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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.