A Reply to the Commentaries on “Business Marketing: A Twenty Year Review”

ABSTRACT

In this article the authors respond to the commentaries by Professors Spekman, Wilson, and Woodside on their article, “Business Marketing: A Twenty Year Review” and share their thoughts on the future of business marketing. In responding to the commentaries, the authors concede that while their review has started the dialogue, much remains to be done. They conclude with a call for the establishment of a broad-based research task force to develop a research agenda and to coordinate research efforts that systematically address the key problems facing business marketing and research practices in business marketing.     

Tradition Versus Change: Evaluating the Currency of Some Traditional Chinese Values in Today's Business Environment

Abstract

In the last decade, the discussion about how marketing is changing has focused largely on practices in more affluent industrialized economies. Far less attention has been given to understanding the marketing strategies and practices of firms in emerging and transition economies. In this paper, we compare marketing of multinational firms versus local firms in Argentina. We identify the environmental characteristics of Argentina's emerging economy and, using survey data of 96 firms, we group firms into five clusters. We refer to two clusters as “traditional/local” as they use very basic marketing methods, with one serving business markets and the other consumer markets. The other three clusters we refer to as “progressive” as they represent state-of-the-art practices. The first two of these are foreign-owned and serve consumer and business markets, the third represents locally-owned service firms. The managerial implications are examined.     

Incorporating a Short-Term Study Abroad Service Trip for Educating International Entrepreneurship in the BOP Market

ABSTRACT

The bottom of the pyramid (BOP) market has gained importance in international entrepreneurship due to its large market potential. Drawing on the literature of international business education, as well as social entrepreneurship and international entrepreneurship education, we propose a course to educate students how to develop business intimacy with the BOP community. We employ the experiential-learning pedagogical framework and design elements including a short-term study abroad service trip, an entrepreneurship project, and structured reflections. Using both qualitative and quantitative data, we demonstrate that the course facilitates students’ learning in the key areas of international and social entrepreneurship, including the economic and social value of community embeddedness for BOP ventures, the emotional intelligence in interacting with BOP communities, and the attitude toward social entrepreneurship.     

Identifying College Students Likely to Participate in a Travel Abroad Volunteer Project

Foreign travel provides excellent opportunities for college students to broaden their global mindset. While empirical research focusing on variables that influence student participation in study abroad programs are available, there is a paucity of research that focuses on travel abroad programs relating to participating in volunteer projects. Using a sample of 193 undergraduate business students, this study attempts to develop profiles of students that are “not likely,” “maybe,” and “most likely” to participate in a travel abroad volunteer project. Those who were “mostly likely” to participate had traveled abroad before, demonstrated high levels of self-congruity and diversity seeking, and stated financial costs to be less of a constraint in participating in such a project. Discussion of findings and direction for future research is also provided.     

China,India, and Japan: A Changing Economic Landscape

ABSTRACT

Globalization causes major shifts in the business environment and in business practices. Forecasting such changes is crucial for the preparation of responses to them. This article reports on a Delphi study conducted with a global set of experts drawn from the policy, business and academic communities. Over three rounds of interchange, these experts analyzed and debated the likelihood of changes in the international business environment over the next decade and the impact of these changes on policy and on corporate practices. The findings identify major sectoral transformations, shifts in the trade framework and its institution, and strategies for corporate adjustment.     

Using Student Generated Codes of Conduct in the Classroom to Reinforce Business Ethics Education

This paper presents four different contexts in which students practiced implementing business ethics. Students were required to develop Codes of Conduct/Codes of Ethics as a classroom exercise. By developing these codes, students can improve their understanding of how and why codes of conduct are developed, designed, and implemented in the workplace. Using the three-phase content analysis process (McCabe et al.: 1999, The Journal of Higher Education 70(2), 211–234), we identify a framework consisting of 10 classifications that can be used to assess learning outcomes in embedded ethics education. By analyzing the different content within each classification, instructors were able to gain a better understanding of differing application of ethical principles. This analysis indicates that there needs to be more research on codes of conduct for smaller units within an organization and more integration of work group codes of conduct into the business curriculum.     

Impact of International Business Education on Ethnocentricity

Abstract

As evidenced by recent surveys of American managers, there is a serious shortage of qualified candidates on the US job market. This shortage is most evident in two specialization areas: high-technology knowledge workers and internationally competent managers. Indeed, American companies rate lack of qualified high-technology personnel as their number one reason for slower than desired business expansion. The other less glamorized, yet serious shortcoming of the American educational system is its inadequate training of cross-culturally competent workers for this truly global post-industrial era. In response to this human resources crisis, realizing that “the future economic welfare of the US will depend substantially on increasing international skills in the business community,” the United States Department of Education began an active campaign of promoting international education and research in several major American universities in the late 1980s. Since 1988, nearly 40 universities have been awarded tens of millions of dollars to engage in such activities as developing formal international business curricula, offering foreign language courses, promoting internationally-oriented research, provoking international education and research dialogues among the faculty, exchange programs between American and foreign universities for students and the faculty and similar activities. This research is a first attempt in evaluating the impact of one such program on the internationalization level of American students. It will be shown that the international education program at one major American university has successfully produced a cadre of more global and less ethnocentric workforce for American corporations.     

