INTERNATIONAL BUSINESS CURRICULA AT UNIVERSITIES ACCREDITED BY THE ASSOCIATION TO ADVANCE COLLEGIATE SCHOOLS OF BUSINESS

William Wardrope Vincent Orza Thomas Guild Zahra Karimipour Jana Minifie
Abstract This study reports on the characteristics of international business curriculum at 75 AACSB-accredited schools in the United States. It examines course offerings, program structure, study abroad opportunities, second language requirements, and other characteristics of international business education. Institutions offer a wide variety of international business courses, most of which focus on functional areas of finance, marketing, economics, and management. Western Europe and Asia are the predominant study abroad locations, with emerging markets in other parts of the world relatively neglected. The importance of cultural understanding, second language proficiency, and increased study abroad activities is cited, along with a call for further research on students overall cultural training.

International Business Curricula at AACSB Universities Faculty members who have been involved in a business accreditation process can easily recite by memory the mandate to internationalize their institutions business curriculums. Not all business programs have fully lived up to the challenge (Han, 2004; Shetty & Rudell, 2002; Praetzel, 1999; Kwok, Arpan, & Folks, 1994). While logistical and financial constraints limit an institutions ability to globalize its curriculum, the real roadblock has been the rigidity of curriculum structures and related institutional barriers (Smith, Hornsby & Kite, 2000; Hamel & Prahalad, 1994; Praetzel, 1999; Waddock, 1997; Trevino & Melton, 2002). In particular, departmental silos have precluded the integration of international curriculum (Zeliff, Herbers, & Meyers, 1999; Smith, Hornsby, & Kite, 2000) as have decisions about the appropriate way to

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internationalize (Kwok & Arpan, 2002). Thus, even though the question of Should we internationalize is easily answered, the real issue for business colleges is, How do we internationalize? Literature Review Internationalization of programs can take many forms. Bisoux (2007) suggested that programs: (1) establish a global presence through faculty recruitment, program design, partnerships with international programs, and alumni networking; (2) integrate global issues through classroom and non-classroom experiences; (3) write and use global caseswhich she indicates are in short supply; (4) send faculty abroad for immersion experiences; and (5) encourage faculty to engage in international research. Bisouxs (2007) ideas augment earlier research cited by Wardrope and Minifie (2005) which called for infusing international concepts into functional business courses, developing both general and specialized international business courses, creating international business degrees, formulating student exchange programs, and integrating non-business or interdisciplinary courses into the primary business curriculum. Other arguments call for a curricular shift from a functional approach on international trade to a focus on helping students understand the cultural logic of other groups by instilling cultural flexibility, adaptability, and intercultural communication skills in the business curriculum, including the ability to collaborate (Cardon, 2007). Moreover, Lorange (2003) suggested that the very characteristics of the school should guide international curriculum planning, as in the case of smaller business schools which may be able to introduce students with very limited global knowledge. Thus, as Kwok, Arpan and Folks (1994) suggest, there may not exist a one-size fits all model of internationalization. Instead, as Kwok et al. (1994) conclude, A wide variety of approaches has been used to internationalize curricula, research and faculty and that no single approach has proved optimal for all schools (para. 6). This raises the question, what different approaches are being used, and in what combination, and how is international business being integrated into todays curriculum?

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In a 2005 survey of 84 business college deans who provided input about their colleges internationalization efforts, Wardrope and Minifie (2005) found a variety of measures in play. According to their study, over half of surveyed institutions had specialized courses in International Finance, International Management, and International Economics. Two business core courses, Principles of Management and Principles of Marketing, were most frequently the courses in which international components were integrated into the business core curriculum. The results indicated that while most programs had at least one faculty member whose primary teaching commitment was in the area of international business, few institutions had more. In regards to international business student exchange agreements, the majority were with schools in Western Europe and Asia. Courses in modern languages (primarily Spanish), as well as geography, history, political science and anthropology were all heavily emphasized. The importance of understanding the business culture of a particular country may be as important as being fluent in the language of the country itself, as English, while not the only language of business communication (Victor, 2008, p.355), may already be spoken by the people with whom many study abroad students interact (Cardon, 2007). For this reason, even many foreign language programs now are being encouraged by the Modern Languages Association to broaden their scope and focus on the cultural aspects of a country, rather than just the linguistic (Cole, 2008). Such a charge is particularly important to international business study, in order to keep from over-emphasizing the functional aspects of business, lest a course or program become business-heavy yet interculturally lean (Tuleja, 2008, p. 315). Thus, while both language ability and business knowledge may be prerequisites to international business study, the cultural nuances of foreign business settings may be just as critical to students learning and development.

