Pub Date : 2022-07-03DOI: 10.1080/08975930.2022.2123428
P. Routon, Phillip Hartley, Luis E. Torres
ABSTRACT Understanding students’ post-graduation goals is important because it aids faculty and administrators in course and program design, mentoring, and generally serving students. Using a sample of almost 513,000 undergraduates from more than 600 colleges and universities, we examine goals and plans of international business majors. Students were surveyed near matriculation and graduation. First, responses of international business majors are presented. Then, goals of these students are compared to others, both other business majors and non-business majors. Finally, logistic regression analysis is used to estimate how different the typical goals of international business majors are from other students after controlling for demographics, background, and collegiate experiences. Nine different post-graduation goals are examined, including those pertaining to further education, future job characteristics, travel, personal wealth, and altruistic aspirations. Results indicate that IB students, on average, place a high level of importance on numerous goals, more so than other business students in most cases. The impacts of IB education on student goals are found to vary little across the type of institution attended. Misalignment between IB students’ goal prioritization and careers in the field motivates a discussion of areas with potential for improvement in IB programs.
{"title":"Program Design Implications from International Business Majors’ Goals Before and After Undergraduate Study","authors":"P. Routon, Phillip Hartley, Luis E. Torres","doi":"10.1080/08975930.2022.2123428","DOIUrl":"https://doi.org/10.1080/08975930.2022.2123428","url":null,"abstract":"ABSTRACT Understanding students’ post-graduation goals is important because it aids faculty and administrators in course and program design, mentoring, and generally serving students. Using a sample of almost 513,000 undergraduates from more than 600 colleges and universities, we examine goals and plans of international business majors. Students were surveyed near matriculation and graduation. First, responses of international business majors are presented. Then, goals of these students are compared to others, both other business majors and non-business majors. Finally, logistic regression analysis is used to estimate how different the typical goals of international business majors are from other students after controlling for demographics, background, and collegiate experiences. Nine different post-graduation goals are examined, including those pertaining to further education, future job characteristics, travel, personal wealth, and altruistic aspirations. Results indicate that IB students, on average, place a high level of importance on numerous goals, more so than other business students in most cases. The impacts of IB education on student goals are found to vary little across the type of institution attended. Misalignment between IB students’ goal prioritization and careers in the field motivates a discussion of areas with potential for improvement in IB programs.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"106 - 126"},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848977","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 : 2022-07-03DOI: 10.1080/08975930.2022.2123429
John E. Spillan, A. Kara
ABSTRACT This study explores B-school students’ perceptions of subject areas in international business/marketing as well as their preferred learning methods. We compared the responses of students from Peru, Guatemala, Mexico, and China. We found the students from the three Latin American countries mostly shared common perceptions of international marketing curriculum and pedagogies, but they were statistically different from their Chinese counterparts. Mexican and Peruvian students preferred multi-media, hands-on learning, and case analysis learning methods while Guatemalan students preferred having guest speakers in the classrooms. Chinese students, by contrast, preferred lectures, and hands-on applications. With respect to international marketing education, the biggest differences in subjects’ views from various countries were observed in the areas of product adaptation decisions. We also report some differences in international marketing subject areas and preference for methods of learning by gender and age groups.
{"title":"International Marketing Curriculum and Instructional Pedagogies: Cross-National Differences in Business Students","authors":"John E. Spillan, A. Kara","doi":"10.1080/08975930.2022.2123429","DOIUrl":"https://doi.org/10.1080/08975930.2022.2123429","url":null,"abstract":"ABSTRACT This study explores B-school students’ perceptions of subject areas in international business/marketing as well as their preferred learning methods. We compared the responses of students from Peru, Guatemala, Mexico, and China. We found the students from the three Latin American countries mostly shared common perceptions of international marketing curriculum and pedagogies, but they were statistically different from their Chinese counterparts. Mexican and Peruvian students preferred multi-media, hands-on learning, and case analysis learning methods while Guatemalan students preferred having guest speakers in the classrooms. Chinese students, by contrast, preferred lectures, and hands-on applications. With respect to international marketing education, the biggest differences in subjects’ views from various countries were observed in the areas of product adaptation decisions. We also report some differences in international marketing subject areas and preference for methods of learning by gender and age groups.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"149 - 171"},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46892137","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 : 2022-07-03DOI: 10.1080/08975930.2022.2123427
Jessica Salmon, Beyza Satoğlu, Vincent Ogutu, P. Thurston
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.
