{"title":"Social Responsibility and Mana in International Business Education","authors":"John Patterson, Glenys Patterson","doi":"10.4324/9781315862255-5","DOIUrl":"https://doi.org/10.4324/9781315862255-5","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85012098","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}
{"title":"Getting Around the Impasse: A Grounded Approach to Teaching Ethics and Social Responsibility in International Business Education","authors":"Marcellus Jones, P. Lok","doi":"10.4324/9781315862255-3","DOIUrl":"https://doi.org/10.4324/9781315862255-3","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74795855","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}
Debbie Thorne Leclair, Robert Clark, L. Ferrell, Gilbert Joe Joseph, Dan LeClair
{"title":"Ethics in International Business Education: Perspectives from Five Business Disciplines","authors":"Debbie Thorne Leclair, Robert Clark, L. Ferrell, Gilbert Joe Joseph, Dan LeClair","doi":"10.4324/9781315862255-4","DOIUrl":"https://doi.org/10.4324/9781315862255-4","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77710096","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}
{"title":"International Corporate Responsibility and MBA Programs: Using an Integrated Approach","authors":"I. Herremans, R. Murch","doi":"10.4324/9781315862255-6","DOIUrl":"https://doi.org/10.4324/9781315862255-6","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77362162","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 : 2021-01-02DOI: 10.1080/08975930.2021.1922868
R. Aggarwal, Yinglu Wu
An important topic in IB education is to convey the importance of international differences in culture, institutions (economic, political, legal), language, and religion; and the business impact of these differences. Interestingly, the teaching pedagogy of IB must itself also adapt to such differences in culture, institutions (economic, political, legal), language, and religion. So, when teaching in a given country, IB teaching pedagogy must adapt to the local versions of culture, institutions (economic, political, legal), language, and religion (country characteristics, or CCs). Dunning commented that the world of international business is dominated by rapid and far-reaching changes in technology and by environmental turbulence (Dunning 1989). Such complexity certainly challenges the education of IB to no less a degree. Thus, just like the strategies and practices of the international business itself, the strategies and practices of teaching international business need to be adapted to the different environments of various countries and markets. Within any given market, economic, social, technological, and legal environments shape the resources, constraints, and hence the effective strategies for businesses; it is no less true of the education of business. From the macro to micro levels, a country’s education infrastructure, a school’s degree of internationalization, the development of IB related programs and courses, and the student body’s characteristics, resources, and learning styles, along with many other country factors, fashion the pedagogy, format, and style of effective IB teaching in a region, country, school, program, and particular course. JTIB has long recognized the special country and regional nature of IB teaching in the form of many papers and special issues. For example, in 2020, JTIB produced a special issue on IB education focusing on Mexico, the Americas, and Spain (MAS), guest-edited by Dr. Robert F. Scherer and Dr. Eugenio Dante Suarez. The issue brought attention to the importance of discussing IB teaching to the Spanishand
{"title":"Teaching International Business in Europe and Latin America","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2021.1922868","DOIUrl":"https://doi.org/10.1080/08975930.2021.1922868","url":null,"abstract":"An important topic in IB education is to convey the importance of international differences in culture, institutions (economic, political, legal), language, and religion; and the business impact of these differences. Interestingly, the teaching pedagogy of IB must itself also adapt to such differences in culture, institutions (economic, political, legal), language, and religion. So, when teaching in a given country, IB teaching pedagogy must adapt to the local versions of culture, institutions (economic, political, legal), language, and religion (country characteristics, or CCs). Dunning commented that the world of international business is dominated by rapid and far-reaching changes in technology and by environmental turbulence (Dunning 1989). Such complexity certainly challenges the education of IB to no less a degree. Thus, just like the strategies and practices of the international business itself, the strategies and practices of teaching international business need to be adapted to the different environments of various countries and markets. Within any given market, economic, social, technological, and legal environments shape the resources, constraints, and hence the effective strategies for businesses; it is no less true of the education of business. From the macro to micro levels, a country’s education infrastructure, a school’s degree of internationalization, the development of IB related programs and courses, and the student body’s characteristics, resources, and learning styles, along with many other country factors, fashion the pedagogy, format, and style of effective IB teaching in a region, country, school, program, and particular course. JTIB has long recognized the special country and regional nature of IB teaching in the form of many papers and special issues. For example, in 2020, JTIB produced a special issue on IB education focusing on Mexico, the Americas, and Spain (MAS), guest-edited by Dr. Robert F. Scherer and Dr. Eugenio Dante Suarez. The issue brought attention to the importance of discussing IB teaching to the Spanishand","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2021.1922868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43354679","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 : 2021-01-02DOI: 10.1080/08975930.2021.1906380
Ross Curran, Nuno Arroteia, Andreu Blesa, Martina Musteen, Maria Ripolles
ABSTRACT Enhancing individuals’ preparedness to work across borders is of growing importance. This study explores the role of Cultural Intelligence and Psychological Empowerment in enhancing Task Performance among students engaged in an international experiential game-based learning project: The Global Game Challenge (GGC). Data collected from the delivery of the project in the USA and Spain identifies empirical support for a relationship between Cultural Intelligence and Psychological Empowerment for the first time. The results suggest that CQ and Empowerment are important factors impacting task-related performance. They also suggest that it is the motivational dimension of CQ that is the most important in virtual educational settings.
