Internationalizing Business Education in Latin America: Issues and Challenges

Elahee, Mohammad Niamat; Norbis, Mario

doi:10.1080/08975930903405084

Cited by 12 publications

(9 citation statements)

References 29 publications

(24 reference statements)

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“…Cultural immersion approaches embraced by the US and Europe, such as study abroad and overseas internship, are less available for students in many Latin American countries. As a result, ensuring cultural exposure for the students becomes an important key challenge for Latin American business schools (Elahee and Norbis 2009). While we have provided examples from Europe and Latin America here, they illustrate the principles that apply in any cross-border comparison of IB pedagogy including IB pedagogy used in Asian countries.…”

Section: Teaching International Business In Europe and Latin Americamentioning

confidence: 98%

“…On the other end of the spectrum, the internationalization of Latin American campuses is relatively underdeveloped. Introduced to the US-style business schools in the 1950s, Latin American universities did not experience significant growth in the internationalization of business education until the late 1980s (Elahee and Norbis 2009). Elahee and Norbis ( 2009) noted that even though internationalization is encouraged by business schools in the process of pursuing AACSB accreditation, Latin American universities tend to face challenges in gaining flexibility and resources, attracting international faculty and students, and receiving support from the business community due to the lack of many international corporations.…”

Section: Teaching International Business In Europe and Latin Americamentioning

confidence: 99%

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Teaching International Business in Europe and Latin America

Aggarwal

2021

Journal of Teaching in International Business

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An important topic in IB education is to convey the importance of international differences in culture, institutions (economic, political, legal), language, and religion; and the business impact of these differences. Interestingly, the teaching pedagogy of IB must itself also adapt to such differences in culture, institutions (economic, political, legal), language, and religion. So, when teaching in a given country, IB teaching pedagogy must adapt to the local versions of culture, institutions (economic, political, legal), language, and religion (country characteristics, or CCs). Dunning commented that the world of international business is dominated by rapid and far-reaching changes in technology and by environmental turbulence (Dunning 1989). Such complexity certainly challenges the education of IB to no less a degree.Thus, just like the strategies and practices of the international business itself, the strategies and practices of teaching international business need to be adapted to the different environments of various countries and markets. Within any given market, economic, social, technological, and legal environments shape the resources, constraints, and hence the effective strategies for businesses; it is no less true of the education of business. From the macro to micro levels, a country's education infrastructure, a school's degree of internationalization, the development of IB related programs and courses, and the student body's characteristics, resources, and learning styles, along with many other country factors, fashion the pedagogy, format, and style of effective IB teaching in a region, country, school, program, and particular course. JTIB has long recognized the special country and regional nature of IB teaching in the form of many papers and special issues.For example, in 2020, JTIB produced a special issue on IB education focusing on Mexico, the Americas, and Spain (MAS), guest-edited by Dr. Robert F. Scherer and Dr. Eugenio Dante Suarez. The issue brought attention to the importance of discussing IB teaching to the Spanish-and CONTACT Yinglu Wu

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Section: Teaching International Business In Europe and Latin Americamentioning

confidence: 98%

Section: Teaching International Business In Europe and Latin Americamentioning

confidence: 99%

Teaching International Business in Europe and Latin America

Aggarwal

2021

Journal of Teaching in International Business

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“…The overall emergence and development of BS in EM is a topic hardly researched in the literature [53]. Despite some efforts [30,[54][55][56][57][58][59][60][61], the attempt to build a holistic history of BS in the Global South is still deficient. A first step in that direction is led by Alon, Jones and McIntyre [9], Alon and McIntyre [62], and McIntyre and Alon [63], whose research projects discuss different aspects of the development of business education in Latin America, Eastern Europe, Asia, the Middle East, Africa, and Australia, paying attention to the flows of knowledge, as its transfer is "critical to emerging market industrialization and integration into the global innovation-driven economy" [64].…”

Section: Development Of Business Schools In Emerging Marketsmentioning

confidence: 99%

Development of Business Schools in Emerging Markets: Learning through Adoption and Adaptation

et al. 2020

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The purpose of this study is to contribute to the understanding of the critical resources and capabilities that business schools (BS) have developed to achieve sustainable development. Framed within the resource-based theory, it analyzes seven of the top 50 BS from emerging markets (EM). It argues that these schools have grown through a development process of adopting and adapting business models, including teaching and research methodologies, organizational structures, and business practices; when they consolidated their local leadership, they started to follow a more idiosyncratic process. The findings shed light on the challenges that schools from EM face to deliver local impact while being measured by international standards and have implications for theory development, practice, and policymaking. In terms of theory, the findings show how the Global North model has exerted a determining influence in the development path of BS in EM, and, subsequently, how the pressure to respond to domestic demands has guided the acquisition of resources and the development of capabilities. For practice, the study reveals development patterns, clues about the challenges these BS face, and the range of solutions they have implemented. For policymaking, the case studies offer valuable lessons on how governments can design support systems for BS development.

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“…Real-world phenomena are often messier and fuzzier than those studied from contained academic views (Bammer et al 2013;Nelson 2017). Our students may graduate without an understanding of how their knowledge, whether theoretical or practical, fits into the general toolset that is needed in an applied career and contemporary and dynamically evolving employment setting (Elahee and Norbis 2009). In particular, such a graduate may not possess the instructions describing how their knowledge, methodologies, and techniques can be best accommodated in an interdisciplinary study, international team, or diverse work environment.…”

Section: Concept and Importance Of México The Americas And Spain (Mmentioning

confidence: 99%