The early internationalization of new ventures has been described as a contemporary phenomenon enabled by globalization and digital technologies. However, today's multinational enterprise Siemens, founded in 1847, fits extant definitions of born globals. Based on this historical case, this study seeks to answer the question: What are enduring and contextually invariant aspects of early internationalization processes? An abductive analysis of the company's first 3 decades finds six relevant and emergent themes. We contribute to international entrepreneurship research by presenting evidence that early internationalization is not a new phenomenon, showing support for multiple extant findings, and providing new insights for otherwise underexplored themes. We also provide future research directions regarding personal‐level processes in international new ventures based on the analyzed 30 years.
Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.
Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.
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