Business Students Abroad

An Annotated Bibliography

Compiled and edited by

David J. Comp
INTERNATIONAL HIGHER EDUCATION CONSULTING
international.ed.consulting@gmail.com
http://international.ed.consulting.googlepages.com/internationalhighereducationconsulting

Revised: July 9, 2008

Abrams, I., & Abrams-Reis, C. (1979, September). Summary of the Carl Duisberg Gesellschaft-Antioch survey.
Unpublished manuscript, Antioch University, Ohio.
This summary is the result of a survey made of participants from the Federal Republic of Germany in the
International Adult Work-Study Program for Businessmen and Engineers at Antioch College conducted between
1958 and 1971.These participants were recruited in cooperation with the Carl Duisberg Gesellschaft (CDG) of
Cologne, and the summary was done for the occasion of their 30th anniversary celebration in 1979. The U.S.
experience overwhelmingly influenced the careers of the 36 participants; several mentioned the personal rather
than career gains; others mentioned problems which arose upon their return; language learning was
overwhelmingly the highest rated aspect with the "general experience in the U.S." rated second in overall
importance. In summarizing the total experience, 20 said that it was "one of the most important experiences of
[their] lives." [JCK – Henry Weaver bibliography]

Albers-Miller, N.D., Prenshaw, P.J. & Straughan, R.D. (1999). Study abroad programs: An exploratory study of
students' perceptions. In A. Menon, & Sharmad, A. (Eds.), Marketing theory and applications, v. 10 (pp. 65-72).
Chicago: American Marketing Association.

Albers-Miller, N.D., Prenshaw, P.J. & Straughan, R.D. (1999) Student perceptions of study abroad programs: A
survey of US colleges and universities. Marketing Education Review, 9 (1), 29-36.
This study examined 656 students’ perceptions of international education and study abroad programs.
Respondents included business students from seven universities, both public and private, across the United States.
The research addressed four issues: general perceptions of international course work; general perceptions of study
abroad programs; perceptions of study abroad program costs in both time and money; and desired program
characteristics. The results indicated that many of the students were misinformed regarding their university’s
programs. The research offers insight for developing and modifying study abroad programs that will encourage
student participation. [Authors].

Albers-Miller, N.D., Sigerstad, T.D. & Straughan, R.D. (2000). Internationalization of the undergraduate
curriculum: Insight from recruiters. Journal of Teaching in International Business. 11 (4), 55-80.
Historically, business schools have been encouraged to internationalize their programs. The need is still great
today. Many scholars have addressed the issues of international curriculum development, particularly at the
M.B.A. level. Fewer have examined the problem from a B.B.A. level. This paper specifically examines the
internationalization issue at the B.B.A. level through the input from recruiters on college campuses. This study
determined that recruiters from different companies respond to international credentials differently. Individual
responses to conjoint profiles from 68 recruiters were cluster analyzed. Four separate clusters of recruiter

1
preferences are reported. Variation was found in the type of degree that was preferred, the demand for language
training, the value of an international internship and the reaction to study abroad programs. [Authors].

Arpan, J. S., Geer, M., McCracken, P., & Wind, J. (1988). Hallmarks of successful international business
programs. Occasional Papers on International Educational Exchange, 25. New York: CIEE. [On-Line]. Available:
http://www.ciee.org/images/uploaded/pdf/occasional25.pdf

Bedore, G. L. (1991, November/December). Trends impacting graduate business education in the coming
decade. Journal of Education for Business, 67 (2), 69-73.

Bikson, T.K., & Sally A.L. (1995, Winter). Towards a borderless career: Corporate hiring in the ‘90s.
International Educator.

Boatler, R.W. (1992). Worldminded attitude change in a study abroad program: Contact and content issues.
Journal of Teaching in International Business, 3 (4).

Brooks, B. (2001, Fall). Business globalization: Broader view. The State of Business, 14 (3). A publication of
the Robinson College of Business, Georgia State University. [On-Line]. Available:
http://www.cba.gsu.edu/magazine/fall2001/view.html.

