International Double Degree Programs as Accelerators for Internationalization: Lessons from the Trans-Atlantic Business School Alliance

Autor/inn/en	Steagall, Jeffrey W.; Falk, Peter; Gallo, Andres; Porter, Thomas W.
Titel	International Double Degree Programs as Accelerators for Internationalization: Lessons from the Trans-Atlantic Business School Alliance
Quelle	In: Journal of Teaching in International Business, 32 (2021) 1, S.7-35 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steagall, Jeffrey W.) ORCID (Falk, Peter) ORCID (Porter, Thomas W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2021.1906378
Schlagwörter	International Trade; Business Schools; Business Administration Education; Student Attitudes; Global Approach; 21st Century Skills; Study Abroad; Undergraduate Students; Majors (Students); International Education; International Cooperation; Program Descriptions; Foreign Countries; Management Development; Educational Cooperation; Barriers; Curriculum; Second Language Learning; Internship Programs; Accreditation (Institutions); College Credits; Student Recruitment; Legal Problems; European Union; United States + Suchen Sie Ihr Suchwort? Trade; International relations; Handel; Internationale Beziehungen; Schülerverhalten; Globales Denken; Studies abroad; Auslandsstudium; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Education; cooperation; Kooperation; Curricula; Lehrplan; Rahmenplan; Zweitsprachenerwerb; Berufspraktische Ausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; USA
Abstract	The global nature of the modern business world has expanded the set of skills and attitudes necessary for success, even among new bachelor degree graduates. Although US business schools have primarily integrated international concepts through their curricula, students who stay at their home institutions for their entire degree programs do not live and experience the global business environment to the extent necessary for twenty-first-century careers. Short-term, semester- or year-abroad programs help to bridge this gap. However, carefully constructed undergraduate double degree programs can provide students with much richer experiences. This article provides a model for creating international undergraduate double degree programs in business, highlighting the main challenges and offering successful proven solutions employed by a group of American and European business schools that other institutions can adapt to accelerate internationalization and deepen students' international experiences in American business schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01