Internationalizing the Assessment Criteria to Build Cross-Cultural Competency

ABSTRACT

International business programs, universities with international students, and educators who seek to internationalize their teaching need to make informed decisions about teaching, testing, and assessment criteria. The infusion of American business curricula throughout the world as well as the need to train American business students for leadership roles in global contexts calls for teaching and assessment practices which explore a plurality of cognitive, affective and behavioral pedagogical strategies. This article considers traditional education and assessment in China in light of American educational practices currently used for assessment in business training. It explores how an understanding of modern Confucianist values can shape assessment choices in both American and overseas programs as an example of developing cross-cultural awareness. The authors call for an assessment process in business education which draws from a plurality of methods adapted to teaching, learning and testing for global awareness.     

Investigating Graduate Business Students' Perceptions of the Educational Value Provided by an International Travel Course Experience

Abstract

Researchers agree that students' critical thinking and decision making skills are enhanced through exposure to new cultures and global markets. Thus, one way of bringing about improvement in these areas is through international travel courses. The purpose of this study is threefold. One, to describe the process involved in the creation of a required for-credit international travel course; two, present the findings of a research study designed to investigate graduate business students' perceptions of the educational value provided by an international travel course; and three, describe the ongoing process of closing the assessment loop as it relates to the internationalization of MBA and MACC curricula. The results of this study are encouraging. In general, students perceived that the international travel course added value to their educational experience and enhanced their relationships with other students. Items receiving weaker support were concerned with “thinking skills”, such as multi-disciplinary integration and improved decision-making. These results have important implications for future improvements to the international travel course.     

The Development of International Business as an Academic Discipline

Abstract

This article reviews the emergence of international business (IB) as an academic discipline through an examination of IB research, curriculum, and location within the organisational structures of universities and business schools. A selective review of the literature on IB education is used to identify different approaches to the formulation of the IB curriculum and its constituent parts and principal features: internationalisation of business functions; integration of constituent subject areas; multidisciplinary and strategic orientation. This is used to derive a number of pedagogic implications for both teachers and students of IB: sequencing and ordering of the curriculum; revealing the ontology and epistemology of IB; breadth versus depth in the curriculum; emphasising a study of or for IB; locating and structuring IB within a modular programme; class room practice for delivering the IB curriculum.     

The Founding of a Nonprofit Organization as a Teaching/Learning Experience: A Case Study in Service Learning

ABSTRACT

The present case study describes how the founding, by faculty, of a nonprofit organization has aided marketing instructors (and instructors other disciplines) in teaching students to understand and apply marketing (and other business) theories in a “real-world” environment. To that end, the case study is organized as follows. First, it offers a short discussion on the pros and cons of working with for-profit versus nonprofit organizations to add value to the learning experience for students. Second, it describes the benefits and drawbacks instructors and/or students have experienced from starting their own nonprofit organization as a teaching or learning tool to help translate marketing theory into marketing application.     

The Use of Living Cases in International Management

Abstract

Educators recognize the need to provide ‘hands-on, practical experience’ to business students and exposure to ‘real world’ concerns. This article describes an approach to using living cases in a class on international management, whereby students complete a semester long consulting project for a local small business and provide that company with a plan on how to “go international.”     

Do International Cocurricular Activities Have an Impact on Cultivating a Global Mindset in Business School Students?

ABSTRACT

In today’s integrated global economy, business executives of multinational corporations are required to have a flexible global mindset in order to cope with the driving forces of globalization. Thus, the global market forces stress the importance for business schools to graduate students with skill sets pertinent to functioning competitively in the ever-changing business environment. In this article, we conducted a survey of 165 students in the Albers School of Business and Economics at Seattle University to examine whether international cocurricular activities help achieve the goal of cultivating a global mindset in students. The results suggest that international cocurricular activities enhance students’ global mindset. Short-term study tours and international internships do have a significant impact on students’ global mindset as other long-term cocurricular activities, which may cost more time and money. We recommend that short-term study tours be used as an alternative cost-effective way to engaging business students in the internationalization of the business curriculum at their institutions.     

Foreign Language Training in U.S. Undergraduate IB Programs: Are We Providing Students What They Need To Be Successful?

