Teaching and learning of international business: a case highlighting pedagogical and political issues

Abstract

The global economy requires companies to integrate the specialist training of their workforces, formulate and execute strategy centrally and nurture their economic vitality. The educational implications for business students in learning about the global business environment can be adjudged differently from that of business in a purely domestic context, i.e., students need to learn about globalisation, national and international business environments and how companies manage their international operations. The current paper interprets the teaching and learning implications of the development of a multi-disciplinary international business unit, specifically in terms of evidenced pedagogical and political issues. The outcome suggests that, in institutional settings, the political voice of an intransigent minority can be more influential than successful resolution of pedagogical issues that have resulted in the establishment of a “quality” unit.