Brock University (CANADA)
About this paper:
Appears in: EDULEARN09 Proceedings
Publication year: 2009
Page: 3207
ISBN: 978-84-612-9801-3
ISSN: 2340-1117
Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain
For almost 30 years business schools and their accrediting bodies have recognized, as desired and worthy objectives, the internationalization of curriculum and international experiences for students and faculty (Thanopoulos and Vernon, 1987). By exposing the interdependency of the global community, the current economic crisis underscores the need for increased understanding of international business practices and an appreciation for cross-cultural issues. Many methods have been proposed for enhancing the internationalization of business education including, among others, internationally focused curricula, faculty and student exchanges, combined degree programs, study abroad programs and international information and communication technologies (Maunuel et. al., 2001; Thune and Welle-Strand, 2005). This paper explores the advantages and disadvantages of different methods for institutional internationalization, with a particular focus on the benefits and costs experienced by the Faculty of Business at Brock University, a medium sized Canadian business school located in southern Ontario. Within a university of approximately 17,000 students, Brock’s Faculty of Business includes 85 permanent faculty members, 2300 undergraduates and 200 graduate students. Although the undergraduate curriculum has included an elective course in international business since the 1980’s, a major focus on internationalization of the curriculum and school was not a strategic objective until 1998. Since then, the Faculty has been actively engaged in establishing graduate programs geared towards international students and has greatly expanded the number of partner institutions involved in faculty and student exchanges. It has also developed several internationally focused, joint and tiered degree programs at the undergraduate level. This wide array of activities has had a profound impact on Faculty resources, the attitudes of faculty members, student enrichment and research. Within the context of a review of the literature on different aspects of institutional internationalization, this paper provides a firsthand report on the practical aspects of these experiences by outlining the benefits and costs that have accrued to the Faculty of Business as a result of its activities


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