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This study is designed to examine the business school program and curriculum in a comparative manner by involving business schools from countries like the U.S.A., Canada, and New Zealand. Data were analyzed by using the X version of the SPSS computer package. In particular, the study looked at three important but interrelated issues: a) student bel...
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This article reports the results of an investigation into taxpayers' perceptions of their present tax practitioners' explaining skills, listening skills, technical experience, competency and co-operative intentions (behavioural interaction factors), service satisfaction and their relationship commitment. To determine New Zealand taxpayers' percepti...
Citations
... (2) the promotion of the international orientation of marketing curriculum development and academics' knowledge and instruction through cyberspace (Kaynak, Yucelt, & Barker, 1990); ...
Our primary objective is to apply a crisis management model to marketing education in distress due to the current COVID-19 pandemic. We use a strategic approach to managing crisis, first introduced by Burnett, to provide a conceptual framework for managing teaching turmoil and triumphs during this pandemic. We conduct an in-depth discussion of the literature and, adopting a critical realist’s perspective, provide current examples of universities’ best practices and decisions for each of the three phases of crisis management (identification, confrontation, and reconfiguration) for successful recovery during these trying times. As the gap between theory and practice remains a critical concern among scholars, we hope our article and proposed framework present a unique opportunity to explore and study how unexpected changes occur in higher education, and their remedies. Based on the need to reflect on the nature of current marketing education through crisis management, we identify the implications of our framework and offer valuable suggestions for future research.
... (2) the promotion of the international orientation of marketing curriculum development and academics' knowledge and instruction through cyberspace (Kaynak, Yucelt, & Barker, 1990); ...
There is a consensus among marketing educators, scholars, and practitioners that business ethics, in particular, and marketing ethics must be a vital part of a marketing student’s education. However, a survey of the best business schools in the United States reveals that most of them do not offer a stand-alone business ethics course, let alone a marketing ethics course. The author provides a gap analysis of the desired versus current state of marketing ethics education. Recommendations on how to bridge these gaps are provided.
... Researchers of business and marketing curricula have also considered the rationale for a broader cross-disciplinary approach as well as strategies for embedding international topics and skills into the curriculum (Martinez et al., 2007;Tyagi, 2001;Andrus et al., 1995;Gibbs, 1994;Kaynak, Yucelt, & Barker, 1990). In discussing whether current business education is fit for purpose, Behrman and Levin (1984) argued that actual business problems and challenges cannot be solved from a single-discipline perspective, and thus students can benefit from exposure to subjects outside a typical business degree program. ...
This article looks at the curriculum redesign of a master's-level program in international marketing from a UK perspective. In order to ensure that the program would be more fit-for-purpose for future managers working under conditions of complexity, uncertainty, and within regimes often very different from the home market, the team began the curriculum redesign process with the view that international programs need to have a more broad and cross-disciplinary curriculum. Both drivers and constraints for the curriculum redesign are considered as well as the rationale for including a 30-week module on political and economic risk in the program.
... Nevertheless, a thorough review of the business education literature reveals that it gives little guidance on the best teaching methods to employ internationally. For example, some studies assert that the methods of instruction used in home universities can equally be used in host countries (e.g., Kaynak, Yucelt, & Barker, 1990), whereas others argue that business educators must adapt their teaching activities for overseas students (Clarke & Flaherty, 2002). Therefore, foreign educators and institutions working in the Middle East would benefit from understanding how students from Middle Eastern countries respond to the various teaching tools employed in business classrooms; this would better prepare them for teaching in these countries. ...
... Only a few studies have been concerned with exploring and comparing students' perceptions in different countries of the effectiveness of various educational tools. Generally, the findings show differences between such perceptions among students in Western countries, such as the United States and Canada, and perceptions from other countries, such as those of South East Asia (e.g., Clarke & Flaherty, 2002;Kaynak et al., 1990). ...