Cotner, J.S., & Smith, D.B. (2000). EMBA international field studies: A comparative perspective. Academy of
Business Education, Journal of Business Education, 1 (proceedings). [On-Line]. Available:
http://www.abe.villanova.edu/proc2000/n057.pdf.
The majority of EMBA programs include a significant international study experience. The content and process,
though, vary considerably in length, location, and method. To provide insight to the effectiveness of different
approaches, the researchers conducted extensive interviews with 40 EMBA program directors. This paper
presents the results of the investigation along with observations from EMBA directors and faculty. Results are
presented along several dimensions, including length, location, cost, organizations visited, special events, learning
objectives, and participant satisfaction. [Authors].

Decker, D.K. (1999, November 7). Personal business; M.B.A. classes casting their aspirations abroad. The New
York Times, Money and Business/Financial Desk section.
Georgetown University and Southern Methodist University business schools, following lead of University of
Southern California's Marshall School of Business, now require students to make overseas study trip of one or two
weeks in attempt to address increasingly global nature of business. [NYT].

Feldman, D.F., Folks, W.R. & Turnley, W.H. (1998). The socialization of expatriate interns, Journal of
Managerial Issues, 10 (4), 403-418.
In an effort to provide some empirical research on the benefits of overseas internship programs, this study examine
the factors that are most critical in the socialization of interns overseas and the consequences of the socialization of
expatriate interns. Data were collected from 138 second-year masters students majoring in international business
at a large state university. Participants were surveyed two weeks prior to leaving for their overseas internships,
and one week after they returned. A number of hypotheses were tested, relating job characteristics (such as
autonomy) to socialization. [MC – Maureen Chao bibliography].

Fryer. T.B. & Day, J.T. (1993). Foreign language curricular needs of students preparing for an internship
abroad., Modern Language Journal, 77 (3), 277-288.
This article focuses on the language needs of interns abroad. The report describes a pre-departure language
program designed to meet the specific needs of interns, and is based on a survey of past participants. The program
described is the language curriculum developed to prepare students in the Master of International Business Studies
program at the University of South Carolina. Six-month internships are an integral part of the program, and are
preceded by intensive language training. [MC – Maureen Chao bibliography].

Gonzalez, A. (1993). Teaching beyond the classroom: Business internships in Latin America - Issues in cross-
cultural adjustment., Hispania, 76 (4), 892-901. [On-Line]. Available:

2
http://links.jstor.org/sici?sici=0018-2133%28199312%2976%3A4%3C892%3ATBTCBI%3E2.0.CO%3B2-5
More and more business programs are beginning to include international components such as internships in their
curriculum. One such program is the international internship incorporated into the Master in International
Business Studies Program at the University of South Carolina. This article reports on a survey that focused on
assessing this internship component. Specifically, the survey examined four areas, including students' perceptions
of language ability, their living situation, their social interactions, and their "on-the-job" performance. Although
students participate in internships to a number of different countries, this qualitative study focused on participants
in the Latin American program. A total of 20 students from the 1990 cohort and 12 students from the 1991 group
participated. Data were collected through hour-long, in-depth interviews with the participants. Follow-up
interviews were conducted with some of the employers and on-site staff.

Findings indicate that language ability did not necessarily translate into a successful experience. Many students
who reported having weak Spanish skills rated their experience higher than students with better language skills.
Students had varying experiences with their homestays, although most reported it as successful. Students who lived
alone or with other students from the program generally had more difficulty adjusting to the culture. Those who
lived with families also had better social interactions in general, which the author attributed to increased
opportunities to meet people. Other factors influencing students' ability to adjust socially included health and the
internship site atmosphere. Much of the students' experience also related to their internship experience. The direct
supervisor was the most significant factor, as well as how closely the internship matched the student's abilities and
expectations. The author concludes with several recommendations for insuring that internship components are
successful. [MC – Maureen Chao bibliography].

