Teaching International Business in Europe and Latin America

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in International Business Pub Date : 2021-01-02 DOI:10.1080/08975930.2021.1922868

R. Aggarwal, Yinglu Wu

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引用次数: 2

Abstract

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 Spanishand

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在欧洲和拉丁美洲教授国际商务

IB教育的一个重要主题是传达文化、制度（经济、政治、法律）、语言和宗教方面的国际差异的重要性；以及这些差异对业务的影响。有趣的是，IB的教学法本身也必须适应文化、制度（经济、政治、法律）、语言和宗教的差异。因此，在特定国家进行教学时，IB教学法必须适应当地文化、制度（经济、政治、法律）、语言和宗教（国家特征或CC）的版本。Dunning评论道，国际商业的世界被技术的快速而深远的变化和环境的动荡所主导（Dunning 1989）。这种复杂性无疑在一定程度上挑战了IB的教育。因此，正如国际商业本身的战略和实践一样，国际商业教学的战略和做法也需要适应不同国家和市场的不同环境。在任何特定的市场中，经济、社会、技术和法律环境都会影响资源、制约因素，从而影响企业的有效战略；商业教育也是如此。从宏观到微观层面，一个国家的教育基础设施、一所学校的国际化程度、IB相关项目和课程的发展、学生群体的特点、资源和学习风格，以及许多其他国家因素，决定了一个地区、国家、学校、项目的有效IB教学方法、形式和风格，以及特定的课程。JTIB长期以来以许多论文和特刊的形式认识到IB教学的特殊国家和地区性质。例如，2020年，JTIB制作了一期关于IB教育的特刊，重点关注墨西哥、美洲和西班牙（MAS），由Robert F.Scherer博士和Eugenio Dante Suarez博士客座编辑。这个问题引起了人们对西班牙IB教学的重视

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来源期刊

Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

53.30%

发文量

期刊介绍： The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.