*Call for Papers for a Special Issue in critical perspectives on
international business*
*“Critical Perspectives in International Business Education: why, what, and

*Submission Deadline: 30th June, 2022*

*Guest Editors*
Aušrinė Šilenskytė, University of Vaasa, Finland
Brent Burmester, The University of Auckland, New Zealand
Cyntia Vilasboas Calixto Casnici, Fundaçao Getulio Vargas, Brazil &
University of Leeds, United Kingdom
Daria Panina, Mays Business School, Texas A&M University, USA
Miguel Cordova, Pontificia Universidad Católica del Perú, Peru
S. Tamer Cavusgil, Georgia State University, USA

*About critical perspectives on international business (cpoib)*
The mission of cpoib is to exclusively support critical reflections on the
nature and impact of contemporary international business (IB) activities
around the globe from inter-, trans- and multidisciplinary perspectives.
The journal places a special emphasis on contemporary societal issues and
is open for work that seeks to challenge dominant discourses and evaluates
the effects of their IB activities on the global economy and national

*Scope and Rationale of the Special Issue*
Critical thinking is becoming one of the major learning outcomes as
universities increasingly engage in international accreditations (Desai,
Berger, & Higgs, 2016). However, the term ‘critical’ does not always mean
the same. Critical thinking is deeply embedded in academic tradition since
the days of Socrates, Plato, and Aristotle (Atabaki, Keshtiaray, &
Yarmohammadian, 2015). Critical thinking is rational, skeptical and
unbiased analysis and evaluation of the facts considering entire set of
evidence (Clarke, 2019). On the contrary, critical perspectives are
uplifting the importance of subjectivity, inter-personal connections, power
use based on interests, and their influence on knowledge, on individual and
organizational behaviour in local and in international context. Critical
perspectives go beyond analytical investigation and consider context and
power-sensitive realities within MNCs and around them (Boussebaa & Morgan,
2014). Thus, critical perspectives concern “critical themes such as
corruption or corporate and social responsibility (CSR)”, but also various
interdisciplinary perspectives and brings “discussion of the many
political, social, economic and environmental problems and concerns cross
border economic activity raises” (Roberts & Dörrenbächer, 2012, p. 6). In
other words, critical perspectives raise normative considerations in
addition to analytical observations of various forms of capitalism, and
social trends; also, they question assumptions of exclusively positive
impact of MNCs and their operations.

Consequently, questions comprising critical perspectives in IB are familiar
to every IB educator. IB educators may consider: Do discussions in IB
classroom introduce diverse perspectives and interests from around the
world? Are we leading in depth and sometimes-uncomfortable discussions
within our IB classrooms, or are we just scratching the surface of
IB-related problems, such as hidden costs of MNC operations,
(mis)management of global supply chains, identities assigned to
international managers, and alike? How well do we educate future
international managers to understand complexities of cross-border
operations and evaluate potential tradeoffs between the three spheres of
sustainability? Do our courses facilitate the development of independent,
reflective international managers who are able to make responsible
decisions, facilitate inclusion of racially and culturally diverse
workforce, and promote diverse economic interests? Despite the significance
of critical perspectives in IB education, studies on this topic are scarce,
and only few contributions are available (e.g., Beech 2006; Sliwa & Grandy,
2006; Aula & Tienari, 2011; Alcadipani & Caldas, 2012; Joy & Poonamallee,
2013; Fuchs, 2020).
Critical perspectives are not alien to IB scholarship, they are not limited
to the research within the realms of the critical theory, and therefore
they could be incorporated in research-based IB education. Critical
questions were present even in seminal IB theories. For example, Hymer
(1976) has raised questions and observations on MNC social impact inspiring
further explorations on the topic of power (e.g., Yamin & Forsgren, 2006).
Forsgren (2017) in the famous overview of all six classical IB streams of
thought has dedicated a separate section to analyze how each view of the
MNC addresses (or not) social and political impact of and such issues
within the MNC. More recently critical perspectives are also popping up in
mainstream IB journals. For instance, Geary and Aguzzoli (2016) demonstrate
how incorporating analysis of perspectives from multiple stakeholders can
help to understand certain IB phenomenon better. Moeller and Maley (2018)
shed light on lesbian, gay and bisexual experiences in their expatriation
assignments. Vaara, Tienari, and Koveshnikov (2019) elaborate on the ways
MNC engage in national identity politics. Unfortunately, such research has
been rarely extensively covered in IB textbooks, cases, or other teaching
materials. IB educators are lacking understanding on how to integrate these
and similar publications in their courses.
Finally, “learning involves transforming how we understand our experiences
of ‘reality’ to free ourselves to think differently” (Huber & Knights,
2021, p. 18). It is necessary to recognize that critical perspectives in IB
education require pedagogical approaches that uplift social interaction and
consider learning as social rather than an individual experience (Perriton
& Reynolds, 2018; Huber & Knights, 2021). However, it remains unexplored,
what teaching methods would be suitable to achieve these learning outcomes,
or create such learning environments.
Overall, we believe that there is a need to start addressing critical
perspectives in IB education more systematically, so that IB education
globally would shift from reactive to proactive stance in preparing future
managers for their international careers. As there are more questions of
diverse nature around the critical perspectives in IB education than
well-established or at least potential answers, we are calling for papers
that investigate but are not limited to the issues listed below.