A growing number of U.S. business schools now offer an undergraduate degree in international business (IB), for which training in a foreign language is a requirement. However, there appears to be considerable variance in the minimum requirements for foreign language training across U.S. business schools, including the provision of “business” language courses, and in what is viewed as “competence” or “fluency” in a foreign language. Similarly, business schools differ in their procedures for how the foreign language requirement is applied to foreign native speakers and/or to speakers of heritage languages. This study reports the results of an online survey that was sent to 226 schools offering a major or concentration in IB. The findings from 79 reporting schools indicate that the level of proficiency expected of foreign language learners in the IB program continues to vary widely, that few schools require a course in the business aspects of the foreign language, and that there is inconsistency in what is meant by foreign language “competence” and “fluency,” as well as in the treatment of foreign native speakers and heritage speakers of foreign languages. The results question whether students who satisfy the minimum foreign language requirements in undergraduate IB programs are adequately prepared for the professional IB world.     

Student vs. faculty perspectives on quality instruction: Gender bias, “hotness,” and “easiness” in evaluating teaching

This article systematically examines differences between student and faculty perspectives on quality instruction, using local data for a regional university's college of business matched to RateMyProfessors.com evaluations. Particular attention is focused on gender bias, “hotness,” and “easiness.” In addition to documenting a student bias or preference in favor of male faculty, this article also shows how students and faculty have different views of “easiness” and “hotness.” For this college, students value “easiness” while faculty penalize it; however “hotness” has no measurable effect on faculty in this study.     

Publishing in an Environment of Predation: The Many Things You Really Wanted to Know,but Did Not Know How to Ask

ABSTRACT

The purpose of this research note is to define and review the extent of “predatory¹1. Predatory an adjective of, relating to, or practicing plunder, pillage, or rapine; inclined or intended to injure or exploit others for personal gain or profit as in predatory pricing practices; living by predation, predaceous; adapted to predation. Source: (https://www.merriam-webster.com/dictionary/predatory#synonyms) To avoid connotative inaccuracies the authors intend to convey the construct predatory in its broader sense thereby striving toward denotative accuracy.” publishing process practices in academic journals in recent years. In addition, ascertaining what, if any, substantive damage can result from these practices. And to derive “warnings signs” for those embarking on the road to creating/distributing what they have learned. “Predatory publishing” is the charging of a fee or proving value in exchange for the publication of research material without providing the publication services an author would have reasonably expected such as peer review and editing to mention only a few. There is evidence that this “practice” has sadly grown in prevalence in recent years. Following a review of the literature and using case study methodology, it was found that damages in the case of one large publisher were estimated to be over $50 m, as per a court adjudication in the US. With open access publishing becoming more popular as a result of institutional, funder and national mandates, it is likely more authors could be tempted or even baited into making poor decisions and publishing their research articles in illegitimate journals, wasting funding resources and damaging their research reputations. These and other implications are considered, as well as enumeration of such behaviors with an eye toward fostering deterrence. Further research and actions that could mitigate the problems are outlined.     

A Commentary on “Business Marketing in Master's Programs: A Part of the Fabric”: Cut from the Same Cloth?

ABSTRACT

The authors of this article and their colleagues at the Richard Ivey School of Business at the University of Western Ontario are to be commended not only for this well-crafted article but also for their efforts to elevate and incorporate essential knowledge of business marketing into the fabric of their school's master's program. The provocative argument that the authors make is that business marketing behaviors, concepts and topics should not be the focus of just one elective course but that they should serve as a foundation of a school's entire master's program. According to the authors, that foundation can be built around four pillars or business marketing essentials-organizational buyer behavior, relationship marketing, customer value, and business markets. In this article, they present not only a process and guidelines for imbedding these pillars into a master's program but also recommend specific topics and cases for various master's level courses. For these reasons, this article is a “must read” for marketing scholars who seek not only to create and/or improve elective courses business marketing but also to enhance the prominence of the study of business marketing at their respective universities.     

Pricing over Alternative Distribution Channels

Abstract

Pricing issues can become complex and confusing to marketing students. Pricing issues can become even more confusing when prices at each level of the distribution channel are considered. This paper introduces a “what-if” spreadsheet approach to helping students develop a working understanding of how pricing decisions affect distribution channel strategy. Classroom experience with the approach has demonstrated its viability as a computer-assisted learning exercise for this complex topic.     

Can social awareness be increased through business school curricula?

The study was prompted by (a) Frederick and Vogel's debate concerning future research in “business and society”, (b) such recently reported managerial excesses as golden parachutes, “greenmail”, and fraud, (c) the increasing emphasis on coursework in the area. It appears that there is a need to assess how students, our future business leaders, perceive social issues and if a “business and society” course can help them define and understand the importance of these issues. Three questions provided the focal point: (1) Which issues do students perceive as most important before and after completing the course? (2) How much importance do students place on issues? (3) Does completing a “business and society” course make a significant difference in how students perceive the importance of the issues presented? Students appeared to have already clearly defined priorities before entering the course as there was very little post-course reordering of priorities. However, they did display an increased perception of the importance of social issues. The study also indicated that a “business and society” course can contribute to an increased student awareness of the importance of social issues. Therefore, it was concluded that a “business and society” course can help students define and evaluate the importance of social issues.