提高IB教学深度的功能领域

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
R. Aggarwal, Yinglu Wu
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引用次数: 1

摘要

正如任何一位高管或公司董事会成员都会告诉你的那样,商业并没有像大多数商学院教授的那样,将自己整齐地划分为财务、营销或其他单一的职能学科,这也许是不光彩的。然而,我们必须教授个别学科,以促进对商业的深入理解。但是,我们需要将这些单独的学科整合到对业务和业务决策的整体观点和理解中。一般来说,大多数商学院都难以实现这种整合,很少有人对自己的努力感到满意。战略业务问题,如竞争性响应,本质上是综合的。此外,许多学科内的问题和对它们的反应具有跨学科的影响。因此,商业决策必须对商业有一个整体的看法。在国际商业的情况下,这种整体的观点也必须考虑到跨境影响,包括政治和经济制度的国家差异、法律的性质及其执行、语言和文化。国际商务的本质应该是一体化的。IB学科的独特贡献在于两组活动:1)观察复杂的相互作用问题,以定义影响国际背景下商业活动的现象;2)整合不同学科的理论,以扩展对这些现象的理解(Zettinig和Vincze 2008, 2011)。IB教育可以为学生提供基于全球环境的整体企业视角(Peng 2004)。为了实现这一目标,学生应该在多个商业学科中拥有足够的知识,以形成有效的整体企业视角。此外,学生和教师需要了解国际环境的复杂性(Aggarwal 1989)。例如,Leonidou和Kaminarides(2007)提出了构成全球营销环境的三个层面的因素,包括宏观因素,如物理和社会文化因素,中观因素,如经济和政治法律因素,以及微观因素,如竞争对手和客户。因此,有效的IB教学涉及
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Functional Areas in Improving Depth of IB Teaching
As any senior executive or a corporate board member will tell you, business, perhaps to its discredit, does not separate itself neatly into finance or marketing or another single functional discipline as taught in most business schools. However, we must teach individual disciplines to facilitate in-depth understanding of business. But then, we need to integrate these individual disciplines into a wholistic view and understanding of business and business decision-making. Generally, most business schools struggle with such integration and few are satisfied with their efforts. Strategic business problems, such as competitive response, by their nature are integrative. Further, many within discipline problems and responses to them have cross-disciplinary impacts. So, business decision-making must take a holistic view of business. In the case of international business this holistic view must also account for cross-border effects including national differences in political and economic institutions, nature of laws and their enforcement, languages, and cultures. International business should be and is integrative in nature. The unique contribution of the IB discipline resides in two sets of activities: 1) observing complex interacting issues to define phenomena that affect business activities in the international context and 2) integrating different discipline-based theories to extend the understanding of these phenomena (Zettinig and Vincze 2008, 2011). IB education can offer students a total enterprise perspective grounded in a global environment (Peng 2004). To achieve this outcome, students should have suffiecent knowledge in multiple business disciplines in order to form a valid wholistic enterprise perspective. In addition, students and faculty need to understand the complexity of the international environment (Aggarwal 1989). For example, Leonidou and Kaminarides (2007) propose three levels of factors that comprise the global marketing environment, including macro factors such as physical and sociocultural, meso factors such as economic and political-legal, and micro factors such as competitors and customers. As a result, effective IB teaching involves
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
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.
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