Pub Date : 2021-10-02DOI: 10.1080/08975930.2022.2033665
Irsyadillah Irsyadillah, A. H. Ahmed, W. ElKelish
ABSTRACT This study examines the content of introductory financial accounting (IFA) textbooks to answer the questions: (1) do the textbooks inculcate global mindsets? (2) How and the extent to which the textbooks reflect global mindsets? We analyzed the textbooks by attentively read the texts, followed by an in-depth discussion among the researchers to establish major representations of the texts. Findings from the analysis indicate that instead of promoting a broader view of the world that might instill and foster global mindsets in business students, the textbooks narrow-mindedly inculcate only a single perspective, which dominantly draws on the ethical values and assumptions of Anglo-American capitalism. Consequently, students are deprived of a critical understanding of the subject as well as denying them from developing a mindset required by the global business environments. Thus, this paper calls for recasting the presentation of accounting knowledge within IFA textbooks by inculcating multiplicity rather than uniformity to develop cognitive complexity. Moreover, accounting educators should provide students supplementary readings that offer alternative frameworks for more critical reflection. These recommendations are a way forward to improve teaching international business (IB) education in business schools by facilitating an in-depth understanding of IB in individual business functional disciplines.
{"title":"Do Accounting Textbooks Inculcate Global Mindsets: An Analysis of Textbooks Adopted in Indonesia","authors":"Irsyadillah Irsyadillah, A. H. Ahmed, W. ElKelish","doi":"10.1080/08975930.2022.2033665","DOIUrl":"https://doi.org/10.1080/08975930.2022.2033665","url":null,"abstract":"ABSTRACT This study examines the content of introductory financial accounting (IFA) textbooks to answer the questions: (1) do the textbooks inculcate global mindsets? (2) How and the extent to which the textbooks reflect global mindsets? We analyzed the textbooks by attentively read the texts, followed by an in-depth discussion among the researchers to establish major representations of the texts. Findings from the analysis indicate that instead of promoting a broader view of the world that might instill and foster global mindsets in business students, the textbooks narrow-mindedly inculcate only a single perspective, which dominantly draws on the ethical values and assumptions of Anglo-American capitalism. Consequently, students are deprived of a critical understanding of the subject as well as denying them from developing a mindset required by the global business environments. Thus, this paper calls for recasting the presentation of accounting knowledge within IFA textbooks by inculcating multiplicity rather than uniformity to develop cognitive complexity. Moreover, accounting educators should provide students supplementary readings that offer alternative frameworks for more critical reflection. These recommendations are a way forward to improve teaching international business (IB) education in business schools by facilitating an in-depth understanding of IB in individual business functional disciplines.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"262 - 283"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071428","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: 10.1080/08975930.2022.2033667
R. Hermann, M. Amaral, M. Bossle
ABSTRACT The literature on international business teaching has contributed to the development of international internships as a learning pedagogy through three key areas: making sense of the students’ developed competences and prospective added employment value following their participation in international internships, the role of support structures in the organization of internships abroad, and more recently the pedagogical design of internships abroad. Thus, more recent research has taken a critical stance toward internships as a learning form, as serious gaps exist in the pedagogical elements required to connect internships with the broader theoretical elements of international business programs. The present study addresses these gaps through two research questions: i) How can educators design and implement problem-based international internships in business education? ii) What adjustments does the combination of these two active learning experiences in business education demand for small business schools, partner universities, and hosting organizations? The paper presents pedagogical action research that was conducted over two courses for international business internships in a Norwegian-Brazilian context for bachelor’s and master’s students. It contributes to the international business teaching literature in the following ways: First, the validated teaching framework argues for international internships that are linked to loosely defined problems at the host organization, which the student self-scopes and connects based on their theoretical knowledge from other courses. Second, by providing an in-depth discussion of problem-based learning and its applicability in international business practicums, we address the existing gap in the field regarding the pedagogical foundations of how students connect theory to practice during international internships. Third, the framework serves as a practical guideline for teaching and administrative staff who wish to develop international internship programs at home universities, supporting their ability to connect the practical aspects established in the literature with the additional organizational requirements arising from working with hosting organizations overseas.