Henthorne, T.L., Miller, M.M., & Hudson, T.W. (2001). Building and positioning successful study-abroad
programs: A ``hands-on'' approach. Journal of Teaching in International Business, 12 (4), 49-62
The growth in importance of international education is inescapable. The ability to effectively compete in the global
environment is linked to many factors-one of which is a knowledge and understanding of the cultures involved.
The traditional classroom approach to international business education, while useful, is limited in scope and
impact. We approach the issue of international business education from a hands-on, action-oriented immersion
approach-the study-abroad program. This paper examines the specifics of developing and implementing such a
program, as well as pitfalls to avoid. [Authors].

Holland, K.M., & Kedia, B.L. (2001, September). Internationalizing business students through the study abroad
experience: Marketing and recruitment challenges. Unpublished paper submitted for the International Roundtable on
Study Abroad Programs in Business Schools, Michigan State University, East Lansing University. This paper
examines the reasons for the lack of study abroad experiences among business school students as compared to
liberal arts students. An extensive survey of AACSB accredited institutions was conducted to understand their
practices for providing (or lack thereof) international experience through study abroad programs. The paper
specifically focuses on marketing challenges for study abroad programs. Suggestions are made to improve the
situation for providing international experiences to business students to make them more effective in the global
economy. [Authors].

Hult, G.T.M. (Ed.). (2002, May). Study abroad programs in business schools: Issues and recommendations by
leading educators. Report of the Michigan State University Center for International Business Education and Research
(CIBER) 2001 Roundtable on Study Abroad Programs in Business Schools. AACSB International. [On-Line]. Available:
http://ciber.msu.edu/research/books/StudyAbroadRoundtableBooklet.pdf.

Kashlak, R.J. & Jones, R.M. (1996). Internationalizing business education: Factors affecting student
participation in overseas studies. Journal of Teaching in International Business, 8 (2), 57-75

Keating, R. & Charles M.B. (1991). Internationalizing the business school curriculum: perspectives on
successful implementation. Journal of Education for Business, 67 (1) 12-16.

Knepler, H. (1980, February/March). Beyond American expressland: Training for international communication.
Change, pp. 25-30.

3
Culture shock is defined here as a communicable disease; it is likely to have explosive implications, not only for the
patient but for those with whom he comes in contact. The average American, the article claims, has no experience
with ideology, his politics being as pragmatic as his work experience. American political life is, after all, singularly
unideological. As a result he may see ideology in terms of what he is acquainted with: competition, a transfer from
the realm of commerce. To avoid the idea that solutions are around the corner, the author prefers to look at what
is being done to prepare the industrial managers and engineers. Most of the larger schools of business,
management, and finance, especially those on the graduate level, have courses or programs or options related to
the international scene. But these tend to be narrow in scope. The author then suggests that industry, first of all,
should face the problem at an earlier stage than it does now. Recruiters should look for candidates with some
cultural sensitivity. Second, the federal government can benefit its citizens and its international relations by
diversifying its role by sending abroad, for example, in addition to the senior advisers, junior professionals.The job
of mediating between different cultures and technology is likely to fall to the institutions of higher education. Room
must be made for intercultural communication among other general education courses, not only in undergraduate
programs, but on the graduate level as well. [JCK – Henry Weaver bibliography].

Knight, J. (1993). Internationalization: Management strategies and issues. International Education Magazine,
l.9 (1), 6,21-22.

Lindahl, F.W., & Fanelli, A.R. (2000). Teaching business across cultures: A first person experience. Academy
of Business Education, Journal of Business Education, 1 (proceedings). [On-Line]. Available:
http://www.abe.villanova.edu/proc2000/n074.pdf.
As “international” business programs proliferate throughout the world, the mixing of cultures creates new
teaching challenges. We describe a personal experience in which an American professor coped with cultural
differences at INSEAD in France. End-of-course student evaluations revealed a variety of problems that the
professor needed to resolve. He applied principles of continuous improvement in the next course he taught at
INSEAD. The principles applied here should be broadly applicable to college professors, not only those working
with “international” students. [Authors].