*Potential topics (the list is not exhaustive) that are welcomed to the
special issue are:*

   - Defining critical perspectives in IB education: when can we consider a
   course, or a lecture comprising critical perspectives? How and in what ways
   extending the boundaries of the topics that are considered as appropriate
   in IB education may benefit students embarking on an IB career?
   - How to teach classical IB theories with critical perspectives?
   - Myths and realities about critical perspectives in IB education
   - Why critical perspectives in IB education are important? What critique
   and skepticism they may face and from whom?
   - What powers and organizations and in what ways influence IB education
   forms and its content?
   - Power of IB scholarship tradition and its influence on IB education
   ability to remain rigorous and relevant
   - Contrasts and similarities of critical perspectives in IB education in
   developed and emerging countries
   - Suitable teaching materials and methods to pedagogically utilize these
   materials when teaching critical perspectives in IB; tools for teaching
   critical perspectives in IB courses. How does e-internationalization trend
   impact teaching critical perspectives on IB?
   - Regenerative systems and sustainability (economical, ecological, and
   social), and their role in IB education
   - To what extent and in what ways integration of critical perspectives
   in IB education would support achievement of UN’s Sustainable Development
   - Topics beyond sustainability that could and should be addressed in the
   IB courses (e.g., ethics, non-market issues, political and corporate
   scandals, corruption, and others), which aim to foster, or address critical
   - Critical perspectives and critical thinking in IB: how the two could
   support each other in IB education? What is lost when only critical
   thinking is utilized when teaching IB?
   - Student reactions to critical perspectives in IB courses. How to
   address diverse reactions appropriately? How to support students in
   handling ambiguity which critical perspectives in IB education are likely
   to bring? How to handle potential tensions when teaching critical
   perspectives in culturally and racially diverse classroom?
   - Uplifting students from the disadvantaged groups, or regions, with
   diverse abilities, or unconventional thinking via the IB education: methods
   and best practices
   - Critical perspectives in IB education in undergraduate, master’s, PhD,
   and executive programs: similarities and differences in the needs and scope
   - Motives, incentives, and potential challenges for an IB educator to
   integrate critical perspectives in their courses. How to overcome internal
   and external resistance when integrating critical perspectives in IB
   programs and classes?
   - The role of IB scholars in designing education programs and courses
   that develop international managers who are able to internalize takeaways
   from global crises (CoVid, Global Financial crisis, etc.) and take
   initiatives to improve organizational and institutional loopholes that lead
   to those crises.
   - How IB educators could utilize global pandemics and its aftermath to
   initiate wider inclusion of critical perspectives in IB education?

This special issue welcomes conceptual work with insights on teaching
philosophies and approaches that would suit integration of critical
perspectives in IB education within the existing normative and other
institutional constrains. In addition, both qualitative and quantitative
studies are welcomed. Ideally, this special issue will create foundations
on how IB educators who are interested in taking proactive stance in
sustainable and responsible education of future international managers
could approach this process, how they could cope with potential internal
and external resistance to their initiatives. Moreover, we hope that the
special issue will suggest the principles for how to design IB programs and
courses that incorporate critical perspectives while still acknowledging
value and insights from the classical IB theories.