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Purpose Inasmuch as the literature reports great diversity in the ways international business programs conceptualize and operationalize their curricula (Kwok et al., 1994), this study sought to profile the current methods used by universities to internationalize their degree programs. Data regarding international business programs at fouryear colleges and universities were obtained in order to determine the most common components of international curriculum currently existing among programs across the United States. Included in the review were summaries of degree programs offered, course offerings (core and non-core), study abroad requirements /opportunities, and special features. The two research questions were: (1) To what extent is international business curriculum a part of institutions baccalaureate programs, and (2) what choices do students interested in international business have regarding course selection, study abroad opportunities, and other special features? It was hoped that the information would guide international business curriculum planners in maintaining the vitality and competitiveness of their respective programs. Methodology The websites of undergraduate business programs at U.S. four-year colleges and institutions served as the source of data for this study. A systematic random sampling method using every fifth institution listed on the membership directory of the Associate to Advance Collegiate Schools of Business-International (AACSB) was employed to create a mailing list. Of the total available 459 schools listed at the time, a sample of 100 websites, representing approximately 21 percent of the total available population (non-U.S. institutions were omitted from the sampling procedure), was obtained. Of the 100 sites, 25 were inaccessible, did not describe their programs, or were community colleges or trade schools. The remaining 75 websites, along with college/university catalog information, were used to gain the desired information.

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Population The random selection represented a broad cross section of institutions. The systematic random selection produced a sample population of institutions from 33 states, 26 of which were in the South, 17 in the Midwest, 17 in the West, and 15 in the Northeast. Fifty-eight were public institutions and 17 were private. To profile the characteristics of the sample further, each school was categorized according to Carnegies classification scheme of institutions (Carnegie, 2008), which classifies institutions on the basis of their offered programs, enrollment characteristics, and size and setting. Twenty-nine schools were identified as Research Universities-Very High, 24 schools as Research Universities-High, 19 schools as Doctoral Research Universities, and three schools as the Masters level-high or below. All schools offered the Bachelor of Business Administration or Bachelor of Science in Business Administration, or both. Findings Of the 75 schools examined, 44 (56%) offered some type of international business (IB) program. Contained in this number were 31 schools offering degree concentrations in international business; four offered certificate programs in international business; one school offered a degree and a certificate, and six offered IB minors. Two of the degree programs were identified as interdisciplinary between the respective college of business and college of liberal arts or humanities. Required coursework in International Business ranged from 12-33 credit hours, whereas minors required 12-24 credit hours of international business coursework. Each school website in the sample was examined to determine whether an international business component was required as part of each universitys business core. Only 20 (26%) of the 75 schools examined contained such a requirement; 11 (14%) offered a required course in IB, most frequently called Introduction to International Business or International Business Management; six (8%) required that students select one course from a menu of IB courses; three (4%) had other requirements, such as a study abroad experience. Whereas the programs

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containing an IB degree component typically required 12-18 hours of IB coursework, in most cases selection of the specific courses was left up to the student. A slate of IB courses was offered by both institutions with formal IB programs and by those that did not have IB programs, as shown in Table 1:
Table 1 Number of International Business Courses Offered
Number of IB Courses 5 or more IB courses 3-4 IB courses 1-2 IB courses No IB courses Schools with IB Programs 25 15 2 0 Schools with no IB Programs 10 11 7 4 Total 35 26 9 4

