To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.
|Commitee:||Conrad, Kelley A., Seteroff, Sviatoslav S.|
|School:||City University of Seattle|
|Department:||School of Management|
|School Location:||United States -- Washington|
|Source:||DAI-A 74/07(E), Dissertation Abstracts International|
|Subjects:||Business education, Curriculum development, Higher education|
|Keywords:||Cultural competence, Curriculum development, Globalization, Internationalization, MBA programs|
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