{"title":"Teaching International Business Skills across US and Kenya: A Model for International Collaboration","authors":"Jessica Salmon, Beyza Satoğlu, Vincent Ogutu, P. Thurston","doi":"10.1080/08975930.2022.2123427","DOIUrl":"https://doi.org/10.1080/08975930.2022.2123427","url":null,"abstract":"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.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"127 - 148"},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49441577","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 : 2022-07-03DOI: 10.1080/08975930.2022.2133422
R. Aggarwal, Yinglu Wu
Students bring their whole selves to the learning environment, including their unique personalities, behavioral tendencies, ambitions and goals, prior knowledge, beliefs, values, and even their economic circumstances. Ideally, the learning environment will use pedagogies that work best for each student. While this ideal is generally very difficult or impossible to achieve in most cases, we should endeavor to get as close as possible. Such endeavors are likely to be more fruitful and a bit easier when there are high levels of uniformity in the personal characteristics and backgrounds among student groups. Unfortunately, students of international business are less likely to be uniformthan students of other subjects. Also, pedagogic ideals are most likely or more easily achieved in subjects that are more scientific and fact-based. Again, international business is less likely to meet these criteria as much learning in IB involves understanding various subjective topics and cultures. Thus, reaching for the ideal teaching pedagogy, where such pedagogy reflects the best set of teaching tools and methods for each student and their diverse and individual backgrounds, is likely to be more challenging in teaching international business. The very core of IB education is developing the ability to think and act internationally and interculturally. Such orientation naturally advocates the holistic philosophy of education and fosters students’ abilities to understand cultural contexts and appreciate behavioral differences from psychological, philosophical, historical, economic, and political perspectives. Therefore, it is critical that the whole-person holistic philosophy is imprinted in the process of designing IB courses, curriculums, and programs. We should address the program design to satisfying not only the academic needs of learning IB knowledge and having a global mindset but also the personal and social needs of IB students. One important aspect of considering students’ multiple personal facets in IB education deals with educating diverse sets of students, including international students. IB educators are no strangers to diverse student audiences. While many teachers are aware of student differences in language proficiency and
{"title":"Teaching International Business Considering Students’ Multiple Facets","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2022.2133422","DOIUrl":"https://doi.org/10.1080/08975930.2022.2133422","url":null,"abstract":"Students bring their whole selves to the learning environment, including their unique personalities, behavioral tendencies, ambitions and goals, prior knowledge, beliefs, values, and even their economic circumstances. Ideally, the learning environment will use pedagogies that work best for each student. While this ideal is generally very difficult or impossible to achieve in most cases, we should endeavor to get as close as possible. Such endeavors are likely to be more fruitful and a bit easier when there are high levels of uniformity in the personal characteristics and backgrounds among student groups. Unfortunately, students of international business are less likely to be uniformthan students of other subjects. Also, pedagogic ideals are most likely or more easily achieved in subjects that are more scientific and fact-based. Again, international business is less likely to meet these criteria as much learning in IB involves understanding various subjective topics and cultures. Thus, reaching for the ideal teaching pedagogy, where such pedagogy reflects the best set of teaching tools and methods for each student and their diverse and individual backgrounds, is likely to be more challenging in teaching international business. The very core of IB education is developing the ability to think and act internationally and interculturally. Such orientation naturally advocates the holistic philosophy of education and fosters students’ abilities to understand cultural contexts and appreciate behavioral differences from psychological, philosophical, historical, economic, and political perspectives. Therefore, it is critical that the whole-person holistic philosophy is imprinted in the process of designing IB courses, curriculums, and programs. We should address the program design to satisfying not only the academic needs of learning IB knowledge and having a global mindset but also the personal and social needs of IB students. One important aspect of considering students’ multiple personal facets in IB education deals with educating diverse sets of students, including international students. IB educators are no strangers to diverse student audiences. While many teachers are aware of student differences in language proficiency and","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"101 - 105"},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47465526","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 : 2022-01-02DOI: 10.1080/08975930.2022.2114263
R. Aggarwal, Yinglu Wu