*Submission Process and Deadlines*
All papers will be subjected to double-blind peer review. Author guidelines
are available at
Papers will be reviewed in accordance with cpoib guidelines. Submissions to
this special issue of cpoib are made using ScholarOne Manuscripts via

Submission deadline: 30th June 2022
Estimated publication date: late 2023 or early 2024

Enquires about the special issue should be directed to the guest editors:
Aušrinė Šilenskytė ([log in to unmask])
Brent Malcolm Burmester ([log in to unmask])
Cyntia Vilasboas Calixto Casnici ([log in to unmask])
Daria Panina ([log in to unmask])
Miguel Cordova ([log in to unmask])
S. Tamer Cavusgil ([log in to unmask])

Alcadipani, R., & Caldas, M. P. (2012). Americanizing Brazilian management.
Critical perspectives on international business.
Atabaki, A. M. S., Keshtiaray, N., & Yarmohammadian, M. H. (2015). Scrutiny
of Critical Thinking Concept. International Education Studies, 8(3), 93-102.
Aula, H. M., & Tienari, J. (2011). Becoming “world‐class”?
Reputation‐building in a university merger. Critical perspectives on
international business.
Beech, N. (2006). Intense, vigorous, soft and fun: Identity work and the
international MBA. Critical Perspectives on International Business.
Page 5 of 7
Boussebaa, M., & Morgan, G. (2014). Pushing the frontiers of critical
international business studies. Critical Perspectives on International
Clarke, J. (2019). Critical Dialogues: Thinking Together in Turbulent
Times. Bristol: Policy Press. p. 6. ISBN 978-1-4473-5097-2.
Desai, M. S., Berger, B. D., & Higgs, R. (2016). Critical thinking skills
for business school graduates as demanded by employers: a strategic
perspective and recommendations. Academy of Educational Leadership Journal,
20(1), 10-31.
Forsgren, M. (2017). Theories of the multinational firm: A multidimensional
creature in the global economy. Edward Elgar Publishing.
Fuchs, M. (2020). MNCs’ open international strategy–local dynamics:
transfer of German “vocational education and training” to emerging
economies. critical perspectives on international business.
Geary, J., & Aguzzoli, R. (2016). Miners, politics and institutional
caryatids: Accounting for the transfer of HRM practices in the Brazilian
multinational enterprise. Journal of International Business Studies, 47(8),
Geppert, M., & Dörrenbächer, C. (2014). Politics and power within
multinational corporations: Mainstream studies, emerging critical
approaches and suggestions for future research. International Journal of
Management Reviews, 16(2), 226-244.
Huber, G., & Knights, D. (2021). Identity Work and Pedagogy: Revisiting
George Herbert Mead as a Vehicle for Critical Management Education and
Learning. Academy of Management Learning & Education, (ja).
Hymer, S. H. (1976). International operations of national firms. MIT press.
Joy, S., & Poonamallee, L. (2013). Cross-cultural teaching in globalized
management classrooms: Time to move from functionalist to postcolonial
approaches?. Academy of Management Learning & Education, 12(3), 396-413.
Moeller, M., & Maley, J. F. (2018). MNC Considerations in identifying and
managing LGexpatriate stigmatization. International Journal of Management
Reviews, 20(2): 325-342.
Perriton, L., & Reynolds, M. (2018). Critical management education in
challenging times. Management Learning, 49(5), 521-536.
Roberts, J., & Dörrenbächer, C. (2012). The futures of critical
perspectives on international business. critical perspectives on
international business.
Sliwa, M., & Grandy, G. (2006). Real or hyper‐real? Cultural experiences of
overseas business students. Critical perspectives on international business.
Vaara, E., Tienari, J., & Koveshnikov, A. (2019). From cultural differences
to identity politics: A critical discursive approach to national identity
in multinational corporations. Journal of Management Studies.
Yamin, M., & Forsgren, M. (2006). Hymer's analysis of the multinational
organization: Power retention and the demise of the federative MNE.
International Business Review, 15(2), 166-179.

*Miguel Córdova Ph.D.*
Associate Professor of Management at Pontificia Universidad Católica del
Perú (PUCP)
Internationalization Leader for the Management School and Department at PUCP
T&E SIG Resources Chair, Academy of International Business (AIB)
Country Director, AIB-LAC Peru

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