{"title":"Improving Cultural Intelligence, Psychological Empowerment, and Task Performance in the Classroom: Global Game Challenge","authors":"Ross Curran, Nuno Arroteia, Andreu Blesa, Martina Musteen, Maria Ripolles","doi":"10.1080/08975930.2021.1906380","DOIUrl":"https://doi.org/10.1080/08975930.2021.1906380","url":null,"abstract":"ABSTRACT Enhancing individuals’ preparedness to work across borders is of growing importance. This study explores the role of Cultural Intelligence and Psychological Empowerment in enhancing Task Performance among students engaged in an international experiential game-based learning project: The Global Game Challenge (GGC). Data collected from the delivery of the project in the USA and Spain identifies empirical support for a relationship between Cultural Intelligence and Psychological Empowerment for the first time. The results suggest that CQ and Empowerment are important factors impacting task-related performance. They also suggest that it is the motivational dimension of CQ that is the most important in virtual educational settings.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2021.1906380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929983","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 : 2021-01-02DOI: 10.1080/08975930.2021.1906378
Jeffrey W. Steagall, P. Falk, Andres Gallo, T. W. Porter
ABSTRACT The global nature of the modern business world has expanded the set of skills and attitudes necessary for success, even among new bachelor degree graduates. Although US business schools have primarily integrated international concepts through their curricula, students who stay at their home institutions for their entire degree programs do not live and experience the global business environment to the extent necessary for twenty-first-century careers. Short-term, semester- or year-abroad programs help to bridge this gap. However, carefully constructed undergraduate double degree programs can provide students with much richer experiences. This article provides a model for creating international undergraduate double degree programs in business, highlighting the main challenges and offering successful proven solutions employed by a group of American and European business schools that other institutions can adapt to accelerate internationalization and deepen students’ international experiences in American business schools.
{"title":"International Double Degree Programs as Accelerators for Internationalization: Lessons from the Trans-Atlantic Business School Alliance","authors":"Jeffrey W. Steagall, P. Falk, Andres Gallo, T. W. Porter","doi":"10.1080/08975930.2021.1906378","DOIUrl":"https://doi.org/10.1080/08975930.2021.1906378","url":null,"abstract":"ABSTRACT The global nature of the modern business world has expanded the set of skills and attitudes necessary for success, even among new bachelor degree graduates. Although US business schools have primarily integrated international concepts through their curricula, students who stay at their home institutions for their entire degree programs do not live and experience the global business environment to the extent necessary for twenty-first-century careers. Short-term, semester- or year-abroad programs help to bridge this gap. However, carefully constructed undergraduate double degree programs can provide students with much richer experiences. This article provides a model for creating international undergraduate double degree programs in business, highlighting the main challenges and offering successful proven solutions employed by a group of American and European business schools that other institutions can adapt to accelerate internationalization and deepen students’ international experiences in American business schools.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2021.1906378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947368","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 : 2021-01-02DOI: 10.1080/08975930.2021.1906379
Arleen Hernández-Díaz, Leticia M. Fernández-Morales, José C. Vega-Vilca, Mario Córdova-Claudio
ABSTRACT The Caribbean has one of the lowest rates of student participation in study abroad programs. This comparative study aims to contribute to the research on business students’ attitudes toward studying abroad, specifically for students in public institutions in the Caribbean. The research shows that positive perceptions of students toward studying or internships do not necessarily depend on demographic or personal characteristics. A study conducted among business students from main campuses at the University of Puerto Rico (UPRRP) and the Autonomous University of Santo Domingo (UASD) shows that desire to live abroad, benefits from study/internship abroad, and self-confidence are determinant factors to participate in study/internship programs abroad. Even though each group of participants has its own set of peculiarities, the results are consistent with the findings from other studies.
