Analyzing the Structure of the International Business Curriculum in India

Abstract

This article analyzes the structure of the international business curriculum through a questionnairebased survey among current students and young managers who are studying or have studied international business courses in one of the top B-Schools of India. Respondents have the opinion that international business is more than internationalization of different functional areas and is to be treated as a separate academic discipline. In the context of pedagogy, respondents feel the need for more elective courses on international business and prefer learning through different methods such as foreign country visits, simulation, and role playing activities.

Commitment to the Study of International Business and Cultural Intelligence: A Multilevel Model

“…Second, we develop the first empirical study to examine whether CQ has an impact on the commitment to the study of IB (Srivastava, 2012). Finally, in response to calls for more meso-level research, this is the first empirical study to aggregate CQ to the classroom-level in order to see whether developing a CQ climate is possible and, whether it matters or not (see Shokef & Erez, 2008 for an example of a team-level effect).…”

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

“…Universities are developing and adopting innovative teaching methods to appropriately prepare future international business leaders. One such adaptation to global pressures has been the internationalization of the business curriculum (Brookes & Becket, 2011;Carson, 2009;Chan, 2011;Gonzalez, Quesada, Mueller, & Mueller, 2011;Kedia & Englis, 2011;Hanson, 2010;Srivastava, 2012). It is observed that the use of team structures in business encourages the parallel use of team-based assignments in higher education to provide students realistic global experiences to inform their future career success (He, 2011) .…”