Long, W. (2002). Taking care of (international) business. [On-line]. Available:

http://www.worldstudy.gov/featurearticles/longto.html.

McCulloch, W.H. Jr. (1990). Interdisciplinary internationalization of business schools. Phi Beta Delta
International Review, 35-44.

Miller, F. (1990). Integrating overseas language and business education in a statewide consortium., Paper
presented at the Eastern Michigan University Conference on Languages and Communication for World Business and the
Professions, Ypsilanti, MI. (ERIC Document Reproduction Service No. ED 340 303).
The paper provides a description of a collaborative program designed to address the difficulties regional, and
particularly rural, universities might have in integrating business and language studies programs. The paper first
defines the problem, noting that business and language faculty are located in different departments and have
divergent interests, priorities, teaching loads, and research responsibilities. Adding to the problem are limited
resources and the sometimes-limited enrollment in these programs. The author professes that study abroad
consortium programs can address these problems by promoting faculty collaboration across institutions and
disciplines, combining limited resources, and increasing the pool of students from which to draw. A description of
a consortium program in the State of Kentucky, which links six state universities to organize and facilitate summer
study abroad programs, is provided, highlighting a business and language program in Madrid. The appendix
includes a list of the specific courses offered, as well as course descriptions. [MC – Maureen Chao bibliography].

Mullen, R. (2001, Fall). Broadening perspectives. The State of Business, 14 (3). A publication of the Robinson
College of Business, Georgia State University. [On-Line]. Available:
http://www.cba.gsu.edu/magazine/fall2001/perspectives.html.

Orpen, C. (1996). Teaching students to manage cross-culturally. Management Services, 40 (8), 20-.

Ortiz, J. (2003, Spring). “SLEPT” Conditions in international business education. IIENetworker, 30-34.

4
 Pederson de Castaneda, V. (1992). Three case histories: An ethnographic evaluation of participant experience in
the Spanish International Business Program Abroad. Paper presented at the annual Eastern Michigan University
Conference on Languages and Communication for World Business and the Professions, Ypsilanti, MI. (ERIC Document
Reproduction Service No. ED 348 874).
This paper describes a four-month study abroad program, in which students from Concordia College in Minnesota
live, work, and study in Mexico City. These students also participated in a pre-departure and re-entry course. The
author conducted an ethnographic study, interviewing students the week before they left, at the mid-semester, and
after they returned. The article presents three case studies with excerpts from the interviews. [MC – Maureen
Chao bibliography].

Pederson, V. (1996). Living a job, learning a culture: A study of international business students in a semester
abroad program. Doctoral Dissertation, The University of North Dakota.
This study is a description of student learning experiences in-country during a semester-long international business
internship program in Mexico City. This study considers what elements constitute learning from life-experience for
undergraduate business majors in a foreign learning environment during a semester-long internship in a
multinational corporation, a semester at a foreign university, and a home stay with a Mexican host family.

The research for this study begins with a theoretical discussion of the role of experience in the curriculum, a review
of national mandates for the incorporation of international education in the undergraduate curriculum, a review of
current curriculum in international business and foreign language, and a review of previous research concerning
students who have participated in study-abroad programs. This study employs a qualitative approach to ascertain
the learning experiences of ten students during three separate and consecutive semester-long business internships.
This study contains detailed descriptions of corporate, academic, and social site locations; participants in the
research process; and the methods of data collection and analysis.

The conclusions in this study present a description of three stages of the learning experience abroad: (1)
Postponement of Participation, (2) Confrontation and Effrontery, and (3) Active Participation and Learning.
These stages emerge across corporate settings, academic environments, and the social milieu. This study raises
issues concerning educational practice in study-abroad programs, including preparation in business and foreign
language prior to a semester-abroad program, the planning and implementation of the actual internship abroad,
and the improvement of curriculum design for semester-abroad programs. Possibilities are suggested for
continued investigation of the learning experiences of students who study abroad. [Author – Maureen Chao
bibliography].

