Pub Date : 2019-01-02DOI: 10.1080/08975930.2019.1637807
R. Aggarwal, Yinglu Wu
Teaching and learning can be effective in a number of ways – some of them superficial with short survival half-lives and others reaching quite deeply into students minds with much longer survival s...
教与学在很多方面都是有效的——有些是肤浅的，半衰期短，而有些则深入到学生的思想中，半衰期长得多。
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Pub Date : 2019-01-02DOI: 10.1080/08975930.2019.1627978
Maria Avello, M. Camacho-Miñano, Elena Urquía-Grande, Cristina del Campo
ABSTRACT The aim of this research is to analyse the students’ perceptions about their extramural use of English, comparing undergraduates studying their degree in English (EMI) with those studying theirs in their native language (non-EMI) within a span of five academic years. Data collected from a Spanish University suggest that the students´s interest and perception of their possibilities of working abroad in English differ. Results also reveal key differences in the use of extramural English and suggest that exposure to reading books or watching English-language films will eventually contribute to the formation of global mindset in students. The trend of the importance of English during a five year span is also considered, for both strands of students. This study makes a contribution in the field of teaching in international business settings for high education institutions.
{"title":"“Do You Use English in Your Daily Life?” Undergraduate Students’ Perceptions of Their Extramural Use of English","authors":"Maria Avello, M. Camacho-Miñano, Elena Urquía-Grande, Cristina del Campo","doi":"10.1080/08975930.2019.1627978","DOIUrl":"https://doi.org/10.1080/08975930.2019.1627978","url":null,"abstract":"ABSTRACT The aim of this research is to analyse the students’ perceptions about their extramural use of English, comparing undergraduates studying their degree in English (EMI) with those studying theirs in their native language (non-EMI) within a span of five academic years. Data collected from a Spanish University suggest that the students´s interest and perception of their possibilities of working abroad in English differ. Results also reveal key differences in the use of extramural English and suggest that exposure to reading books or watching English-language films will eventually contribute to the formation of global mindset in students. The trend of the importance of English during a five year span is also considered, for both strands of students. This study makes a contribution in the field of teaching in international business settings for high education institutions.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"30 1","pages":"77 - 94"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1627978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-02DOI: 10.1080/08975930.2018.1557095
Bingbing Ai, Lifei Wang, Jie Zhang
ABSTRACT With China’s economic growth over the past 30 years, a large number of Chinese enterprises are facing the challenge of developing their businesses internationally. Thus, it has become necessary to improve the effectiveness of transnational and intercultural business communication for these enterprises. In this article, through narrating the first author’s ethnographic observations in a Chinese–Australian company, the researchers explore the challenges of transnational and intercultural business in terms of English communication and services. They suggest how these challenges can be met from the perspective of future employees in globalizing enterprises and practitioners of Business English education in Chinese universities. This study contributes to developing effective practices for transnational and intercultural communication and services in globalizing enterprises and the pedagogy of Business English in Chinese universities, with the aim of enabling future university graduates to develop language as economic capital in a globalized business context.
{"title":"Using English as Economic Capital in a Chinese–Australian Workplace: Implications for Teaching Business English in China","authors":"Bingbing Ai, Lifei Wang, Jie Zhang","doi":"10.1080/08975930.2018.1557095","DOIUrl":"https://doi.org/10.1080/08975930.2018.1557095","url":null,"abstract":"ABSTRACT With China’s economic growth over the past 30 years, a large number of Chinese enterprises are facing the challenge of developing their businesses internationally. Thus, it has become necessary to improve the effectiveness of transnational and intercultural business communication for these enterprises. In this article, through narrating the first author’s ethnographic observations in a Chinese–Australian company, the researchers explore the challenges of transnational and intercultural business in terms of English communication and services. They suggest how these challenges can be met from the perspective of future employees in globalizing enterprises and practitioners of Business English education in Chinese universities. This study contributes to developing effective practices for transnational and intercultural communication and services in globalizing enterprises and the pedagogy of Business English in Chinese universities, with the aim of enabling future university graduates to develop language as economic capital in a globalized business context.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"29 1","pages":"272 - 288"},"PeriodicalIF":1.5,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2018.1557095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43508882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-02DOI: 10.1080/08975930.2018.1557096
Kwok-Chiu Lam, P. Zou
ABSTRACT Recent global university rankings show that many Hong Kong universities are among the top 100 in the world. However, they are constantly under fire for the persistent outdated pedagogies in higher education. Because economic education is so highly regarded in Hong Kong as an international business hub, introductory economics has been taken as the focal subject in this case study. This article endeavors to distinguish five ubiquitous pedagogic challenges confronted by educators and students within traditional classroom contexts. Avenues for improvement are correspondingly proposed in order to boost the global competitiveness of local university education. Amongst other confounding factors, the pursuit of higher global university rankings, funding parsimony and vocationalization of tertiary education have caused our particular concern.
