A Comparative Analysis of Curriculum in International Marketing and Business Between Peruvian and Guatemalan University Students

Pestonjee, Daanish; Spillan, John E.; Song, Hongwei; Virzi, Nicholas

doi:10.1080/08975930.2010.526027

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…In order to analyze the outcomes of studying some courses, like International Marketing by comparing Perúand Guatemala (Pestonjee et al, 2010), or Comparative Economics Systems in the United States (Kovzik and Johnson, 2016), authors have used Likert-type scale surveys and other methodologies.…”

Section: Comparison Methodsmentioning

confidence: 99%

The best universities of the world and ours: A comparison of the economics major curricula

Zanzzi

Bernabé

Fernández

et al. 2019

Citizenship, Social and Economics Education

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This research compared the economics curriculum of the economics undergraduate programs of the best universities in the world, and those of universities within a developing country (Ecuador), in order to show the basic formal differences and the common characteristics (intra-rankings and inter-rankings). The proposed comparison criteria were the academic load, the professional approach, and the common core courses. We found that, in the best universities in the world, the students must study between 30 and 40 courses. It is almost half than in Ecuador. In the group with the lower status the distribution of courses was more dispersed. Another difference was that low-level local universities teach courses of general application, and those of worldwide category are focused in teaching only specific economics courses.

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Section: Comparison Methodsmentioning

confidence: 99%

The best universities of the world and ours: A comparison of the economics major curricula

Zanzzi

Bernabé

Fernández

et al. 2019

Citizenship, Social and Economics Education

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“…Latin American higher education institutions, like institutions around the world, appear preoccupied with relevance to practice (Johnson, Lenartowicz, & Salvador, 2006;Paton, Chia, & George, 2013;Pestonjee, Spillan, Song, & Virzi, 2010;Tanyel, Mitchell, & McAlum, 1999), and in particular with responding to rapid global business changes and new labor market and economic development demands. Universities are developing and adopting innovative teaching methods to appropriately prepare future international business leaders.…”

Section: Literature Review: Internationalization and Global Virtual Tmentioning

confidence: 99%

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

Gonzalez-Perez

Vélez-Calle

Cathro

et al. 2014

Journal of Teaching in International Business

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Abstract:The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.

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International Marketing Curriculum and Instructional Pedagogies: Cross-National Differences in Business Students

Spillan

Kara

2022

Journal of Teaching in International Business

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A Comparative Analysis of Curriculum in International Marketing and Business Between Peruvian and Guatemalan University Students

Cited by 6 publications

References 13 publications

The best universities of the world and ours: A comparison of the economics major curricula

The best universities of the world and ours: A comparison of the economics major curricula

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

International Marketing Curriculum and Instructional Pedagogies: Cross-National Differences in Business Students

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