{"title":"Integrating Problem-based Learning with International Internships in Business Education","authors":"R. Hermann, M. Amaral, M. Bossle","doi":"10.1080/08975930.2022.2033667","DOIUrl":"https://doi.org/10.1080/08975930.2022.2033667","url":null,"abstract":"ABSTRACT The literature on international business teaching has contributed to the development of international internships as a learning pedagogy through three key areas: making sense of the students’ developed competences and prospective added employment value following their participation in international internships, the role of support structures in the organization of internships abroad, and more recently the pedagogical design of internships abroad. Thus, more recent research has taken a critical stance toward internships as a learning form, as serious gaps exist in the pedagogical elements required to connect internships with the broader theoretical elements of international business programs. The present study addresses these gaps through two research questions: i) How can educators design and implement problem-based international internships in business education? ii) What adjustments does the combination of these two active learning experiences in business education demand for small business schools, partner universities, and hosting organizations? The paper presents pedagogical action research that was conducted over two courses for international business internships in a Norwegian-Brazilian context for bachelor’s and master’s students. It contributes to the international business teaching literature in the following ways: First, the validated teaching framework argues for international internships that are linked to loosely defined problems at the host organization, which the student self-scopes and connects based on their theoretical knowledge from other courses. Second, by providing an in-depth discussion of problem-based learning and its applicability in international business practicums, we address the existing gap in the field regarding the pedagogical foundations of how students connect theory to practice during international internships. Third, the framework serves as a practical guideline for teaching and administrative staff who wish to develop international internship programs at home universities, supporting their ability to connect the practical aspects established in the literature with the additional organizational requirements arising from working with hosting organizations overseas.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"202 - 235"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004535","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: 10.1080/08975930.2022.2043696
R. Aggarwal
{"title":"Demographics and the Global Business Environment: A Book Review Essay","authors":"R. Aggarwal","doi":"10.1080/08975930.2022.2043696","DOIUrl":"https://doi.org/10.1080/08975930.2022.2043696","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"308 - 310"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43064153","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: 10.1080/08975930.2022.2033668
Carlos A. F. Sampaio, Mónica Régio, M. Morgado
ABSTRACT Companies’ demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers’ collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development.
{"title":"Implementing Integrated Content and Language in Higher Education in Accounting Classes: Implication for International Business Teaching","authors":"Carlos A. F. Sampaio, Mónica Régio, M. Morgado","doi":"10.1080/08975930.2022.2033668","DOIUrl":"https://doi.org/10.1080/08975930.2022.2033668","url":null,"abstract":"ABSTRACT Companies’ demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers’ collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"236 - 261"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859053","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: 10.1080/08975930.2022.2043686
R. Aggarwal, Yinglu Wu
The COVID-19 pandemic has brought significant changes to the world and is still impacting our work and life. There are likely to be some permanent impacts on our lives and higher education of this pandemic. In fact, higher education was in decline well before the COVID-19 pandemic. For example, US College enrollments have been declining every year since 2011 (down three million from 20 million students since then), while public university costs have increased 28% over the same period (Lee 2022). This decline in the number of students is likely to be long-lasting as it is driven by demographics, i.e., too few babies are born in the US. In addition, the COVID-19 led to disruptions in supply chains, and the slowdown in economies meant even fewer resources were available to higher education (Alon 2020). During the pandemic, traditional education methods heavily relied on face-to-face interactions became dangerous. Thus, COVID-19 hit US higher education with an enormous negative impact. The impact was similarly devastating in other developed countries and often more severe in less developed countries. As such, the effect of COVID 19 on higher education has been immediate, disruptive, and overwhelming, and institutions around the world had to react and respond quickly to the spread of the virus. We hope that the global pandemic will end soon in the future, but we also expect that some of the economic and social changes caused by the pandemic will remain even after the pandemic is vanquished. Business educators need to adapt to the enduring changes to both the business world and higher education, which is even more true for international business educators. The impact of the global pandemic on international business, compared to other business disciplines, is undoubtfully more intrusive and radical, as the IB discipline sets its roots in operating at an international or global scale. In the following few paragraphs, we highlight some challenges that IB educators face in the process of adapting to the “new normal” of the postpandemic world. But, more importantly, we want to encourage educators to channel these COVID-19-related challenges into opportunities for developing pedagogies, curriculums, and programs that can better satisfy the shifting nature of education, especially in the IB domain. JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2021, VOL. 32, NOS. 3–4, 195–201 https://doi.org/10.1080/08975930.2022.2043686