{"title":"Pedagogical Challenges in International Economic Education within Traditional Classroom Contexts","authors":"Kwok-Chiu Lam, P. Zou","doi":"10.1080/08975930.2018.1557096","DOIUrl":"https://doi.org/10.1080/08975930.2018.1557096","url":null,"abstract":"ABSTRACT Recent global university rankings show that many Hong Kong universities are among the top 100 in the world. However, they are constantly under fire for the persistent outdated pedagogies in higher education. Because economic education is so highly regarded in Hong Kong as an international business hub, introductory economics has been taken as the focal subject in this case study. This article endeavors to distinguish five ubiquitous pedagogic challenges confronted by educators and students within traditional classroom contexts. Avenues for improvement are correspondingly proposed in order to boost the global competitiveness of local university education. Amongst other confounding factors, the pursuit of higher global university rankings, funding parsimony and vocationalization of tertiary education have caused our particular concern.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"29 1","pages":"333 - 354"},"PeriodicalIF":1.5,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2018.1557096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45580977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-02DOI: 10.1080/08975930.2018.1560956
R. Aggarwal
{"title":"The Laws of Globalization and Business Applications","authors":"R. Aggarwal","doi":"10.1080/08975930.2018.1560956","DOIUrl":"https://doi.org/10.1080/08975930.2018.1560956","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"29 1","pages":"355 - 358"},"PeriodicalIF":1.5,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2018.1560956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-02DOI: 10.1080/08975930.2018.1557094
Chad Nehrt
ABSTRACT More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution’s international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning.
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Pub Date : 2018-10-02DOI: 10.1080/08975930.2018.1560676
R. Aggarwal, F. Zhan
Designing courses to teach international business is a very complex multidisciplinary task. Cross-border and international business has to deal with all of the issues and functions (such as accounting, finance, management, and marketing) that are faced by a domestic business along with the complexities of operating across borders. Business globalization is amultidimensional balance between the costs and benefits of going across borders. The costs of foreignness have many dimensions—costs due to differences in cultures, levels of social trust, languages, religions, economic and market systems, political systems, legal and regulatory systems, institutional structures, labor laws and regulations, financial institution structures, the economic role, availability and use of external capital, andmyriad other differences encountered when crossing borders. The benefits of crossing borders are also influenced by these and other factors, which include access to new markets for your products and brand; economies of scale and scope; sourcing of cheaper inputs like labor, managerial personnel, raw materials, and R&D; and lower cost regulatory and environmental laws and regulations. Therefore, operating across borders can be very complex. Consequently, it is logical to seek and use appropriate design principles to guide course design in international business. Based on Biggs (2003), it seems that five design principles can be formulated. Accordingly, the teaching materials used in such a course should be authentic and relevant, as well as sequential and interlinked; engage students’ ever higher cognitive processes; align with each other and learning goals; and challenge and motivate the students to learn. Commonly used materials for an international business (IB) course cover a range of pedagogies and would include lectures and discussions, class and take-home projects, real-world projects and internships, interactions with foreign individuals, and relevant experiences in foreign countries. Of course, there are many ways to put all of these components together to maximize learning outcomes. IB course design must be customized to reflect the peculiar conditions faced with regard to prior student preparation, the place of the IB course in the overall curriculum, and the available resources and other local college conditions. Though this can provide a great deal of flexibility for a course designer, it can also be overwhelming. Fortunately, many examples of excellent IB course design are available in the literature (Wolf & Wright, 2014). JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2018, VOL. 29, NO. 4, 267–271 https://doi.org/10.1080/08975930.2018.1560676
