools beyond media rankings with mass customization and stakeholder education. The Academy of Management Perspectives, 22(1): 18–23.Link , Google ScholarGreenberg, M. 2013, March 29. AU law students, alums, launch petition to oust dean after falling out of top 50 law schools ranking. DCINNO. Retrieved from https://www.americaninno.com Google ScholarHanson, M. 2012, July 24. U of Illinois Law School is publicly censured by the ABA, Fined for misreporting admissions data. ABA Journal. Retrieved from http://www.abajournal.com Google ScholarMorgeson, F. P., & Nahrgang, J. D. 2008. Same as it ever was: Recognizing stability in the Business Week rankings. Academy of Management Learning and Education, 7(1): 26–41.Link , Google ScholarOlson, E. 2016, March 24. Law graduate loses suit against school on enticing enrollment data. New York Times. Retrieved from https://www.nytimes.com Google ScholarOremus, W. 2013, September 10. U.S. News tumbles eight spots in this year’s super-official college-rankings rankings. Slate. Retrieved from https://slate.com/technology/2013/09/u-s-news-college-rankings-falls-8-spots-in-arbitrary-college-rankings-rankings.htm Google ScholarPfeffer, J., & Fong, C. T. 2004. The business school “business”: Some lessons from the US experience. Journal of Management Studies, 41(8): 1501–1520. Google ScholarRidgway, V. F. 1956. Dysfunctional consequences of performance measurements. Administrative Science Quarterly, 1(2): 240–247. Google ScholarWedlin, L. 2006. Ranking business schools: Forming fields, identities and boundaries in international management education. Cheltenham, UK: Edward Elgar. Google ScholarFiguresReferencesRelatedDetails Vol. 18, No. 2 Permissions Metrics in the past 12 months History Published online 8 July 2019 Published in print 1 June 2019 Information© Academy of Management Learning & EducationDownload PDF

Competitive dynamics: Eastern roots, Western growth

PurposeThe purpose of this paper is to bridge the understanding of apparent dichotomies such as East and West, philosophy and social sciences, and antiquity and modernity, and to continue the vibrant expansion of competitive dynamics study into the realm of East-West theoretical fusion.Design/methodology/approachThe author looks to classical Chinese philosophy to discover the origins and nature of competitive dynamics. The paper develops the premise that the foundational thrusts of this contemporary Western management topic spring from ancient Eastern conceptions of duality, relativity, and time.FindingsResearch inroads are made along two paths. First, the paper traces the theoretical and philosophical underpinnings of competitive dynamics to Eastern thinking. Then by bridging what have customarily been perceived as fundamentally different paradigms, it reveals, in a new light, empirical findings in this strategy subfield.Research limitations/implicationsLinking Western management science, and specifically the study of competitive dynamics, to classical Eastern philosophy raises new research questions in the areas of international management and management education as well as competitive dynamics. In the latter, the paper suggests opportunities for exploring connections between traditional Chinese concepts and contemporary organizational and competition research issues, including competitive and cooperative relationships at the industry level. Future research may also investigate the fundamental differences and similarities between Eastern and Western philosophies, and their implications for competitive strategies.Originality/valueFrom a relatively obscure corner of business academia, competitive dynamics now occupies a distinct place in strategic management research and is a topic of intense interest to scholars in a variety of disciplines. The usual view is that competitive dynamics fits squarely in the spectrum of social sciences, an organically home-grown area of Western study. This paper examines the topic from a distinctly different angle – through the lens of ancient Eastern philosophy – to discern deeper a deeper meaning and wider application.

International Business Students’ Cross-Cultural Competence Development

This study explores the role of educational programs in promoting students’ cross-cultural competence (CCC) development in international business education. Using constructivist grounded theory methodology (GTM), a comparative analysis of four extensive case studies was conducted within four schools, all of which offer international management education in English for local and international students. This study examines institutional contributions to an environment that supports students’ CCC development. A typology model consisting of four educational approaches to students’ CCC development is presented based on student experiences. The study provides recommendations regarding the steps that higher educational institutions (HEIs) can take to promote educational environments that support cross-cultural exchange, cultural knowledge creation, and individual and organizational cross-cultural competence development.