Just as in other service industries in developed economies, in the higher education sector also, internationalization is the inevitable path to gaining competitive advantages in the global economy. Transnational education refers to “all types of higher education study program, or sets of courses of study, or educational services including those in which the learners are located in a country different from the one where the awarding institutions are based” (Mujaba, 2014). Global demographic trends are an important driver as the developed countries with many good business schools are declining in the number of college-age students, while many of the developing countries that are short of higher education resources have rapidly growing populations of college-age students. As with the globalization of business, higher education also faces many choices and modes of entry with varying degrees of risk and commitment. The easiest is exporting higher education, and for example, business schools often admit foreign students to their home campus to achieve this goal. Providing online instruction to overseas students is another example. Establishing foreign campuses to deliver education is an example of foreign direct investment (FDI). Compared to exporting, this requires a deeper commitment and understanding of the host market and may follow after sufficient experience in a market with exporting. In addition, there can be opportunities to evaluate joint ventures and franchising possibilities. Unfortunately, the pathways to successful business school global expansion are just as complicated as for other industries, if not more. If we examine business schools’ foreign market entry strategies, at the most conservative level, schools can introduce individual courses to foreign students, for example, as a part of international exchange programs. International exchange programs undeniably carry merits as a less-risky form of entering the global market. In addition, engaging faculty, staff, and students through international
{"title":"International Business Teaching for Remote Students: Challenges and Adaptations","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2022.2114263","DOIUrl":"https://doi.org/10.1080/08975930.2022.2114263","url":null,"abstract":"Just as in other service industries in developed economies, in the higher education sector also, internationalization is the inevitable path to gaining competitive advantages in the global economy. Transnational education refers to “all types of higher education study program, or sets of courses of study, or educational services including those in which the learners are located in a country different from the one where the awarding institutions are based” (Mujaba, 2014). Global demographic trends are an important driver as the developed countries with many good business schools are declining in the number of college-age students, while many of the developing countries that are short of higher education resources have rapidly growing populations of college-age students. As with the globalization of business, higher education also faces many choices and modes of entry with varying degrees of risk and commitment. The easiest is exporting higher education, and for example, business schools often admit foreign students to their home campus to achieve this goal. Providing online instruction to overseas students is another example. Establishing foreign campuses to deliver education is an example of foreign direct investment (FDI). Compared to exporting, this requires a deeper commitment and understanding of the host market and may follow after sufficient experience in a market with exporting. In addition, there can be opportunities to evaluate joint ventures and franchising possibilities. Unfortunately, the pathways to successful business school global expansion are just as complicated as for other industries, if not more. If we examine business schools’ foreign market entry strategies, at the most conservative level, schools can introduce individual courses to foreign students, for example, as a part of international exchange programs. International exchange programs undeniably carry merits as a less-risky form of entering the global market. In addition, engaging faculty, staff, and students through international","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"1 - 6"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428981","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 : 2022-01-02DOI: 10.1080/08975930.2022.2089441
Christopher Weilage, Gabriella Maráz
ABSTRACT Many graduate students enroll in a program abroad to obtain an international education and afterward obtain employment in the host country. The purpose of this research was to evaluate the influence of imposed nonresident status program participation on international graduate level students regarding future employment in Germany. Students were divided between resident and nonresident status and evaluated based on L2 language, development of basic German cultural values and creation of social capital. COVID-19 presented a unique opportunity to evaluate online education for employment preparedness in a foreign country as the participants could not self-select enrollment status. Results from a sample of 91 students indicate that a difference between resident and nonresident status exists – leading to likely employment challenges. Beneficiaries of the results are international business educators, reviewing or designing programs with online aspects, and university and tertiary education institutions, due to insights for enhancing employability for all students, and students, seeking a program abroad and interested in seeking employment in the country. Further, the study offers value to companies recruiting graduate level students from online programs by developing awareness about their integration into a foreign market.
