Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Crosling, Glenda; Edwards, Ron; Schroder, Bill

doi:10.1080/13600800801938721

Cited by 58 publications

(38 citation statements)

References 30 publications

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“…This finding was also congruent with previous findings from the literature (Karpin, 1995;Crosling et al, 2008;Sharkey and Beeman, 2008;Sulaiman and Mohezar, 2008). Emiliani (2006), for example, writes that the transfer of knowledge and skills was valued because it is perceived as essential in helping prepare local students for operating in a global business environment, and the challenges that they are likely to face in Vietnam's growing economy.…”

Section: Discussionsupporting

confidence: 95%

Master of Business Administration (MBA) student outcomes in Vietnam

Vickers

Fernandez

2015

Education + Training

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Purpose -Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students' views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach -Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings -Graduates' views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates' original expectations were met. Research limitations/implications -This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications -The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate's original expectations, needs and wants. Here, empirical evidence of this intersection is exa...

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Section: Discussionsupporting

confidence: 95%

Master of Business Administration (MBA) student outcomes in Vietnam

Vickers

Fernandez

2015

Education + Training

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“…Furthermore, faculty members had a very unclear understanding of the objectives and methods of internationalisation, or of their roles in contributing to it. Internationalisation activities should be carefully planned, well-resourced and have the involvement and support of all key stakeholders (Crosling et al, 2008); this might require improved communication between institutional managers and staff/faculty. It is important that both governments and institutions establish clear goals and strategies.…”

Section: Resultsmentioning

confidence: 99%

Internationalisation as a Strategy to Improve the Quality of Higher Education in Small States: Stakeholder Perspectives in Lithuania

Urbanovič

Wilkins

2013

High Educ Policy

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Assumptions have developed around the benefits of internationalisation; for example, that it promotes cultural integration and harmony, improves the quality of education and research, and improves country and institutional reputations internationally. A range of coercive, normative and mimetic influences have pushed most small states with mass or universal higher education systems to embrace the concept of internationalisation. By adopting a stakeholder analysis approach in one small state -Lithuania -this research investigates the successes, failures and challenges of internationalisation in improving the quality of higher education provision. It was found that internationalisation can present both opportunities and challenges to small states. However, the overwhelming consensus among the range of stakeholders who participated in this study was that the benefits of internationalisation far outweigh the threats and disadvantages. The paper concludes with a set of generalisable recommendations for small states that possess mass or universal higher education systems.

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“…If universities are to equip their students with the skills and knowledge to work with flexibility in international and cross-cultural environments (Green 2003, Crosling et al 2008 institutions need an internationalised curriculum (Leask 2007) and to provide opportunities for students to experience cross-cultural communication and life in an international environment. To update the curriculum appropriately, academic staff need to develop a global mindset that will enable them to adequately respond to globalisation in their teaching and research (Aggarwal 2011).…”

Section: How Well Is Internationalisation Progressing?mentioning

confidence: 99%

The international business of higher education – A managerial perspective on the internationalisation of UK universities

Warwick

2014

The International Journal of Management Education

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(2014) 'The international business of higher education a managerial perspective on the internationalisation of UK universities.', International journal of management education., 12 (2). pp. 91-103. Further information on publisher's website:http://dx.doi.org/10.1016/j.ijme.2014.02.003Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in The International Journal of Management Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in International Journal of Management Education, 12, 2, 2014, 10.1016/j.ijme.2014.02.003. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. give more serious consideration to how their internationalisation strategy is managed.The research indicates that some UK universities are struggling to come to terms with their new operating environment and whilst they nearly all have international strategies, they need to pay more attention to the implementation of those strategies.

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Internationalizing the curriculum: the implementation experience in a Faculty of Business and Economics

Cited by 58 publications

References 30 publications

Master of Business Administration (MBA) student outcomes in Vietnam

Master of Business Administration (MBA) student outcomes in Vietnam

Internationalisation as a Strategy to Improve the Quality of Higher Education in Small States: Stakeholder Perspectives in Lithuania

The international business of higher education – A managerial perspective on the internationalisation of UK universities

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