Impactos da globalização no processo de internacionalização dos programas de educação em gestão

O propósito deste artigo é problematizar os impactos da globalização na educação em Gestão, com base nas alterações ocorridas no contexto internacional contemporâneo, principalmente em termos da inserção de países emergentes tais como Índia, China e Brasil entre os parceiros acadêmicos dos programas de educação em Gestão. Mais especificamente, a contribuição deste artigo decorre da abordagem crítica focada em educação em gestão que reconhece o papel dos países emergentes na produção e consumo do conhecimento. A problematização do tema, de caráter qualitativo, está baseada na descrição e análise do Programa Internacional de Mestrado em Prática de Gestão (IMPM), criado por Henry Mintzeberg, em 1995, com recentes parcerias acadêmicas na China e no Brasil. Os resultados obtidos indicam que os programas internacionais de educação em gestão estão interessados em realizar atividades em países emergentes, mas essas parceiras nem sempre resultam em um papel legítimo que os desloque de suas posições periféricas para o centro da produção de conhecimento em Gestão. Por fim, levantamos o questionamento de que os programas internacionais de educação em gestão, mesmo que presentes nesses países pela realização de módulos locais e participação de indivíduos desses países, continuam funcionando como instrumentos de disseminação do conhecimento em Gestão hegemônico e universal.

A Global Classroom? Evaluating the Effectiveness of Global Virtual Collaboration as a Teaching Tool in Management Education

We evaluate the effectiveness of global virtual student collaboration projects in international management education. Over 6,000 students from nearly 80 universities in 43 countries worked in globa...

Cross-Cultural Teaching in Globalized Management Classrooms: Time to Move From Functionalist to Postcolonial Approaches?

We undertake an overall appraisal of cross-cultural and international management education, with a view to promote critical self-reflection among teaching practitioners. We specifically go beyond the dominant functionalist perspective and utilize postcolonial perspectives to identify issues that have been ignored or unacknowledged in the mainstream pedagogical literature. We examine the historical context of origin and evolution of the management discipline, nature of the body of knowledge, curriculum and pedagogy, and its impact on students in particular.

Assessing knowledge in dialogue: undergraduate synopsis-based oral examinations at a Scandinavian business school

The Synopsis-Based Oral Examination (S-BOE) is described as deployed in international management education programs in a Danish business school. It assesses students in light of specified learning objectives through time-constrained presentation and dialogue. The format is premised on prior submission of a synopsis, although the synopsis has no bearing on grade assessment. Practitioner experience and student feedback suggest that students experience this type of examination as an important learning experience, in itself, in addition to testing course-related knowledge. We reviewed the current epistemological basis for grading, providing a critical realism corrective to enhance assessment and appropriation of this exam format.

Language use in establishing rapport and building relations : implications for international teams and management education

En s’appuyant sur des recherches en sociolinguistique portant sur les interactions en contexte multilingue, cet article analyse les strategies linguistiques a l’œuvre dans la construction des relations interpersonnelles pour favoriser et consolider l’interaction dans les equipes internationales dans les entreprises.

Two Decades of Polish MBA Programmes: Achieving Critical Mass or Saturation?

The paper discusses the supply side of the Master of Business Administration, i.e. of the international postgraduate management education (IPME) sector in Poland. The historical period covered spans the two decades of market transition (1989-2009). Empirical research, that is questionnaires administered to a representative sample of directors of Polish MBA programmes in 2004, provides additional insight into the analysis of the evolution of IPME. First, we introduce the demand side: the IPME sector with its transnational credentials appears as an important determinant of the new social stratification: it provides a meritocratic solution to recruitment into new managerial elite. We then trace the development of MBA in Poland primarily in terms of key variables: number of programmes, diversification in types of programmes and modes of delivery, quality control (accreditations and rankings), internationalisation, and programmes' promotion and advertising. We summarize by discussing the importance of the MBA in Polish management education indicating that market saturation is the more likely hypothesis explaining the slower dynamics in the 21st century.

