International Business | Open Access Articles

2014 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

Editorial Board
President's Letter
SIEC-ISBE International

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2013 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

Editorial Board
President's Letter
SIEC-ISBE International

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2012 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

Editorial Board
President's Letter
SIEC-ISBE International

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2011 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

Editorial Board
President's Letter
SIEC-ISBE International

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2010 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

Editorial Board
President's Letter
SIEC-ISBE International

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Need For International Business Concepts In The Curriculum, David Seeley Jr.

International Journal for Business Education

With the continued increase in international business, business education has an obligation to reflect this trend. There are two methods for incorporating international business concepts into the curriculum: infusion and creation. Ideally, this obligation would be completed with a standalone course in international business. However, it can also be accomplished through incorporating international business concepts into current curriculum. Business programs need to include international aspects into the curriculum to help the students understand the economy in which they live.

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The Virtual University: Lessons From A Virtual Cross-Cultural Learning Situation In International Management, Mikael Søndergaard, Jeanette Lemmergaard, Paul Donnelly, Marta B. Cálas

Conference papers

This paper addresses some issues regarding virtual learning and the future of traditional universities. Specifically, it considers these issues by reflecting on the following: First, it focuses on the repercussions of information technologies for teaching and learning in "cross-cultural" courses. It critically assesses, via three recent examples, how these approaches influence teaching and learning in the context of international management courses. Second, drawing from the above examples, the paper reflects more broadly on the implications of these technologies: (1) for new forms of knowing and knowledge production; and (2) for the future of institutional conditions of universities.

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