{"title":"Online Study’s Influence on International Student Employability Factors in Germany: Germany Vs. Overseas Based Students","authors":"Christopher Weilage, Gabriella Maráz","doi":"10.1080/08975930.2022.2089441","DOIUrl":"https://doi.org/10.1080/08975930.2022.2089441","url":null,"abstract":"ABSTRACT Many graduate students enroll in a program abroad to obtain an international education and afterward obtain employment in the host country. The purpose of this research was to evaluate the influence of imposed nonresident status program participation on international graduate level students regarding future employment in Germany. Students were divided between resident and nonresident status and evaluated based on L2 language, development of basic German cultural values and creation of social capital. COVID-19 presented a unique opportunity to evaluate online education for employment preparedness in a foreign country as the participants could not self-select enrollment status. Results from a sample of 91 students indicate that a difference between resident and nonresident status exists – leading to likely employment challenges. Beneficiaries of the results are international business educators, reviewing or designing programs with online aspects, and university and tertiary education institutions, due to insights for enhancing employability for all students, and students, seeking a program abroad and interested in seeking employment in the country. Further, the study offers value to companies recruiting graduate level students from online programs by developing awareness about their integration into a foreign market.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"7 - 30"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48306488","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 : 2022-01-02DOI: 10.1080/08975930.2022.2079042
Diego Mendez-Carbajo, F. Mixon
ABSTRACT – This paper uses Google Scholar citations to produce a novel ranking of journals in the fields of business and economic education. In doing so, we use the top 10 articles published in each of 38 business and economic education journals over the last 20 years, in addition to all articles published by journals in these fields over the past five years. The results indicate that the Journal of Teaching in International Business holds the highest-ranking position among international business education journals. The study also discusses changes in the publication landscape, with special attention to the impact of some of the newest journals in business and economic education. Lastly, we provide some discussion of scholarship in international business education, an area that has been understudied in prior research.
{"title":"Twenty Years of Business and Economic Education Research: Ranking Analysis of the Journals","authors":"Diego Mendez-Carbajo, F. Mixon","doi":"10.1080/08975930.2022.2079042","DOIUrl":"https://doi.org/10.1080/08975930.2022.2079042","url":null,"abstract":"ABSTRACT – This paper uses Google Scholar citations to produce a novel ranking of journals in the fields of business and economic education. In doing so, we use the top 10 articles published in each of 38 business and economic education journals over the last 20 years, in addition to all articles published by journals in these fields over the past five years. The results indicate that the Journal of Teaching in International Business holds the highest-ranking position among international business education journals. The study also discusses changes in the publication landscape, with special attention to the impact of some of the newest journals in business and economic education. Lastly, we provide some discussion of scholarship in international business education, an area that has been understudied in prior research.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"80 - 99"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286962","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 : 2022-01-02DOI: 10.1080/08975930.2022.2079043
Robert Yeh, Laurence Zoeckler
ABSTRACT This study explores the learning impact of introducing vlogs and blogs to graduate international business case studies. Data were collected over a four-year period from graduate business programs to compare assignment performances from students when case studies were presented with versus without the inclusion of vlogs and blogs. A rubric measuring six criteria was used to evaluate case study submissions and identify areas drawing upon specific learning skills. A crosswalk between the rubric and Bloom’s taxonomy of cognitive levels linked student performance and these skills. Group comparisons of the 535 observations showed the inclusion of vlogs and blogs led to statistically significant improvement in students’ learning outcomes in overall scores, failing rates, and high-score achievements. A performance examination of th3e international business case studies against the six specific grading criteria also showed marked advances in students’ higher-level thinking skills of analysis, evaluation, and synthesis or creation, which have been linked to developing cross-cultural awareness. The study indicates that instructors should thoughtfully curate sets of vlogs and blogs pertaining to products, services, values, cultures, and economic systems from multiple diverse origins to use in administering international business case studies used in their course curricula.
