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International Business Students’ Cross-Cultural Competence Development

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  • Natalie S. Mikhaylov

Abstract

This study explores the role of educational programs in promoting students’ cross-cultural competence (CCC) development in international business education. Using constructivist grounded theory methodology (GTM), a comparative analysis of four extensive case studies was conducted within four schools, all of which offer international management education in English for local and international students. This study examines institutional contributions to an environment that supports students’ CCC development. A typology model consisting of four educational approaches to students’ CCC development is presented based on student experiences. The study provides recommendations regarding the steps that higher educational institutions (HEIs) can take to promote educational environments that support cross-cultural exchange, cultural knowledge creation, and individual and organizational cross-cultural competence development.

Suggested Citation

  • Natalie S. Mikhaylov, 2014. "International Business Students’ Cross-Cultural Competence Development," SAGE Open, , vol. 4(4), pages 21582440145, December.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:4:p:2158244014564352
    DOI: 10.1177/2158244014564352
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    1. Gertsen, Martine Cardel & Søderberg, Anne-Marie, 2010. "Expatriate stories about cultural encounters--A narrative approach to cultural learning processes in multinational companies," Scandinavian Journal of Management, Elsevier, vol. 26(3), pages 248-257, September.
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    3. James P Johnson & Tomasz Lenartowicz & Salvador Apud, 2006. "Cross-cultural competence in international business: toward a definition and a model," Journal of International Business Studies, Palgrave Macmillan;Academy of International Business, vol. 37(4), pages 525-543, July.
    4. Elspeth Jones, 2013. "Internationalization and employability: the role of intercultural experiences in the development of transferable skills," Public Money & Management, Taylor & Francis Journals, vol. 33(2), pages 95-104, March.
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