Teaching International Business Research Articles

Improved Pedagogies in Teaching International Business

Improved Pedagogies in Teaching International Business

Teaching International Business Considering Students’ Multiple Facets

Teaching International Business Considering Students’ Multiple Facets

Teaching International Business Skills across US and Kenya: A Model for International Collaboration

ABSTRACT We propose a model of University-linked collaboration for teaching international business as a tool to facilitate equitable learning and cross-border engagement. We extend the collaborative online international learning (COIL) model from student-to-student to student-to-professional by proposing a six-factor model. We set this collaboration across the understudied Global North – Global South context with a particular focus on social innovation-oriented projects. The model provides a framework for structuring immediate and long-term collaborations. Case studies and student evaluations over the course of six semesters show support for this cooperation model as a method of teaching international business skills and tools.

Construction and Implementation of a New Intelligent Teaching Model of Business English Based on Constructivism

Communicating and teaching Business English online are currently in demand. Based on the theory of constructivism, this study takes International Business Negotiation of the Business English major as an example, with the School-Enterprise Cooperation Class that consists of 42 students of the 2018 cohort of a university as the experimental group. Employing certain research methods such as literature review, questionnaire survey, interview, experimental teaching methods, etc., this research constructs and tests out a brand new intelligent teaching model for International Business Negotiation with the goal of enhancing students’ practical application abilities in the “Internet+” era, and explores the effect of this model in promoting students’ abilities, such as autonomous learning, mobile learning, innovative thinking and practical application of knowledge, etc. This research provides a new, reasonable, and effective teaching approach towards teaching International Business Negotiation and other similar courses of Business English. It provides effective guidance for the reformed teaching of International Business Negotiation, while also giving directions for the reformed teaching of Business English, as well as other foreign languages and courses in the era of “Internet+”. At the same time, this research focuses on the working process, which provides practical guidance for students to negotiate efficiently in their future careers.

Teaching International Business in Europe and Latin America

An important topic in IB education is to convey the importance of international differences in culture, institutions (economic, political, legal), language, and religion; and the business impact of...

Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University)

Purpose: This paper endeavour is to address, the challenges faced by expatriate faculties while teaching International Business subject and case studies in classroom. Students lackingness with relevance to International Business subject; and paramountcy of a manager's role in achieving organizational goals in globalization era.Design/Methodology/Approach: This research adopts the empirical study method to analyse the essentialness of international Business subject at Undergraduate and Graduate level in Ethiopian universities. Personal interview method adopted to analyse the primary evidence through questioner. Handbook of theory and research for Higher education is considered for review of literature; discussion and analysis which fixates on affinity for learning practical business skills rather theoretical. Vigour, Impotency, Opportunity, and Threats analysis explores all challenges and hurdles in teaching International Business subject.Findings: The study finds the consequentiality of the international business subject at both UG & PG level and fluency in English language at university level. Less fluency in English influence the cognition system across the geography, it links the course curriculum design predicated the industry trend and authoritatively mandate; Adscititiously, the study concludes the integration of curriculum and research at university level concerning the context of International Business. Lack of vigilance about course theoretical paramountcy with respect to integration of countries trade.Research Limitations/Implications: Underutilization of resources, fail to update each program's importance, opportunities, and outcomes in university websites. Most of the MBA students are either commerce or social science rather diverse background like science, pharma, and engineering. University-Industry Linkage department is not prioritizing to organize focus group discussions among a diverse group of employers and students to determine the primary skills and consequential attributes look for in students.Originality/Value: Ministry of Higher Education and universities are not giving much importance to the International Business subject, albeit the country’s exports and imports. Only two or three (Addis-Ababa, Mekelle, and Adama) Ethiopian Universities are active in research in higher education because of the collaborative influence of foreign university faculties.

Three Decades of the Journal of Teaching in International Business: A Bibliometric Overview

ABSTRACT The Journal of Teaching in International Business (JTIB) is a dedicated and premier platform for research on teaching international business. This study presents a comprehensive overview of the papers published in JTIB between 1989 and 2019 through bibliometric methods. Using data from Scopus database, the publications were analyzed, applying a range of bibliometric techniques, such as descriptive analysis, bibliographic coupling analysis, coauthorship analysis, and keyword analysis. The study further explores the thematic structure of the journal with 4 clusters identified as international business education, international business curriculum, experiential learning and technology, and cross-cultural issues. It highlights the temporal progression of the research constituents and the substantive areas in the journal. Thus, this study will provide meaningful insights to scholars of the discipline. Moreover, it is the first attempt to summarize the publications of JTIB.