{"title":"Using Vlogs and Blogs in Graduate International Business Case Studies to Impact Learning Outcomes – A Four-Year Empirical Comparison Study","authors":"Robert Yeh, Laurence Zoeckler","doi":"10.1080/08975930.2022.2079043","DOIUrl":"https://doi.org/10.1080/08975930.2022.2079043","url":null,"abstract":"ABSTRACT This study explores the learning impact of introducing vlogs and blogs to graduate international business case studies. Data were collected over a four-year period from graduate business programs to compare assignment performances from students when case studies were presented with versus without the inclusion of vlogs and blogs. A rubric measuring six criteria was used to evaluate case study submissions and identify areas drawing upon specific learning skills. A crosswalk between the rubric and Bloom’s taxonomy of cognitive levels linked student performance and these skills. Group comparisons of the 535 observations showed the inclusion of vlogs and blogs led to statistically significant improvement in students’ learning outcomes in overall scores, failing rates, and high-score achievements. A performance examination of th3e international business case studies against the six specific grading criteria also showed marked advances in students’ higher-level thinking skills of analysis, evaluation, and synthesis or creation, which have been linked to developing cross-cultural awareness. The study indicates that instructors should thoughtfully curate sets of vlogs and blogs pertaining to products, services, values, cultures, and economic systems from multiple diverse origins to use in administering international business case studies used in their course curricula.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"31 - 54"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229068","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 : 2022-01-02DOI: 10.1080/08975930.2022.2101042
Pallvi Arora, Shivam Mahajan, Takrar Ahmad Yattoo
ABSTRACT COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. – India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with “institutional heads/directors” across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a “global mindset”.
{"title":"COVID-19 Challenges to Teaching Global Mindset: A Developing Countries’ Perspective","authors":"Pallvi Arora, Shivam Mahajan, Takrar Ahmad Yattoo","doi":"10.1080/08975930.2022.2101042","DOIUrl":"https://doi.org/10.1080/08975930.2022.2101042","url":null,"abstract":"ABSTRACT COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. – India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with “institutional heads/directors” across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a “global mindset”.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"33 1","pages":"55 - 79"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43635768","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 : 2021-10-02DOI: 10.1080/08975930.2022.2033666
Evodio Kaltenecker Retto de Queiroz
EXECUTIVE SUMMARY The purpose of this manuscript is to develop a taxonomy for the governance of elite business schools based on two factors: (i) their geographic dispersion and (ii) the coordination between the main campus, international branch campuses, research centers, and other business schools. The research question that drives this manuscript is: Are there different types of governance for elite business schools based on differences in the geographic dispersion and the coordination of other units? The paper contributes to the business school´s internationalization efforts because the research shows a dominant form of governance, the Center of Excellence (CoE). However, the dynamic context of business schools allows three different paths for their internationalization. First, from the CoE to Alliance, schools gradually cooperate with other programs to compete globally. Second, from the CoE to Ecosystem, that occurs when programs grow organically. Third, from the CoE to the Center of Gravity governance; in this case, the CoE moves toward a high level of resources while keeping complexity low because of the lack of interfaces between the business school and other institutions. Finally, some business schools show ambidexterity regarding the governance of their units and subsidiaries.
{"title":"MBA Internalization at Selected Elite Business Schools: Challenges of Geographic Dispersion and Coordination","authors":"Evodio Kaltenecker Retto de Queiroz","doi":"10.1080/08975930.2022.2033666","DOIUrl":"https://doi.org/10.1080/08975930.2022.2033666","url":null,"abstract":"EXECUTIVE SUMMARY The purpose of this manuscript is to develop a taxonomy for the governance of elite business schools based on two factors: (i) their geographic dispersion and (ii) the coordination between the main campus, international branch campuses, research centers, and other business schools. The research question that drives this manuscript is: Are there different types of governance for elite business schools based on differences in the geographic dispersion and the coordination of other units? The paper contributes to the business school´s internationalization efforts because the research shows a dominant form of governance, the Center of Excellence (CoE). However, the dynamic context of business schools allows three different paths for their internationalization. First, from the CoE to Alliance, schools gradually cooperate with other programs to compete globally. Second, from the CoE to Ecosystem, that occurs when programs grow organically. Third, from the CoE to the Center of Gravity governance; in this case, the CoE moves toward a high level of resources while keeping complexity low because of the lack of interfaces between the business school and other institutions. Finally, some business schools show ambidexterity regarding the governance of their units and subsidiaries.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"284 - 307"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633244","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}
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