Despite the growing number of international education programmes, students’ response to various pedagogical tools used in these programmes has rarely been examined. Accordingly, business academics teaching on such programmes may not be sure as to which pedagogical tools to use. This study empirically investigates how various teaching tools affect undergraduate students’ perception of the learning process. A self-administered survey was used to gather data from 461 undergraduate students in the Middle East, the United Kingdom and the United States. Findings demonstrate that the students from each region have a different opinion with regard to the impact of various teaching tools on their learning outcomes. The implications of this for business educators are discussed.
... In the early 1980s, the American Assembly of Collegiate Schools of Business (AACSB) required that an international perspective be a part of the common body of knowledge in the business school curriculum (Kaynak, Yucelt, and Barker 1990). Four general questions were addressed by the AACSB (Nehrt 1981): ...
... Several studies have reported the use of case studies as a predominant pedagogical tool in international marketing courses (Lamb, Shipp, and Moncrief 1995;Andrus, Laughlin, and Norvell 1995). Kaynak, Yucelt, and Barker (1990) found the case method of international marketing instruction to be the most popular method among students from Canada and New Zealand and ranked third behind regular lectures and guest lectures for students in the United States. In the study by Andrus, Laughlin, and Norvell (1995), regular lectures, case studies, and computer simulations ranked as most frequently used pedagogical methods among professors. ...
... According to Kaynak, Yucelt, and Barker (1990), studies of the international marketing curriculum are lacking due to the single country selection of the sample set. The current study addressed this concern by utilizing the Academy of Marketing Science (AMS) 2003-2004 membership e-mail directory as the sample frame. ...
The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in international marketing was standard at most accredited college and universities, and faculty in these courses reported on various approaches to teaching the course. The main objective of the current study was to examine the course content, pedagogy, and learning outcomes of current international marketing courses. As such, a content analysis of international marketing syllabi from 89 colleges and universities was conducted. Findings from this indepth analysis offer insights regarding knowledge content coverage, pedagogical strategy, and learning outcomes assessment and provide an update on the current status of teaching international marketing in schools of business.
This study explores B-school students’ perceptions of subject areas in international business/marketing as well as their preferred learning methods. We compared the responses of students from Peru, Guatemala, Mexico, and China. We found the students from the three Latin American countries mostly shared common perceptions of international marketing curriculum and pedagogies, but they were statistically different from their Chinese counterparts. Mexican and Peruvian students preferred multi-media, hands-on learning, and case analysis learning methods while Guatemalan students preferred having guest speakers in the classrooms. Chinese students, by contrast, preferred lectures, and hands-on applications. With respect to international marketing education, the biggest differences in subjects’ views from various countries were observed in the areas of product adaptation decisions. We also report some differences in international marketing subject areas and preference for methods of learning by gender and age groups.
Increasing globalization and recognition of the importance of ‘knowledge economy’ as a catalyst for growth have created an unprecedented demand for trained workforces in Bangladesh resulting in an increasing emphasis on business education in the country. But the task of teaching in a less developed country is not easy. In this article, the author reports his personal experiences as a visiting marketing educator in Bangladesh.
To prepare marketing students for the competitive global environment, marketing programs must bring the "real world" onto the campus in a lively and personal way. This paper describes how colleges can use retired multinational business executives to coach student-teams in a Marketing Strategy course.
The authors examine the influence of student ethnocentrism on attitudes toward the importance of and propensity to enroll in international business, foreign language, and business ethics courses. Ethnocentrism is found to be related negatively to student attitudes on each of these topic areas. The relevance of these findings to marketing educators is discussed.
Marketing education at universities needs to reflect the changing global business environment to prepare students to be effective in overseas operations and meet the growing demand for those who can function in a globally competitive environment. Little is known about the international marketing course even though this is a major channel for providing international information to marketing students. This study examines the subject content, teaching methods, and administration of the international marketing course. A survey of 144 academicians who teach international marketing identified frequently used teaching methods, sources of information for lectures, importance ratings for course topics, and the level of support given to the faculty members who wish to strengthen their teaching and research efforts in international marketing.