{"title":"Course Design Considerations in International Business Education","authors":"R. Aggarwal, F. Zhan","doi":"10.1080/08975930.2018.1560676","DOIUrl":"https://doi.org/10.1080/08975930.2018.1560676","url":null,"abstract":"Designing courses to teach international business is a very complex multidisciplinary task. Cross-border and international business has to deal with all of the issues and functions (such as accounting, finance, management, and marketing) that are faced by a domestic business along with the complexities of operating across borders. Business globalization is amultidimensional balance between the costs and benefits of going across borders. The costs of foreignness have many dimensions—costs due to differences in cultures, levels of social trust, languages, religions, economic and market systems, political systems, legal and regulatory systems, institutional structures, labor laws and regulations, financial institution structures, the economic role, availability and use of external capital, andmyriad other differences encountered when crossing borders. The benefits of crossing borders are also influenced by these and other factors, which include access to new markets for your products and brand; economies of scale and scope; sourcing of cheaper inputs like labor, managerial personnel, raw materials, and R&D; and lower cost regulatory and environmental laws and regulations. Therefore, operating across borders can be very complex. Consequently, it is logical to seek and use appropriate design principles to guide course design in international business. Based on Biggs (2003), it seems that five design principles can be formulated. Accordingly, the teaching materials used in such a course should be authentic and relevant, as well as sequential and interlinked; engage students’ ever higher cognitive processes; align with each other and learning goals; and challenge and motivate the students to learn. Commonly used materials for an international business (IB) course cover a range of pedagogies and would include lectures and discussions, class and take-home projects, real-world projects and internships, interactions with foreign individuals, and relevant experiences in foreign countries. Of course, there are many ways to put all of these components together to maximize learning outcomes. IB course design must be customized to reflect the peculiar conditions faced with regard to prior student preparation, the place of the IB course in the overall curriculum, and the available resources and other local college conditions. Though this can provide a great deal of flexibility for a course designer, it can also be overwhelming. Fortunately, many examples of excellent IB course design are available in the literature (Wolf & Wright, 2014). JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2018, VOL. 29, NO. 4, 267–271 https://doi.org/10.1080/08975930.2018.1560676","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"29 1","pages":"267 - 271"},"PeriodicalIF":1.5,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2018.1560676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/08975930.2018.1486780
P. Pounder, Tracy R. Pounder
ABSTRACT The purpose of this article is to consider an approach to teaching entrepreneurial finance using proverbs. It explores a process framework with teaching strategies that provides prescribed guidelines on the key aspects that assist in teaching using this approach. This article demonstrates that teaching with proverbs creates the construct for linking prior knowledge (proverbs) to new entrepreneurial finance concepts in a meaningful way. It further highlights that entrepreneurial finance education in different regions around the world is most effective for students when it is tailored to the local culture of the region. The authors present five main entrepreneurial finance topics with two to three subheadings, each with proverbs accompanied by their related entrepreneurial finance concept. The article concludes that the use of proverbs in entrepreneurial finance instruction provides several benefits and that proverbs have the potential to become an effective teaching instrument in the fields of entrepreneurship and finance.
