Teaching International Business Abroad: Paradigms Suggested by Metaphor Theory

Abstract

When International Business (IB) is taught abroad, the educational institution has to decide on organizational issues and educational and teaching paradigms. College and university programs abroad can adopt organizational values and identities similar to the home institution, or adapt to local operating environments. Likewise, educational and pedagogic paradigms can mirror those in the home institution or expand to realize and consider local contexts. Based on a consideration of metaphor theory, it is suggested that there are three ways of dealing with international educational experiences. The non‐metaphoric paradigm fails to recognize and engage with ambient difference. The comparison paradigm compares and contrasts acquired institutional understandings with local realities. The domains‐interactive seeks to stimulate a dynamic exploration of home and local assumptions, looking for new emergent themes and understanding. Insight derived from metaphor theory not only suggests how these different paradigms emerge but potentially provides vibrancy and pervasive urgency to conducting IB education abroad.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 5 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.