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Journal of Teaching in International Business

Volume 30 Issue 4, Dec 2019

https://www.tandfonline.com/toc/wtib20/current



Introduction

*Functional Areas in Improving Depth of IB Teaching*

Raj Aggarwal & Yinglu Wu

https://doi.org/10.1080/08975930.2019.1699316



Research Articles

*Two Diagrams with Many Stories: Incorporating Finance into Teaching Global
Strategy*

A. Can Inci & Hakan Saraoglu

https://doi.org/10.1080/08975930.2019.1698396

Abstract - In this paper, we propose two diagrams, the corporate strategic
framework diagram and the free cash flow diagram, to teach students how the
finance function is integrated to other business functions in a
multinational corporation. We recommend the diagrams as pedagogical tools
in the context of a widely used management simulation software, Business
Strategy Game (BSG). We provide specific examples of their use to enhance
the effectiveness of the simulation experience, to motivate the students to
follow current events in international business more closely, and to
connect the simulation to real-world business situations. The formulation
and implementation of global strategy are complex processes and can benefit
from a structured framework. Methods that use the proposed diagrams in
teaching international business provide the necessary framework to students
in an experiential setting and enhance their learning. Using evaluation
scores from end-of-semester business reports, we demonstrate that students’
learning of the global strategy-making process improved from semester to
semester as these methods were gradually implemented in our classes.



*From Design to Delivery: Teaching Supply Chain Management to IB Majors*

Emmanuel T. Kodzi Jr

https://doi.org/10.1080/08975930.2019.1698391

Abstract - Curricular development is critical for preparing students in a
coordinated fashion for life after graduation – especially when their roles
will involve cross-border business decisions. The design of specific
courses in any curriculum must be purposeful in terms of what is taught,
how it is taught, and how all the course components fit together. For a
supply chain management course targeted at international business (IB)
students, one key purpose is to understand how competitiveness is developed
across the extended enterprise, rather than within the confines of
individual companies. This “winning together” view helps foster
capabilities for connectedness and cooperation in IB environments typically
characterized by geographic dispersion and cultural dissimilarities. The
objective of this article is to examine how *integrating* fundamental
pedagogical theories (student-centeredness, diversity, reflection,
self-direction, experiential learning) in course design can influence the
outcomes of a semester-long practice-oriented international supply chain
course. The course espouses the winning together view while probing
in-depth core supply chain themes, with the aim of producing cohorts of
undergraduates that have developed the intuition, aptitude, and methods for
co-creating value across business boundaries in cross-border situations.
This article’s contribution is in demonstrating the innovativeness of
blending multiple pedagogical tools and experiences in a single semester,
rather than an entire program of study. The observed positive student
learning outcomes are consistent with the integrated course design model.
Replicating such course design over a program of study will multiply the
resulting positive outcomes for students, hence preparing them better as
prospective global managers.



*Expectations of an Undergraduate Overseas Business Intern? Exploring the
Necessary School-Knowledge and Personal Traits*

Ning Ding, Diederich Bakker, Tim English, & Thierry Bonsing

https://doi.org/10.1080/08975930.2019.1698389

Abstract - A business student’s overseas internship is a unique place to
investigate what knowledge/skills or personal traits that are important for
their future career. This research consists of two stages: (1) First, we
qualitatively analyzed students’ internship reports to explore what
knowledge or skills and what personal traits are perceived to be important;
90 reports were scrutinized and coded regarding company profiles,
internship tasks and perception of important knowledge/skills and personal
traits. We arrived at a list of 12 skills and 20 personal traits that are
crucial for a successful business internship. (2) Then, we administered a
questionnaire to identify what expectations companies have of student
interns in international business. One hundred and seven international
companies participated in the survey. Companies’ expectations are roughly
in line with students’ perception regarding knowledge, skills and personal
traits for a successful internship. The findings shed light on
international business education by addressing the necessity of refining a
school’s curriculum to meet the requirements of the business workplace. For
business educators, the current research helps them to prepare their
students better, mentor them more effectively during their overseas
internship, and adjust the curriculum design to meet the requirements of
that workplace.




Yinglu (Elle) Wu
Associate Professor of Marketing
Assistant and Managing Editor, Journal of Teaching in International Business
Boler College of Business
John Carroll University
1 John Carroll Boulevard
University Heights, OH, 44118

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