{"title":"Factors Affecting Business Students’ Willingness to Study Abroad:Evidence from the Caribbean","authors":"Arleen Hernández-Díaz, Leticia M. Fernández-Morales, José C. Vega-Vilca, Mario Córdova-Claudio","doi":"10.1080/08975930.2021.1906379","DOIUrl":"https://doi.org/10.1080/08975930.2021.1906379","url":null,"abstract":"ABSTRACT The Caribbean has one of the lowest rates of student participation in study abroad programs. This comparative study aims to contribute to the research on business students’ attitudes toward studying abroad, specifically for students in public institutions in the Caribbean. The research shows that positive perceptions of students toward studying or internships do not necessarily depend on demographic or personal characteristics. A study conducted among business students from main campuses at the University of Puerto Rico (UPRRP) and the Autonomous University of Santo Domingo (UASD) shows that desire to live abroad, benefits from study/internship abroad, and self-confidence are determinant factors to participate in study/internship programs abroad. Even though each group of participants has its own set of peculiarities, the results are consistent with the findings from other studies.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2021.1906379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48686672","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 : 2021-01-02DOI: 10.1080/08975930.2021.1906381
Kathleen A. Corrales, Jahir Lombana-Coy, Lourdes Rey-Paba
ABSTRACT This article discusses the development of global competence through the integration of a series of international-intercultural in-class activities in a Latin American international business (IB) course. A pre- and post-survey were applied and analyzed using a non-parametric Wilcoxon test to identify changes in student perceptions of their global competence development. Results showed development of all competences included in the survey. Intercultural effectiveness was the factor that showed the most statistically significant improvement, while willingness to learn from and adapt to other cultures, openness to other cultures, and awareness of diversity developed to a lesser extent. In addition, the dimensions of attitude and knowledge showed improvement while skills demonstrated only slight change. Therefore, IB teaching can be improved by including well-planned international-intercultural classroom activities to promote not only discipline-related knowledge but also global competence development without relying on student mobility.
{"title":"Fostering Global Competence in International Business Students on a Latin American Campus","authors":"Kathleen A. Corrales, Jahir Lombana-Coy, Lourdes Rey-Paba","doi":"10.1080/08975930.2021.1906381","DOIUrl":"https://doi.org/10.1080/08975930.2021.1906381","url":null,"abstract":"ABSTRACT This article discusses the development of global competence through the integration of a series of international-intercultural in-class activities in a Latin American international business (IB) course. A pre- and post-survey were applied and analyzed using a non-parametric Wilcoxon test to identify changes in student perceptions of their global competence development. Results showed development of all competences included in the survey. Intercultural effectiveness was the factor that showed the most statistically significant improvement, while willingness to learn from and adapt to other cultures, openness to other cultures, and awareness of diversity developed to a lesser extent. In addition, the dimensions of attitude and knowledge showed improvement while skills demonstrated only slight change. Therefore, IB teaching can be improved by including well-planned international-intercultural classroom activities to promote not only discipline-related knowledge but also global competence development without relying on student mobility.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2021.1906381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49498162","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 : 2020-10-01DOI: 10.1080/08975930.2020.1851624
E. Suárez, Katsuo Nishikawa Chávez, Bladimir Ruiz
ABSTRACT This paper describes a faculty-led summer program in Madrid, Spain. We argue that it represents a case study in the implementation of best practices in study abroad, particularly as it relates to experiential programs that include an internship component. Adding to a growing consensus on best practices for these types of educational opportunities, we claim that study abroad experiential learning should include purposeful interdisciplinarity, in particular as it relates to the interconnection between a liberal arts education and useful business acumen. We believe that this integrative approach can serve as model for the liberal arts in the twenty-first century. In the article, we present detailed data on 15 years of the program, allowing the reader to contemplate and analyze the intricacies of implementation. We conclude that the benefits to students participating in experiential study abroad programs will be maximized in the post-pandemic world of this century.
{"title":"Interdisciplinary Faculty-Led Summer Study Abroad Linking Liberal Arts and Professional Programs","authors":"E. Suárez, Katsuo Nishikawa Chávez, Bladimir Ruiz","doi":"10.1080/08975930.2020.1851624","DOIUrl":"https://doi.org/10.1080/08975930.2020.1851624","url":null,"abstract":"ABSTRACT This paper describes a faculty-led summer program in Madrid, Spain. We argue that it represents a case study in the implementation of best practices in study abroad, particularly as it relates to experiential programs that include an internship component. Adding to a growing consensus on best practices for these types of educational opportunities, we claim that study abroad experiential learning should include purposeful interdisciplinarity, in particular as it relates to the interconnection between a liberal arts education and useful business acumen. We believe that this integrative approach can serve as model for the liberal arts in the twenty-first century. In the article, we present detailed data on 15 years of the program, allowing the reader to contemplate and analyze the intricacies of implementation. We conclude that the benefits to students participating in experiential study abroad programs will be maximized in the post-pandemic world of this century.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1851624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48733995","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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