Praetzel, G. D. & Curcio, J. (1996). Making study abroad a reality for all students. International Advances in
Economic Research, 2 (2), 174-183.
This article describes the benefits of departmental study abroad programs, which can effectively infuse an
international dimension into the curriculum and can also offer an opportunity for faculty development. The
authors note how faculty skepticism of study abroad is often the result of their lack of involvement, which
departmental programs can address. Students studying abroad often take courses, which fulfill only general
education requirements, since study abroad advisors may lack the knowledge to steer them toward major
requirements. Departmental programs can also address this issue. This article describes a program developed at
Niagara University in New York with Schiller International University. The authors describe the program and its
benefits. Schiller International University was selected because it has several European locations, is teaching-
oriented, and follows the American curricular structure and grading methods.

The benefits of the program include an opportunity for business students to develop an international perspective
not available to them at Niagara University, an affordable program (students pay their home tuition, room and
board rate), and the ability of students to access financial aid. Research conducted on the twenty Niagara students
who studied in London in the summer of 1994 provide concrete data on the benefits of the program, from which
the authors draw conclusions. A number of excerpts from the interviews are included in the article. [MC –
Maureen Chao bibliography].

5
 Rahilly, L. J. (1992). A case for overseas study and internships., Paper presented at the Annual Eastern Michigan
University Conference on Languages and Communication for World Business and the Professions, Ypsilanti, MI. (ERIC
Document Reproduction Service No. ED 347 845).
This position paper discusses the need for U. S. college students to increase their language and literature skills as
well as their global awareness. The author concedes that study abroad can assist with this, but that programs need
to be greatly enhanced. In his opinion, overseas study should be required by schools and supported in greater part
by both the government and the business community. He discusses the ideal overseas program, to include adequate
preparatory work, housing, a work experience, program monitoring, and sufficient follow-up after a student's
return to the U. S. The author also proposes that students have three successful years of college-level study before
engaging in study abroad or engage in it as a capstone experience following four undergraduate years. [MC –
Marueen Chao bibliography].

Rarick, C.A, & Erfani, G.R. (2000). Reflections on foreign field-based experiential learning: Taking the
classroom to the culture. Academy of Business Education, Journal of Business Education, 1 (proceedings). [On-Line].
Available: http://www.abe.villanova.edu/proc2000/n073.pdf.
This paper discusses the authors’ experience with a field-based course, which required students to travel to a
foreign country as part of their coursework. The paper explores the difficulties and benefits of such an
instructional methodology and provides a model, which highlights important elements of a successful field
experience. Recommendations based on the authors’ many years of experience are also provided. [Authors].

Roever, C. (1994). An affordable, off-campus international/intercultural class for undergraduate business majors.
. . One school's model. Paper presented at the Annual Conference on Languages and Communication for World Business
and the Professions, Ypsilanti, MI., (ERIC Document Reproduction Service No. ED 373 550).

Sarathy, R. (1990). Internationalizing MBA education: The role of short overseas programs. Journal of
Teaching in International Business, 1 (3-4), 101-118.
This article looks at different approaches to internationalizing business curricula and includes a description and
evaluation of a business program at Northeastern University that uses short overseas programs to facilitate this
internationalization. The author contends that it is necessary to internationalize the curriculum because the U. S. is
no longer as dominant in the world economy, and because there is a greater flow between different regions of the
world. Additionally, more of the nation's welfare is directly tied to the results of international trade, there is
increased growth of multinational companies, and students need to be educated on the importance of developing
the third world. Internationalizing the curriculum might include more globally focused courses, such as
International Marketing and International Finance. Students should also be encouraged to acquire fluency in a
foreign language, spend a term overseas studying business and other subjects, partake in overseas internships, and
prepare a graduation paper or thesis analyzing global economic issues. The article describes a short-term overseas
program (2-4 weeks) offered during the summer term. The courses focus on business and economics with an
international perspective and are taught by Northeastern and overseas faculty. Both U. S. and European students
can enroll in the courses, and a variety of teaching styles are used. The article concludes with an evaluation of the
program, and discusses some of the advantages and disadvantages. [MC – Maureen Chao bibliography].