International Business Course Offerings As indicated in Table 2, International Finance, International Marketing, and International Management were the international business courses most frequently offered as part of the business core curriculum. Courses with the titles Introduction to International Business and International Business were counted separately from those courses designated as International Management or International Business Management.
Table 2 Frequency of Core IB Courses
Course International Finance International Marketing International Business Management International Economics Introduction to International Business International Accounting International Business Law International/Intercultural Communication Frequency/Percent of Sample 61 (81.3%) 57 (76%) 41 (54.6%) 30 (40%) 21 (28%) 21 (28%) 16 (21.3%) 15 (20%)

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Forty-eight schools identified 102 specialty courses covering a wide variety of advanced topics. The largest portion of these courses bore titles related to emerging markets and most of the courses focused on particular regions of the world, including Asia-Pacific, the Americas, and Eastern Europe. Most of the remaining courses pertained to economics or logistical aspects of international trade, such as importing and exporting, international financing, and global management. Table 3 shows the diversity of the specialty courses offered.
Table 3 Specialized IB Courses by Topic
Course Topics Region-Specific Courses/ Courses on Emerging Markets N 26 Course Titles and Frequencies Economic Development of Latin America (3) Asia Pacific Management Practices (1) Business in the Americas and the Pacific Rim (1) Business in Asia (1) Business in Emerging Markets (1) Business Operations in Europe (1) China in Transition (1) Comparative Analysis of Latin America (1) Contemporary Business Issues in L.A./Carib. (1) Cultural Environment of Ukraine Business (1) Economic Development of Asia (1) Economic Development of Emerging Nations (1) Econ. Develop. of Less Developed Countries (1) Economic Growth in Southeast Asia (1) Economic Problems of Developing Areas (1) Economics of European Integration (1) Emerging Markets (1) European Economic History (1) European Union Seminar (1) Japanese Economic System (1) International Marketing-Pacific Rim (1) Management Strategies in Emerging Market (1) Seminar in Japanese Business (1) Soviet Economics in Transition (1) International Trade (8) International Trade Theory (2) International Trade & Finance (1)

International Trade/Trade Theory

11

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Table 3, cont. Specialized IB Courses by Topic

Course Topics Economics N 13 Course Titles and Frequencies International Monetary Relations (3) International Economic Relations (2) Alternative Economic Systems (1) Analysis of Global Conditions (1) Econ. Development, World Bank, MultiLat Fin. (1) International Microeconomics & Finance (1) Issues in Comparative Economics (1) Macroeconomics in the World Economy (1) Public Policy in the International Economy (1) U.S. in Global Economy (1) Operations of International Business (1) Exporting and Marketing Entry (1) International Business Operations (1) International Transportation (1) International Transportation & Logistics (1) Import/Export Management (1) Import/Export Regulations and Practices (1) International Supply Chain Management (1) Operations and Environments of Foreign Juris. (1) Financial Statement Analysis in Global Econ. (1) Tax for International Managers (1) International Taxation (1) Foreign Area Analysis (1) Global Competition and Strategy (1) Global Economic Commerce (1) International E-Commerce (1) Global Internet Marketing (1) International Sales Management Marketing (1) International Investments (2) International Corporate Finance (1) International Banking & Trade Finance (1) Doing Business in German (1) French for Management (1) Corporate Management (1) Global Issues in Management (1) Global Leadership (1) International HRM (1) International OB & HRM (1) The Manager in Global Community (1) International Strategic Human Resource Mgt. (1) Managing TQM for Global Environment (1)

Transportation/Logistics

Accounting

Marketing

Finance

Language Management

2 8

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Table 3, cont. Specialized IB Courses by Topic

Course Topics Technology Real Estate N 2 3 Course Titles and Frequencies International Dimension of Information Tech. (1) Technology in Global Markets (1) International Real Estate (2) International Housing Comparisons (1)

International Study Abroad Opportunities Study abroad opportunities are available to students majoring in international business. Although 24 (32%) schools offered some type of study abroad program, only one international business program actually required it. In most cases, the duration and nature of the study abroad program were not specified; some programs were linked to specific partner institutions abroad. The majority of study abroad programs were based in Western Europe, whereas only two programs involved schools in Africa and the Middle East; no programs existed with institutions in Eastern Europe. Table 4 shows the dispersion of study abroad agreements across regions and countries.
Table 4 Study Abroad Countries in Sample
Region Represented Europe Countries/Frequency of Courses France (11) England (10) Italy (8) Spain (8) Germany (8) Ireland (4) Netherlands (3) Denmark (3) Sweden (2) Austria (1) Belgium (1) Portugal (1) Russia (1) Group N 61