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Pub Date : 2018-07-03DOI: 10.1080/08975930.2018.1514817
Douglas J. Cumming, F. Zhan
There are many debates on whether or not entrepreneurship can be taught. With hundreds of business schools in the United States offering various kinds of entrepreneurial education, the answer seems clear. Nevertheless, different schools offer various pedagogical approaches and information included in entrepreneurship education. How to educate students with a global entrepreneurship mind set remains one of the most challenging questions in international entrepreneurship education. There are at least five things that international business (IB) scholars can do to encourage international entrepreneurship education. First, IB scholars write about educational insights in their research papers to convey takeaways for other educators, and do not merely write about implications for future research and policy, currently the typical way to conclude the discussion part of IB research papers. Second, IB scholars can bring international entrepreneurship research into the classroom; that is, there should be a greater interplay between the different activities of IB scholars in respect of teaching and research so that they better complement one another. Third, IB scholars should make efforts to understand the context from which students in their classes come, in order to be able to better utilize student attributes and convey messages to students in ways that they best understand. Fourth, IB scholars should encourage curriculum development that provides tools for understanding the roles of law, culture, economics and finance, trade, migration, behavioral biases, and opportunities in different parts of the world. Fifth, IB scholars should encourage students to learn from each other’s international entrepreneurship experiences. Many issues have been addressed in international entrepreneurship education research. To begin, many studies have shown that common pedagogical approaches in international business education could directly apply to international entrepreneurship education. For example, Tan and Ng (2006) find that problem-based learning (PBL) or the “learning-by-dong” approach works well in entrepreneurship education. In their study, they provide 16 problems that simulate entrepreneurial situations and ask students to complete these problems within a 16-week semester. Their study shows that these problems enhance students’ appreciation and capacity for entrepreneurship
{"title":"International Entrepreneurship Education","authors":"Douglas J. Cumming, F. Zhan","doi":"10.1080/08975930.2018.1514817","DOIUrl":"https://doi.org/10.1080/08975930.2018.1514817","url":null,"abstract":"There are many debates on whether or not entrepreneurship can be taught. With hundreds of business schools in the United States offering various kinds of entrepreneurial education, the answer seems clear. Nevertheless, different schools offer various pedagogical approaches and information included in entrepreneurship education. How to educate students with a global entrepreneurship mind set remains one of the most challenging questions in international entrepreneurship education. There are at least five things that international business (IB) scholars can do to encourage international entrepreneurship education. First, IB scholars write about educational insights in their research papers to convey takeaways for other educators, and do not merely write about implications for future research and policy, currently the typical way to conclude the discussion part of IB research papers. Second, IB scholars can bring international entrepreneurship research into the classroom; that is, there should be a greater interplay between the different activities of IB scholars in respect of teaching and research so that they better complement one another. Third, IB scholars should make efforts to understand the context from which students in their classes come, in order to be able to better utilize student attributes and convey messages to students in ways that they best understand. Fourth, IB scholars should encourage curriculum development that provides tools for understanding the roles of law, culture, economics and finance, trade, migration, behavioral biases, and opportunities in different parts of the world. Fifth, IB scholars should encourage students to learn from each other’s international entrepreneurship experiences. Many issues have been addressed in international entrepreneurship education research. To begin, many studies have shown that common pedagogical approaches in international business education could directly apply to international entrepreneurship education. For example, Tan and Ng (2006) find that problem-based learning (PBL) or the “learning-by-dong” approach works well in entrepreneurship education. In their study, they provide 16 problems that simulate entrepreneurial situations and ask students to complete these problems within a 16-week semester. Their study shows that these problems enhance students’ appreciation and capacity for entrepreneurship","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"29 1","pages":"181 - 184"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2018.1514817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44969946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/08975930.2018.1486777
V. Kaartemo, N. Coviello, P. Zettinig
ABSTRACT International entrepreneurship (IE) research has gained significant attention over the last 30 years, but IE education has not yet obtained the same recognition. We investigate whether and how IE might gain admittance as a specific educational field. By employing the Delphi method with expert scholars and practitioners from around the world, we identify the key knowledge base and attributes that potential IE graduates should possess. We position our findings relative to extant research on education from IE’s parent disciplines of international business and entrepreneurship. This allows us to discuss whether and how our identified IE curriculum is differentiated and potentially legitimate. We show that while our IE curriculum has these characteristics, it requires contributions from both parent disciplines. From these results, we discuss the pedagogical implications of our study.
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