Aspects of Intercultural Awareness Through an MBA Study Abroad Program: Going “Backstage”

Tuleja, Elizabeth A.

doi:10.1177/1080569908321471

Cited by 33 publications

(21 citation statements)

References 11 publications

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“…Surveys of content in leading IB programs indicate that topics relevant to IB are generally added on to existing management curriculum (Delaunay & Blodgett, 2005;Manuel et al, 2001;Prestwich & Ho-Kim, 2007;Tuleja, 2008). These content modifications are often additionally supported or supplemented by study-abroad or foreign immersion experiences and innovative teaching methods to enhance the experience of the student (Delaunay & Blodgett, 2005;Genc, 2008;Oblinger & Oblinger, 2005;Tuleja, 2008). Concerns remain, however, as to the effectiveness of these approaches and these degrees as graduates enter the global workplace.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Using a survey to gather data on student perception of cross-cultural knowledge before and after their China immersion trip, Tuleja (2008) also identified the need for better cultural understanding on the part of students in graduate and IB-focused study-abroad programs. The findings indicated that deeper and more sustained immersion in culture was perceived by students as necessary to broaden their perspectives.…”

Section: Literature Reviewmentioning

confidence: 99%

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Meeting the Needs of Global Companies Through Improved International Business Curriculum

Milhauser

Rahschulte

2010

Journal of Teaching in International Business

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The global workplace requires specific knowledge, skills, and abilities on the part of workers. There is a growing body of research indicating a gap between the global industry demand for skills and the higher education system's ability to supply that demand. Leveraging the work from Yu, Guan, Yang, and Chiao (2005) and Prestwich and Ho-Kim (2007), this study investigated this gap. The sample included global leaders of Fortune 500 companies. Exploratory in nature, the primary purpose of this study was to understand the needs of global business organizations that form the hiring market for international business graduates. The findings highlight the gap between the topics being taught by educators and the skills actually needed by the target international businesses. This information is relevant to the challenges facing global businesses as well as higher education institutions and provides insights into improvements for the good of both industries and especially the students aiming for careers in global organizations.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Meeting the Needs of Global Companies Through Improved International Business Curriculum

Milhauser

Rahschulte

2010

Journal of Teaching in International Business

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“…Indeed, the impact of globalisation means that intercultural competencies are imperative for working effectively with individuals from different national, ethnic or racial groups (Trompenaars and Hambden-Turner 2003). In a study of international business (IB) study-abroad programmes, Tuleja (2008) found that graduate students prioritised the need to develop their intercultural competencies and broaden their perspectives through such experiences. Similarly, Prestwich and Ho-Kim (2007) found that IB students were more concerned with developing business competencies such as cultural awareness and leadership, than they were about the specific functional skills relating to IB.…”

Section: Introductionmentioning

confidence: 99%

How are task reflexivity and intercultural sensitivity related to the academic performance of MBA students?

Lyubovnikova

Napiersky

Vlachopoulos

2014

Studies in Higher Education

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How are task reflexivity and intercultural sensitivity related to the academic performance of MBA students? Higher Education in business school environments is increasingly focused on how to best equip students with the skills necessary for leadership in the global workplace. This paper examines the impact of two particularly important cognitive capabilitiestask reflexivity and intercultural sensitivity, on academic performance in an MBA programme. It was hypothesised that in an intercultural learning environment, task reflexivity would be associated with higher academic performance, and that this relationship would be mediated via intercultural sensitivity. Questionnaire data from 77 MBA students was analysed alongside academic performance. Results demonstrated that task reflexivity was indirectly related to academic performance through intercultural sensitivity. Our findings suggest that engagement in task reflexivity enables students to develop greater levels of intercultural sensitivity, allowing them to reap the positive effects of diversity in their peer group for their own learning and performance. Limitations and practical implications of the research for professional practice are discussed.

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“…The latter has spawned the debate of how to offer content that covers social responsibility and ethics, leadership, and globalization (Bruce & Edgington, 2008;Butler, Forbes, & Johnson, 2008;Crane, 2004;Evans, Trevino, & Weaver, 2006;Fukukawa, Shafer, & Lee, 2007;Krishnam, 2008;Navarro). Lastly, the subject of delivery of course knowledge and what is delivered has spurred additional debate-course-based versus experiential learning, traditional market perspectives versus innovative technologies, market uncertainties, and a macro-social perspective (Pfeffer & Fong, 2002;Samuelson, 2006;Schoemaker, 2008;Tuleja, 2008). Although process issues are worthwhile subjects of debate, what is still missing is specific attitudinal knowledge of the inputs.…”

Section: Related Literature What Is Knownmentioning

confidence: 97%

MBA Attitudes Toward Business: What We Don't Know Can Hurt Us or Help Us

Lundstrom

2011

Journal of Education for Business

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MBA students are often treated as a blank sheet of paper on which the MBA program and its faculty etch and imprint the knowledge and philosophy of business success. Implicit in this thinking is that students are willing neophytes in this ritualistic process without a perceptual screen shaping and molding the content being espoused by legions of business philosophers-both academic and professional. The author sheds light on the attitudinal states of the MBA students who occupy those many seats, engage in class discussions, analyze cases, and finally are knighted as Masters of the Universe. Quite surprisingly, MBA students have diverse attitudes toward the business community. In a sample of 866 MBA students representing 27 MBA programs around the United States, the research suggests that these students do not embrace all aspects of business practices. Students are biased, skeptical and, on certain issues, downright critical of the community they are about to join.As business academics and practitioners, researchers should be concerned with inputs (student achievement levels and attitudes), processes (program content and delivery), and outputs (quality of student knowledge and skills) of professional, educational programs. If MBA programs were similar to manufacturing or service industries, each of these elements would be given equal emphasis in providing a quality product or service offering. Unfortunately, as the results of this research study suggest, much of the emphasis in MBA programs focuses on the latter two-process and outputs. The vast majority of the research in the academic literature focuses on the process and content of the program. The business press and institutional organizations examine outputs such as final GPA, placement, rankings, perceived quality of the program, recruiters' evaluation of program graduates, and starting salaries among other measures of outcomes. This is not to say that input factors have been totally overlooked, but most input measures place an emphasis on predictors of program performance-undergraduate GPA, amount of work experience, ethnicity, public or private education, undergraduate major, and GMAT scores.A key ingredient of any process-oriented organization (MBA programs included) needs to know about the qualities of the inputs into the process. Likewise, a customer-driven organization should, and would, know a great deal about its customer base, how and what they think, and the basis for their decisions. Without such knowledge, the manager (or program director) is simply putting together ingredients that may, or may not, lead to a quality, customer-satisfying product or service. Thus, insight into the attitudes and beliefs of the inputs (students) in the process provides a valuable and worthwhile first step in developing programmatic content that shapes the output in alignment with customer attitudes, or conversely, change attitudes that are out of alignment and a barrier to learning.The research presented is an exploratory study. From my four decades of experience as a ...

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Aspects of Intercultural Awareness Through an MBA Study Abroad Program: Going “Backstage”

Cited by 33 publications

References 11 publications

Meeting the Needs of Global Companies Through Improved International Business Curriculum

Meeting the Needs of Global Companies Through Improved International Business Curriculum

How are task reflexivity and intercultural sensitivity related to the academic performance of MBA students?

MBA Attitudes Toward Business: What We Don't Know Can Hurt Us or Help Us

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