Schertzer, C. and others. (1993). Experiential learning from executive MBA study tours overseas: The Xavier
University experience - Europe and Asia. Paper presented at the Annual Eastern Michigan University Conference on
Languages and Communication for World Business and the Professions, Ypsilanti, MI. (ERIC Document Reproduction
Service No. ED 367 231).
This study documents the changes in student's attitudes before and after participating in an overseas study tour.
Xavier University developed a component of their executive MBA program that requires students to participate in
a study tour to either Europe or Asia. The purpose of the tour is to assist students in exploring and assessing
business strategies and issues in Asia and Europe. This study seeks to determine how attitudes change due to this
required participation. Twenty students from the 1992 Asia program and 24 students from the 1992 Europe tour
participated in the study, completing both a pre- and post-tour attitude survey. The results indicate most of the
changes reported are related to the student's comfort level during their experience; students reported less difficulty
entering a foreign market than they had anticipated, and increased awareness of the similarities of management
practices. The author concluded that experiential learning had occurred during the program despite its short

6
length (ten days) and recommended it become an increasingly important component of MBA programs
everywhere. [MC – Maureen Chao bibliography].

Schell, M. S., & Stoltz-Loike, M. (1994, January/February). Importance of cultural preparation to international
business success. Journal of International Compensation and Benefits.

Shay, J. (date unknown). International management bibliography. School of Business Administration,

University of Montana.

Talbott, I. D. (1990). Obstacles to host country adjustment in an international travel/study program, International
Education, 20 (1), 32-38.
This article reports on a study conducted to assess the obstacles to host country adjustment for participants of an
international travel/study program. The programs were 11-14 days in length and conducted by Glenville State
College in West Virginia. The programs were located in a number of different European countries and were
operated from 1986-1989. The focus was on either international business or history and culture. Data were
collected from 55 participants, ranging in age and educational background. Findings indicate that of the various
factors students were asked to evaluate, only five seemed to present difficulties for more than half the participants.
These included personal conveniences such as toilets and showers, communications, shopping, measurements, and
restaurants. A more detailed breakdown is provided in the article. [MC – Marueen Chao bibliography].

Toncar, M. F. & Cudmore, B. V. (2000). The overseas internship experience. Journal of Marketing Education,
22 (1), 54-64.
This article describes an overseas internship program designed expressly for undergraduate business students.
Developed for students who were unable to participate in lengthier, more traditional study abroad programs, the
program consists of a 6-week supervised internship in Oxford, England. The article discusses the development,
administration, advantages, and disadvantages of the program. Perspectives of students, faculty, home and host
colleges, internship hosts, and future employers are represented. [MC – Marueen Chao bibliography].

Weech, B. (1998). Cross cultural training bibliography. [On-Line], Available:

http://www.tcm.com/trdev/weech1.htm.

Valdivieso, J. (1994). Perspective: How to design and implement a "Modular Inter-Disciplinary Seminar
Abroad". Journal of Language for International Business, 6, 33-41.
This paper describes a short-term, modular study abroad program model designed for graduate students pursuing
a Master's degree in International Management. The author defines the terms of this type of program and
addresses the various components that need to be in place for it to be successful. Included in these
recommendations are detailed descriptions of program components such as human resources, facilities, and
curriculum development. Three components of the seminar are recommended and explained, including the
conceptual, the pragmatic, and the verifying. A specific example of this type of modular program is also included.
The author also recommends ways of evaluating the program. [MC – Marueen Chao bibliography].

© 2002-2008 David J. Comp