The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Abstract

Designing educational sequences that enhance the cognitive, behavioral, and critical skills of a diverse learning community seeking global competencies, requires mindfulness of different international educational models, a tailored curriculum designed to build different types of awareness learning, and clarity in targeted outputs keeping in mind a range of potential occupations and life situations in which such skills will be used. This article outlines conceptual frameworks for global awareness sequences in international management programs, building on existing crosscultural research, training literature, and comparative analysis of different higher education models. It updates global competence learning frameworks to include recent advances in cultural intelligence, critical reflexivity, and post-colonial perspectives on management education. It calls attention to changing student demographics as a catalyst for moderate curriculum reform, especially a rehabilitation of core global awareness knowledge components eclipsed by cross-cultural courses and humanities requirements. A curriculum for business students with a sequential and/or simultaneous implementation of three pedagogical dispositions (knowledge, behavior, and critical acculturation) is discussed.

Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints

“…They call for at least a final year course or experience that integrates the knowledge and skill learning outcomes from the different domains. In general, researchers tend to conclude that the more the liberal arts subjects are integrated within the core business curriculum, the more able students will become in understanding the interrelationships and connections between them (Witte, 2010;Chew & McInnis-Bowers, 2004).…”

“…Management capability theorists, for example, have called for international managers to develop a "global mindset" (Witte, 2010;Nummela, Saarenketo, & Puumalainen, 2004;Gupta & Govindarajan, 2002;Fletcher, 2000;Gregersen, Morrison, & Black, 1998) Although the theoretical discussions about what constitutes a "global mindset" represent diverse perspectives; in general, a global mindset is seen to be one that has both critical knowledge elements (languages, history, politics, economics, culture, and information technology), as well as behavioral aspects that include strategic and analytical capabilities to allow managers to develop the cognitive sophistication needed to work more effectively in global environments (Boyacigiller, Kleinberg, Phillips, & Sackmann, 2004;Kedia et al, 2001). Aggarwal (2011) argued that those with a global mindset will also possess an understanding of the interrelationships, and the complexities associated with demographics, technology, and sustainability-all seen as key drivers of globalization.…”

A Framework, Learning Outcomes and Lessons Learned for an Undergraduate Short-Term Study Abroad in China

“…The degree to which this growth will continue to influence world trade and foreign company decisions will depend on a number of variables, but most agree that China is now a major player on the world scene and will continue to be a focus of attention by foreign companies. Given recent trends in globalization during the past two decades and China's increasing influence, it has become imperative that business students be exposed to business practices in China as part of an overall global curriculum (Witte, 2010). International study to China overall has increased substantially during the past decade and China will continue to be a primary study destination for business students (China Business Review, 2009).…”

Global Business Literacy in the Classroom: Developing and Applying an Assessment Framework

“…While much of the literature on "separation" approaches to international and intercultural relations education has shifted toward study abroad (Chieffo & Griffiths, 2003;Edwards, Hoffa, & Kanach, 2005;Hulstrand, 2006;Jackson, 2008), and study tour (Hutchings et al, 2002;Koernig, 2007;McCrea & Yin, 2012) programs, the present study focuses on the learning outcomes of a traditional classroom-based approach. Although our undergraduate program integrates global issues throughout the core curricula (i.e., integration), our focus here is on evaluating the effectiveness of a separate, required undergraduate capstone course-called the Global Business Colloquium-which is a dedicated course specifically focused on international business and designed to enhance students' global business literacy (Witte, 2010). We define global business literacy (GBL) as the ability to adapt and function effectively in the global business context, and to be knowledgeable about its core issues and trends.…”