Internationalizing the Marketing Curriculum: The Professional Marketer's Perspective

Abstract

The authors surveyed professional members of a national marketing association who had designated international marketing as a field of interest. Respondents rated the skills and knowledge areas that a student should possess to be successful as an international marketing executive. In addition, the respondents also indicated those regions of the world, cultural differences, and languages that a student should study in order to function effectively as an international marketing manager. A case is made for using the impact approach for international curriculum development, and an illustration is given of its use in designing a major international business program.

Students’ Perception of International Business Curriculum: An Explorative Study—Case of Lebanon

“…The most recent research indicates that different scholars have identified that specialization should be the emphasis within the international business area. This focus would include concentration in international marketing (Cunningham, 1995;Lundstrom, White, & Schuster, 1996), international accounting (Radebaugh, 1992), global human resources (Ondrack, 1992), global business communication (Green & Scott, 1996;Krivonos, 1993;Sondak & Sondak, 1992), and international economics (Handley, 1994;Stiglitz, 1993).…”

“…Research confirms that the emphasis needs to point toward specialization within the international business area. By that we mean offering courses that focus on specialization in international marketing (Cunningham, 1995;Lundstrom et al, 1996), international accounting (Radebaugh 1992), global human resources (Ondrack 1992), global business communication (Green & Scott, 1996;Krivonos, 1993;Sondak & Sondak, 1992), and international economics (Handley, 1994;Stiglitz, 1993). Therefore, while the literature about this topic is scant, it is growing and is shedding more light on the types of international business curricula that exist, the content of the curricula, and the perceptions the students have about the value and usefulness of the curriculum in addressing business issues in the fast-paced global economy.…”

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

“…In addition, research has been conducted to compare the internationalization process in U.S. business schools to those abroad (Coulson-Thomas 1989;Cova, Kassis, & Lanoux, 1993;Kwok & Arpan;Leith, Kovacheff, & Price, 1994). Current research shows that different scholars have pointed to the fact that the emphasis should be on specializations within the international business domain; these include specializations in international marketing (Cunningham;Lundstrom, White, & Schuster, 1996), international accounting (Radebaugh, 1992(Radebaugh, /1993, global human resources (Ondrack, 1992(Ondrack, /1993, global business communication (Green & Scott, 1996;Krivonos, 1993;Sondak & Sondak, 1992), and international economics (Handley, 1994;Stiglitz, 1993).…”

Practical Skills in International Business: Training Needs for Workforce Competence by Minnesota Companies

“…If employers can be regarded as stakeholders in the specific KSA required of employees, as Smith, Bush, and Bush (2002) argue, determination of company willingness to support employee training for job-specific international KSA should be a valuable input to furthering development of nonacademic IB training programs. (See Lundstrom, White, & Schuster, 1996;Bush & Bush, 1998;Albers-Miller, Sigerstad, & Straughan, 2000;Bates & Phelan, 2002;Asia Business Council, 2003;Dainty, 2005;Coombes, 2007. ) RELATED RESEARCH There is a considerable body of research into general skills required of job applicants, which are increasingly seen as the financial responsibility of government or the individual rather than the employer (Lerman, 2008).…”

“…Rather, our intent here is to identify and rank the international KSA training needs of Minnesota companies, to determine their level of support for such training, and to make some comparison of the extent to which the IB academic curriculum and nonacademic international KSA training programs are complementary, which will go some way toward demonstrating a ''responsiveness to the business environment'' as recommended in AACSB guidelines (Hatfield & Taylor 1998). Furthermore, gaining insight in terms of needed training program content by surveying companies ''actually practicing in the field of international business'' should add considerably to the program development deliberations of organizations providing such training opportunities (Smith et al, 2002; see also Lundstrom et al 1996;Bush & Bush, 1998).…”