Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints

Autor/in	Vos, Lynn
Titel	Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints
Quelle	In: Journal of Teaching in International Business, 24 (2013) 2, S.81-106 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2013.819277
Schlagwörter	International Trade; Business Administration Education; Curriculum Design; Risk; Masters Programs; Foreign Countries; Marketing; Economics; Management Development; Social Systems; Interdisciplinary Approach; Program Improvement; Curriculum Development; Cultural Awareness; Political Issues; Case Studies; Program Development; United Kingdom + Suchen Sie Ihr Suchwort? Trade; International relations; Handel; Internationale Beziehungen; Lehrplangestaltung; Risiko; Magister course; Magisterstudiengang; Ausland; Volkswirtschaftslehre; Social system; Soziales System; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural identity; Kulturelle Identität; Politischer Faktor; Case study; Fallstudie; Case Study; Programmplanung; Großbritannien
Abstract	This article looks at the curriculum redesign of a master's-level program in international marketing from a UK perspective. In order to ensure that the program would be more fit-for-purpose for future managers working under conditions of complexity, uncertainty, and within regimes often very different from the home market, the team began the curriculum redesign process with the view that international programs need to have a more broad and cross-disciplinary curriculum. Both drivers and constraints for the curriculum redesign are considered as well as the rationale for including a 30-week module on political and economic risk in the program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10