{"title":"International Business Curricula: Responding to COVID-19 Challenges","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2022.2043686","DOIUrl":"https://doi.org/10.1080/08975930.2022.2043686","url":null,"abstract":"The COVID-19 pandemic has brought significant changes to the world and is still impacting our work and life. There are likely to be some permanent impacts on our lives and higher education of this pandemic. In fact, higher education was in decline well before the COVID-19 pandemic. For example, US College enrollments have been declining every year since 2011 (down three million from 20 million students since then), while public university costs have increased 28% over the same period (Lee 2022). This decline in the number of students is likely to be long-lasting as it is driven by demographics, i.e., too few babies are born in the US. In addition, the COVID-19 led to disruptions in supply chains, and the slowdown in economies meant even fewer resources were available to higher education (Alon 2020). During the pandemic, traditional education methods heavily relied on face-to-face interactions became dangerous. Thus, COVID-19 hit US higher education with an enormous negative impact. The impact was similarly devastating in other developed countries and often more severe in less developed countries. As such, the effect of COVID 19 on higher education has been immediate, disruptive, and overwhelming, and institutions around the world had to react and respond quickly to the spread of the virus. We hope that the global pandemic will end soon in the future, but we also expect that some of the economic and social changes caused by the pandemic will remain even after the pandemic is vanquished. Business educators need to adapt to the enduring changes to both the business world and higher education, which is even more true for international business educators. The impact of the global pandemic on international business, compared to other business disciplines, is undoubtfully more intrusive and radical, as the IB discipline sets its roots in operating at an international or global scale. In the following few paragraphs, we highlight some challenges that IB educators face in the process of adapting to the “new normal” of the postpandemic world. But, more importantly, we want to encourage educators to channel these COVID-19-related challenges into opportunities for developing pedagogies, curriculums, and programs that can better satisfy the shifting nature of education, especially in the IB domain. JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2021, VOL. 32, NOS. 3–4, 195–201 https://doi.org/10.1080/08975930.2022.2043686","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"3 1","pages":"195 - 201"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41264292","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 : 2021-04-03DOI: 10.1080/08975930.2021.1960242
Hadia Fakhreldin, Noha Youssef, M. Anis
ABSTRACT The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.
{"title":"Cross-Cultural Management Education: Core for Business Students in the 21st Century","authors":"Hadia Fakhreldin, Noha Youssef, M. Anis","doi":"10.1080/08975930.2021.1960242","DOIUrl":"https://doi.org/10.1080/08975930.2021.1960242","url":null,"abstract":"ABSTRACT The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"109 - 134"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42930417","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 : 2021-04-03DOI: 10.1080/08975930.2021.1960244
Ru-Shiun Liou, Shaista Nisar, Kevin Lee, Deirdre P. Dixon, Julie L. Pennington
ABSTRACT In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.
{"title":"Unpacking Cultural Intelligence: Cultivating Ethnorelativism in International Business Education","authors":"Ru-Shiun Liou, Shaista Nisar, Kevin Lee, Deirdre P. Dixon, Julie L. Pennington","doi":"10.1080/08975930.2021.1960244","DOIUrl":"https://doi.org/10.1080/08975930.2021.1960244","url":null,"abstract":"ABSTRACT In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"154 - 175"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48789689","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 : 2021-04-03DOI: 10.1080/08975930.2021.1960243
Louis T. W. Cheng, C. Armatas, J. Wang
ABSTRACT In this paper, we report on the analysis of data collected from 684 students majoring in Accounting and Finance, to examine the relationship between academic outcomes and Work-integrated Education (WIE) and International Study Exchange (ISE) experiences. Both WIE and ISE are common elements of undergraduate business education because of the benefits to students’ skills development they provide, particularly in the areas of graduate attribute development. This study examined the relationship between the change in students’ academic performance and the amount and type of WIE a student undertook and whether or not they participated in an ISE. Findings showed that both completing a higher amount of WIE and undertaking an ISE are positive predictors of change in a student’s grade point average. In addition, students who undertook industry-relevant WIE or WIE sourced by the school had higher grades on graduation. As well as benefits to overall academic achievement, the results showed that students who participated in ISE had significantly higher grades in the final year, major project, as well as a higher grade on graduation. Furthermore, undertaking an ISE and also doing extra WIE had the greatest effect on change in GPA. These findings strongly suggest that relevant WIE and ISE experiences are valuable for helping students be academically more successful when they return to study at their home institution.
