International Double Degree Programs as Accelerators for Internationalization: Lessons from the Trans-Atlantic Business School Alliance

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in International Business Pub Date : 2021-01-02 DOI:10.1080/08975930.2021.1906378

Jeffrey W. Steagall, P. Falk, Andres Gallo, T. W. Porter

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引用次数: 3

Abstract

ABSTRACT The global nature of the modern business world has expanded the set of skills and attitudes necessary for success, even among new bachelor degree graduates. Although US business schools have primarily integrated international concepts through their curricula, students who stay at their home institutions for their entire degree programs do not live and experience the global business environment to the extent necessary for twenty-first-century careers. Short-term, semester- or year-abroad programs help to bridge this gap. However, carefully constructed undergraduate double degree programs can provide students with much richer experiences. This article provides a model for creating international undergraduate double degree programs in business, highlighting the main challenges and offering successful proven solutions employed by a group of American and European business schools that other institutions can adapt to accelerate internationalization and deepen students’ international experiences in American business schools.

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作为国际化加速器的国际双学位课程:来自跨大西洋商学院联盟的经验教训

现代商业世界的全球化已经扩展了成功所必需的技能和态度，即使是刚刚获得学士学位的毕业生。尽管美国商学院在课程中主要融入了国际概念，但留在本国机构完成整个学位课程的学生，并没有在21世纪的职业生涯中生活和体验到全球商业环境所必需的程度。短期、学期或一年的海外项目有助于弥补这一差距。然而，精心构建的本科双学位课程可以为学生提供更丰富的经验。本文提供了一个创建国际商学本科双学位课程的模式，突出了主要挑战，并提供了一些美国和欧洲商学院采用的成功的经过验证的解决方案，其他机构可以采用这些解决方案来加速国际化，深化学生在美国商学院的国际经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.