Call for Papers: AIB Insights Special Issue
"Responsibilities of Educators in International Business"
Guest Editors:
Allan Bird and Daria Panina
AIB Insights Associate Editor: William Newburry
Introduction
At a time when international business scholars have called on executives and
managers to place greater attention on corporate social responsibility in
order to address issues of inequality, diversity, inclusion, and
sustainability, in line with Rasche and Gilbert's (2015) broader call, it is
appropriate for the academic community to turn its attention inward and
address the issue of responsibility in international business education.
Given the expansion of IB educational activities through increasing coverage
of relevant topics in functional courses, what is the role of IB education
in shaping the mindsets and values of the business leaders of tomorrow?
What is the unique contribution of IB courses to transforming business
students into citizens of the world? In short, what responsibility do
international business educators have and what do they aspire to achieve as
educators?
Several aspects of IB education raise distinctive issues when addressing
matters related to educator responsibility. It is not uncommon, for
instance, for educators to seek not just education, but transformation.
This has given rise to increasing use of experiential learning approaches
(Taras & Gonzales-Perez, 2015), particularly in cross-cultural management
courses. In 2014, AIB Insights (Maznevski, 2014; Peterson, 2014) dedicated
an issue to one instance of an experiential activity that went terribly
wrong, thereby plunging students, the instructor, and the institution into
turmoil. What responsibility do instructors and institutions have in the
selection and implementation of different pedagogies? To what extent do IB
educators consider the impact their instructional decisions may have on
their students, institutions of higher education, and the world?
In a similar vein, in a time of instability in sociopolitical and economic
structures on the global level (Meyer, 2017) - amid calls for
de-globalization and appeals to reconsider capitalism - what role does IB
education play in promoting and maintaining civility and rationality in the
broader public square?
In this AIB Insights Special Issue, we seek to further flesh out the
contours of responsible IB education and promote a dialogue about enhancing
the quality of IB education through an acceptance of greater accountability.
Example Topics
While we are broadly interested in any topic related to the Special Issue
theme that encourages a discussion of the responsibilities of IB educators,
some potential topics for the special issue are listed below.
. What is different about teaching IB from teaching in other
disciplines (e.g., management, finance)?
. What ethical considerations and concerns underlie the teaching of
IB?
. What are the responsibilities of educators in the IB field to
stakeholders (i.e., students, sponsoring institutions, employers,
societies)?
. How do these responsibilities vary based on:
o Location (e.g., within country or outside)?
o Timeframe (e.g., before, during or after international experience)?
o Student demographics (e.g., age, gender, domestic versus international)?
. How do we ensure that IB education provides the transformational
process that we aim for, and what responsibilities do educators have in
designing and overseeing this process?
. What are the ethical issues associated with IB education?
. How does viewing IB education as a calling impact perceptions of
responsibility?
. What is the role of IB education in a time of calls for
de-globalization?
. What responsibility do educators have when selecting and
implementing different pedagogy?
Submission Process and Timeline
AIB Insights is the Academy of International Business official publication
that provides an outlet for short (around 2500 words), interesting, topical,
current and thought-provoking articles. Colleagues interested in submitting
their work to this Special Issue should consult the
<https://documents.aib.msu.edu/publications/insights/AIB_Insights_Editorial_
Policy.pdf> AIB Insights Editorial Policy and use the Online Manuscript
Submission System, both of which can be accessed via the AIB Insights
website at <https://aib.msu.edu/publications/insights>
https://aib.msu.edu/publi <https://aib.msu.edu/publications/insights>
cations/insights. Please select "Special Issue: IB Education" under 'Track'
when submitting your manuscript.
Timeline: Please submit your work on or before October 31, 2019. Expected
publication of this Special Issue is in the first half of 2020.
References
Maznevski, M. (2014). Managing Deep Intercultural Training Exercises. AIB
Insights, 14(2), 7.
Meyer, K. E. (2017). International business in an era of anti-globalization.
Multinational Business Review, 25(2), 78-90.
Peterson, M. F. (2014). Stepping on cultural and religious assumptions. AIB
Insights, 14(2), 4.
Rasche, A., & Gilbert, D. U. (2015). Decoupling responsible management
education: Why business schools may not walk their talk. Journal of
Management Inquiry, 24(3), 239-252.
Taras, V., & Gonzalez-Perez, M. A. (Eds.). (2015). The Palgrave handbook of
experiential learning in international business. Palgrave Macmillan.
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AIB Insights (ISSN: print: 1938-9590; online: 1938-9604) provides an outlet
for short, topical, stimulating, and provocative articles.
Past copies of AIB Insights can be accessed through the AIB website at
<https://aib.msu.edu/publications/insights>
http://aib.msu.edu/publications/insights
AIB Insights Editorial Team
John Mezias, Editor
William Newburry, Associate Editor
Anne Hoekman, Managing Editor
Chei Hwee Chua, Communications Officer
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