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Table 4, cont. Study Abroad Countries in Sample

Region Represented Asia Countries/Frequency of Courses Japan (4) Hong Kong (4) Australia (3) China (3) Singapore (3) Taiwan (2) S Korea (1) Turkey (1) India (1) Argentina (3) Brazil (2) Chile (2) Ecuador (1) Guatemala (1) Costa Rica (1) Mexico (2) Canada (1) United States for International Students (1) Egypt (1) South Africa (1) 31 Countries Group N 21

Central/South America

10

North America Africa/Middle East TOTAL

2 98 programs

Special Curricular Features Special course requirements and features of the international business programs such as foreign language requirements, study abroad tours, and other curricular issues were examined. These data appear in Table 5.
Table 5 Special Curricular Features
Curricular Feature Programs with study abroad requirement Programs with language requirement Programs offering area studies Programs requiring functional specialization Programs with degree options (tracks in IB) N and % of Sample 24 (32%) 23 (30.6%) 9 (12%) 7 (9.3%) 3 (4%)

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Typically, programs with a foreign language requirement offered students multiple options, including advanced coursework in a second language, a passing score on a proficiency examination, or time spent in study abroad (The University of Pennsylvania, for example, requires all College of Business students, regardless of concentration area, to demonstrate proficiency in a second language). Seven programs required students to double major in a functional area of business, such as Accounting, Economics, Finance, Management, or Marketing. Of the 24 institutions offering study abroad programs, only four actually require the experience; additionally, two schools gave students choices between an internship, study abroad, and a language course as a requirement. Of the nine schools requiring a cognate of coursework outside of business, five required area studies, taken in various Liberal Arts departments, which focused on the cultures of specified regions. Four schools required additional hours in social sciences, such as anthropology, sociology, political science, geography, and history. Finally, three programs offered international business tracks. The tracks were designated by language or by focus such as management or international relations. Conclusions This studys findings confirm Kwok & Arpans (2002) conclusion that IB programs are rich and varied (p. 579), particularly in the way they tend to combine the functional aspects of business with cultural, linguistic, and experiential learning components. The diversity in international business course offerings, the requirements for supplemental courses in various non-business areas, and the range of study abroad experiences attest to the unique nature of formal study programs in international business. The first research question was, To what extent is international business curriculum a part of institutions undergraduate business programs? The results indicate that international business instruction may not universally enjoy the same status as core business areas,

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such as finance or marketing, despite the attention it receives in academic literature. Moreover, inasmuch as international curricula are appears frequently in traditional courses such as International Finance, International Economics, and International Marketing, courses focusing on cultural aspects of international business seem to be scant. This apparent absence of attention to international business culture may correlate with a shortage of faculty to teach it, either by lack of qualification or desire to do so. It is also probable that, in most programs, general education structures provide coursework in culture, communication, or globalization. Yet another possibility is that international business curriculum is integrated throughout various functional business courses as previous literature suggests, although the degree to which such courses can adequately address business cultural cannot be determined by this study. More research at the course level, e.g., in-depth analyses of course syllabi, might help address this issue. The second questionWhat choices do students interested in international business have regarding course selection, study abroad opportunities, and other special features?offered mixed results. Whereas a large number of specialty courses focusing on different geographic regions and topics was found, only about 30 percent of the institutions surveyed required students to be conversant in a second language; even fewer programs required, or offered, study travel to another country. Further, the relative shortage of study abroad in three key regions of todays global marketLatin America, Eastern Europe, and The Middle East/Africais noteworthy. While Latin America is represented by several courses (see Table 4), the comparative number of study abroad opportunities in the region pales next to popular Western European sites. Less attention is given to the emerging market of Eastern Europe, whose relatively new introduction to free market conditions should be a breeding ground of academic interest in the United States; the importance of oil in the Middle East would also seem to call for more academic attention to that region as well. It is possible that travel concerns about these areas give administrators pause when planning study abroad experiences for U.S. students, or perhaps faculty

