The Curriculum Of American Business Schools

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Over the last two decades, study abroad programs have become gradually incorporated into the standard curriculum of American business schools, and are now considered a defining characteristic of such educational institutions (Altbach & Knight, 2007; Loh, et al., 2011). As the economic, political, and societal forces of globalization proliferate, the traditional belief that American students can be fully educated toward becoming successful business leaders within the borders of the United States has diminished (Loh, et al., 2011). Indeed, the extension of globalization into the realm of business schools, and with it the prioritization of market logic, has pushed such educational entities toward broader international involvement as they attempt to address the needs of a growing global business world (Loh, et al., 2011). Yet as the international activity of the business school increases, its role as a locus of knowledge production must be questioned, as well as the legitimacy from which such institutions ground their claims of privileged knowledge. Most accounts of the study abroad activities of the business school rely upon the dominant belief that students are being trained to work in an increasingly global environment, and thusly utilize student narratives to understand intent-to-apply, choice, and the perceived benefits of participating in such international experiences (e.g. Toncar, et al., 2006; Fitzsimmons, et al., 2013). Further, most studies neglect to
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