{"title":"The Effects of Work-integrated Education and International Study Exchange Experience on Academic Outcomes","authors":"Louis T. W. Cheng, C. Armatas, J. Wang","doi":"10.1080/08975930.2021.1960243","DOIUrl":"https://doi.org/10.1080/08975930.2021.1960243","url":null,"abstract":"ABSTRACT In this paper, we report on the analysis of data collected from 684 students majoring in Accounting and Finance, to examine the relationship between academic outcomes and Work-integrated Education (WIE) and International Study Exchange (ISE) experiences. Both WIE and ISE are common elements of undergraduate business education because of the benefits to students’ skills development they provide, particularly in the areas of graduate attribute development. This study examined the relationship between the change in students’ academic performance and the amount and type of WIE a student undertook and whether or not they participated in an ISE. Findings showed that both completing a higher amount of WIE and undertaking an ISE are positive predictors of change in a student’s grade point average. In addition, students who undertook industry-relevant WIE or WIE sourced by the school had higher grades on graduation. As well as benefits to overall academic achievement, the results showed that students who participated in ISE had significantly higher grades in the final year, major project, as well as a higher grade on graduation. Furthermore, undertaking an ISE and also doing extra WIE had the greatest effect on change in GPA. These findings strongly suggest that relevant WIE and ISE experiences are valuable for helping students be academically more successful when they return to study at their home institution.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"135 - 153"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41619205","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 : 2021-04-03DOI: 10.1080/08975930.2021.1960245
Guoliang Zhang, Lifei Wang, Bingbing Ai
ABSTRACT Under the influence of economic globalization, Chinese enterprises are seeking more international market shares, and Africa is one of their crucial markets. This calls for translators who are experienced in multilingual business communication, which brings a challenge for business translation education in Chinese universities. In this paper, a qualitative case study is used to explore the perceptions of a cohort of translators working for globalized enterprises in Africa. This study uses a practical and bottom-up perspective to examine the status quo and the challenges encountered by translators in a transnational business setting. These translators’ experiences and reflections offer a close-up view of communication and language services in Chinese transnational enterprises, and solutions are suggested for improving the teaching of business translation at universities in this era of international transactions. The practitioners’ suggestions offer insights into business translation teaching in Chinese universities and other parts of the world.
{"title":"Improving Translation Teaching for Transnational Business: Voices of Translators from Chinese Enterprises in Africa","authors":"Guoliang Zhang, Lifei Wang, Bingbing Ai","doi":"10.1080/08975930.2021.1960245","DOIUrl":"https://doi.org/10.1080/08975930.2021.1960245","url":null,"abstract":"ABSTRACT Under the influence of economic globalization, Chinese enterprises are seeking more international market shares, and Africa is one of their crucial markets. This calls for translators who are experienced in multilingual business communication, which brings a challenge for business translation education in Chinese universities. In this paper, a qualitative case study is used to explore the perceptions of a cohort of translators working for globalized enterprises in Africa. This study uses a practical and bottom-up perspective to examine the status quo and the challenges encountered by translators in a transnational business setting. These translators’ experiences and reflections offer a close-up view of communication and language services in Chinese transnational enterprises, and solutions are suggested for improving the teaching of business translation at universities in this era of international transactions. The practitioners’ suggestions offer insights into business translation teaching in Chinese universities and other parts of the world.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"32 1","pages":"176 - 194"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42893701","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 : 2021-04-03DOI: 10.1080/08975930.2021.1987021
R. Aggarwal, Yinglu Wu
In today’s global economy, cross-cultural competence, or cross-culture intelligence (CQ), has become one of the critical skills for managers of various functions within an organization. Given the increasing diversity in all companies, the value of developing cross-cultural competence for improving company performance is not limited just to multinational corporations, but extends to all organizations. Likewise, the education and training of crosscultural competence are not limited to students who major in international business. Indeed, it is a necessity for all students but certainly for all business students. Scholars across all major business functions have argued the role of crosscultural competence in enhancing business outcomes. In marketing, CQ is necessary for better understanding and adapting to the diverse customer basse. CQ training is important not only for marketing managers but also for frontline marketing employees. For example, marketing managers’ CQ facilitates organizations’ marketing strategy adaptations in the global market and export performance (Magnusson et al. 2013). Service employees’ CQ is associated with improved customer loyalty outcomes in service encounters (Paparoidamis, Tran, and Leonidou 2019). Sales professionals can also benefit from CQ training with improved adaptive sales behaviors (Delpechitre and Baker 2017). In supply chain management, CQ influences the firms’ ability to manage cross-cultural relationships among supply chain partners. For example, managers’ CQ facilitates supply chain collaboration (Asree, Gopalan, and Zain 2016). Inter-cultural negotiators are more effective in using language to reduce social distance and achieve joint gains (Kern et al. 2012). In management and human resource development, employees’ individual CQ tends to enhance their job performance in both domestic setting (Nam and Park 2019) and international assignments (e.g., Che Rose et al. 2010). In addition, managers’ CQ is associated with positive leadership styles that facilitate other employees’ job performance (MacNab 2012).
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