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expertise is not sufficient to cover these, and the more popular Western European and Asian regions. More research on faculty resources and credentials might be useful in explaining these phenomena. In general, the lesser availability of study abroad may be a factor most related to affordability, inasmuch as most study abroad experiences occur at the students, rather than the institutions, expense. It is instructive to note that the 98 agreements in 31 countries are found in 24 schools, or only 32% of the sample, suggesting there may be a disparity among institutions commitment to international business. It would be interesting to discover if this incongruity is based on lack of resources, lack of faculty interest, or absence of student interest. In any event, greater examination of international business programs will guide administrators and faculty in developing the best possible curriculum for students living in an increasingly globalized 21st century. References Association to Advance Collegiate Schools of Business-International. (2007). Retrieved November 27, 2007 from: http://www.aacsb.edu. Bisoux, T. (2007, July/August). Global immersion. Biz Ed, 44-49. Cant, A. G. (2004, September). Internationalizing the business curriculum: Developing intercultural competence. The Journal of American Academy of Business, Cambridge, 5(1): 177-182. Carnegie Foundation for the Advancement of Teaching (2007). Retrieved November 27, 2007 from: http://www.carnegiefoundation. org. Cardon, P. W. (2007). The importance of teaching about globalization in business education. Journal for Global Business Education, 7, 1-20. Cole, D. (2008, April 7). Speaking the global language. U.S. News and World Report, 144 (10) 56-58.

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Hamel, G., & Prahalad, C. K. (1994). Competing for the future. Boston, MA: Harvard Business School Press. Han, P. E. (2004). The international dimensions of functional business courses. American Business Review, 22(1): 56-61. Kwok, C. C. Y., & Arpan, J. S. (2002). Internationalizing the business school: A global survey in 2000. Journal of International Business Studies, 33(3), 571-581. Kwok, C. C. Y., Arpan, J. S., & Folks, W. R. (1994). A comparison of international business education at U.S. and European business schools in the 1990s. Management International Review, 34(4), 357-379. Lorange, P. (2003). Case study: Global responsibilitybusiness education and business schoolsroles in promotion a global perspective. International Journal of Effective Board Performance 3(3), 126-135. Retrieved November 24, 2007 from: http://www.emeraldinsight.com. Praetzel, G. D. (1999). Pedagogical recommendations for internationalizing the undergraduate business curriculum. IAER, 5(1), 137-146. Shetty, A., & Rudell, F. (2002). Internationalizing the business program? A perspective of a small school. Journal of Education for Business, 78(2), 103-110. Smith, B. N., Hornsby, J. S., & Kite, M. (2000). Broadening the business curriculum via a cross -disciplinary approach: A mobile unit on cultural diversity. Education (Chula Vista, CA), 120(4), 713-21. Trevino, L. J., & Melton, M. (2002). Institutional characteristics and preconditions for International business educationan empirical investigation. Journal of Education for Business, 77(4), 230-235.

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Tuleja, E. A. (2008). Aspects of intercultural awareness through an MBA study abroad program: Going backstage. Business Communication Quarterly, 71(3), 314-337. Victor, D. A. (2008). An interdisciplinary international business degree at Eastern Michigan University. Business Communication Quarterly, 71(3), 354-361. Waddock, S. (1997). The emergence of management education in Central Europe. Journal of Education for Business, 72(6), 369-373. Wardrope, W. J., & Minifie, J. R. (2005). Internationalizing the business curriculum: A survey of business college deans. Southwest Review of International Business Research,16 (1), 145-152. Zeliff, N. D., Herbers, D. K., & Meyers, K. E. (1999). International business education: What should be taught and by whom? Delti Pi Epsilon Journal, 41(4), 194-203.

About the Authors William Wardrope, Ph.D., University of Central Oklahoma Vince Ozra, Ed.D.; Thomas Guild, J.D.; Zahra, Kariminpour, Ph.D., Oklahoma City University Jana Minifie, Ph.D., Texas State University