The 2020 AIB curriculum survey: The state of internationalizing students, faculty, and programs

Chuck C. Y. Kwok (), Robert Grosse (), Carl F. Fey () and Marjorie A. Lyles ()
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Chuck C. Y. Kwok: University of South Carolina
Robert Grosse: Arizona State University
Carl F. Fey: Aalto University School of Business
Marjorie A. Lyles: Florida International University

Journal of International Business Studies, 2022, vol. 53, issue 9, No 2, 1856-1879

Abstract: Abstract Twenty years after the prior survey, the seventh international business curriculum survey was conducted in 2020 under the sponsorship of the Academy of International Business (AIB) and the Association to Advance Collegiate Schools of Business (AACSB). This paper reports the survey’s findings and makes relevant comparisons with the results of the two previous curriculum surveys. This study is not only an update but also explores new directions of international business (IB) integration into the business schools’ programs. Although the percentage of matrix structures and separate IB departments is higher in the 2020 survey than earlier, the majority of IB faculty are still scattered across functional departments without IB recognition. Essentially, with few exceptions, we found that European schools are consistently more international than their counterparts elsewhere. Business school deans also consider experiential learning very effective in equipping students with IB knowledge and are generally quite satisfied with the overall progress of their internationalization efforts. The survey findings contribute to understanding how IB is integrated into business schools and offer insights for identifying future opportunities.

Keywords: curriculum internationalization; education and international business; experiential learning; international business programs; international experience (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1057/s41267-022-00547-1

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