Innovative Pedagogical Approaches in Teaching International Business

The practice of international business continues to evolve with the fast-changing global economy. For international business (IB) educators, this implies innovative and dynamic approaches to educat...

Teaching International Business as an Opportunity to Develop Cultural Sensitivity

ABSTRACTBusiness program graduates are expected to perform with cultural sensitivity in international and intercultural professional environments. In order to support student development of the necessary mindset, a variety of assignments and activities have been integrated into the undergraduate International Business (IB) course. This article describes several types of exercises that can be used by anyone teaching this course or one where cultural sensitivity is an important component. No quantitative data are presented, nor are any claims made to the efficacy of these assignments. But student comments point to increased cultural sensitivity and a better understanding of the issues of globalization.

Opportunities and Challenges in Teaching International Business in the Asia-Pacific Region

This is a special issue of the Journal of Teaching in International Business focused on the Asia-Pacific. Why do we need a special issue on this topic? There are many reasons for this. Even in this...

Teaching and learning international business through X-Culture challenge

Teaching and learning international business through X-Culture challenge

Teaching and learning international business through X-Culture challenge

Students learn the best when they are put in to a situation and made to be part of the process. The challenges and problems of undertaking an experiential project involving global virtual teams (GVTs) are student motivation, class size and integration of X-Culture into course activities, projects and lectures. Situational challenges include interpersonal communication, cross-cultural differences, language barriers, technological issues, distance and training, time zone differences, trust issues. The data reveals that initially students are not motivated to participate in the X-Culture project and have apprehension about working in a virtual environment and its effect on their performance in class but at the end the vast majority of students perceive that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. This research suggests that online experiential exercises can be an effective approach in teaching IB, in developing cross cultural and virtual collaboration skills and attaining assessment of learning goals.

Special Issue of the Journal of Teaching in International Business on Teaching International Business in the Asia-Pacific Region

Special Issue of the Journal of Teaching in International Business on Teaching International Business in the Asia-Pacific Region

A Challenge-Feedback Learning Approach to Teaching International Business

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four steps (Challenge–Act–Feedback–Reflect). Upon completion of one cycle, a new, more complex challenge is introduced in which students have the chance to go beyond their current skills level. The article also presents an example for an implementation of the CFL approach in an international business (IB) curriculum. The CFL approach is particularly useful for acquiring the problem-solving, adaptation, communication, metacognition, and intercultural teamwork skills needed in IB practice.

Managerial Selection Decisions in Multinational Corporations: Teaching International Business Using Problem-Based Learning

Companies face many challenges as they staff managerial positions in overseas operations, including decisions on whether to staff using expatriates, host-country nationals, or third-country nationals. We developed an exercise—designed to help students understand the differences between these three groups of employees—that requires students to develop a set of criteria that would form the basis for choosing the candidate they deem to be the best one. In addition, the exercise can serve as a springboard to discussion of the different training and compensation requirements for each of the three different types of employee. The steps involved in the exercise are presented together with suggestions for debriefing the exercise.

Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal contribution to others’ learning process. This article argues that those epistemological and pedagogical challenges could determine the design and the contents of international business ethics courses: facing up to compatible/incompatible ethical theories (philosophical questioning), identifying ethical maxims among religious/spiritual traditions (religious and spiritual questioning), and reading our actions/decisions as quasi-texts (literature-bound questioning). Business ethics teachers could take those challenges upon themselves and design their business ethics courses accordingly. For each of the four challenges, a specific ethical issue is described; advice for teachers as well as ethical questions for debate and personal development are provided.

Teaching International Business Across Multiple Modes of Delivery: How to Maintain Equivalence in Learning Outcomes

The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.

Teaching International Business via Social Media Projects

The purpose of this study is to evaluate the outcomes of an experiential learning technique coupled with social media in an international marketing course. It was conducted among 155 students placed in groups that were assigned to develop a YouTube video for use as a country branding marketing tool. Measured evaluations of the students’ perceptions of the experience reveal that it was both beneficial and positive, and it helped to promote an understanding of the importance of teamwork and the uses of technology. Factor analysis grouped the perceptions and attitudes regarding the exercise into four categories.The differences in perception are evaluated based on gender, country of study, and level of education. The study highlights the importance of incorporating experiential learning pedagogies with social media to teach country branding.

From Cultural Chameleons to Cultural Intelligence: Teaching International Business in the Real World

In our global economy we always have to rethink our educational approaches to cross-cultural management teaching in order to fit the global competition. Facing problems for managers and students in...

Introduction: Importance of Teaching International Business in Greater China: Some Challenges and Opportunities

Introduction: Importance of Teaching International Business in Greater China: Some Challenges and Opportunities