International management and risk assessment

This article presents the US experience from periodical business failures and collapses of the financial markets. It could be a lesson for the Central and Eastern European countries on their economies during the post-transition era. International management is one of the strongest aspects of major US corporations, and risk management is their day-to-day concern. It emphasises the importance of risk management and needs for the international management education.

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique “hands‐on” global consulting program that is integrated into an international EMBA program for mid‐career and senior American and European managers. It details the challenges for the integration of experiential action learning, double‐loop learning, service learning, and tacit learning into global management education and discusses the value of such integration for the EMBA‐participant's learning experience. The lessons learned from the implementation of the use of integrated global consulting based on an experiential action learning model on EMBA education are discussed. The andragogical model of education used should be a useful guide for designing and implementing experiential action learning based MBA/EMBA programs. The authors wish to thank Deepa Iyer for her able research assistance; Kathryn Warren, Donna Booher, and Jill Erbland for their comments; and Kiran Kamath for her thoughtful editing.

Governments as human capital providers

PurposeThe purpose of this paper is to provide an analysis of the case for governmental support of higher education access to further national competitiveness.Design/methodology/approachA review of previous literature is used to examine different academic disciplines that impact the relationship between higher education access and national competitiveness. These bodies of knowledge are used to synthesize a rationale for impacting competitiveness through educational policy.FindingsA coherent argument can be made that is strongly in support of governmental provision of relatively high levels of access to higher education.Research limitations/implicationsThe recommendations are general. A specific cost‐benefit analysis of educational policies is beyond the scope of this paper.Practical implicationsThis paper equips readers to explain why higher education access influences national competitiveness. While this point seems obvious to many who work in higher education, the connection is seldom made and often discounted among the general public. This paper can assist in informing the general public and those who represent them about the economic value of higher education.Originality/valueThis paper fills a gap that exists among the three academic fields of international trade, strategic management, and higher education policy.

The role of rankings in codifying a business school template: classifications, diffusion and mediated isomorphism in organizational fields

AbstractHow are business school rankings shaping the international management education field? This paper investigates the role of classification mechanisms such as rankings in forming organizational fields, and asks to what extent rankings are influencing organizations to become more alike. Using a qualitative study of European business schools and their responses to international rankings, I show how the rankings are shaping and codifying an organizational template on which business schools form identities and identification with the field. The rankings codify this template by defining belongingness to a group, specifying measures for competition and comparison, and by promoting role models. Through the template, isomorphic pressures are mediated by the use of both specific and ambiguous criteria for performance, and in the way the template guides and channels imitation processes. This way, the template secures similarity and recognition of ‘belonging together’ in the field while allowing for considerable variation in organizational practices and identities.

Ranking Business Schools: Forming Fields, Identities and Boundaries in International Management Education

Ranking Business Schools : Forming fields, identities and boundaries in international management education

Globalization and the future of international management education

Globalization and the future of international management education

Intense, vigorous, soft and fun: identity work and the international MBA

PurposeA critical debate has been on‐going about the desired nature of international MBAs. One aspect of this debate, which has remained significantly underdeveloped, is the impact on students' identity of the way that MBAs are shaped and projected. This paper seeks to address this issue.Design/methodology/approachTaking the decision to do an MBA as a point of high intensity identity work, artefacts that input to that decision are subjected to narrative analysis. A total of 140 MBA brochures from the USA and Europe were analysed.FindingsThe findings lay out the dominant narrative style of the MBA identity as projected through brochures and associated publicity material.Research limitations/implicationsNarrative analysis emphasises some potential findings whilst de‐emphasising others. Its strengths are to be able to incorporate a large amount of empirical material and to uncover underlying patterns within that material. Its limitations are that it is not as focused on micro detail in the way that, for example, conversation analysis is, and nor is it focused on macro generalisation in the way that discourse analysis can be.Practical implicationsThe analysis has implications for those involved in designing and promoting MBAs.Originality/valueThe outcome is a conceptualisation of some of the consequences of the projected identity of international MBA students. This is intended to be a contribution to the debate on the nature of international management education and to also have application within the debate on the nature and processes of identity work.