Perhaps one reason why international topics have not been integrated throughout the economics and business curricula is that, as Sarathay notes, faculty lack an international perspective in their own education. Sarathay reports from a survey by Nehrt that only "17 percent of the graduates of fifty-three of the largest doctoral (business) programs had studied international business as part of their training."(7)
This finding reported in Sarathay may help to explain Lee's observation that the ten most popular textbooks for principles of economics have been found lacking in integrating international commentary throughout the subject matter.(8) Lee finds that current-day authors still continue the traditional practice of placing the international chapters at the end of the text with little interaction of international topics throughout the body of the text. Students, then, perceive international issues as optional topics -- something not really that important to economists.
There are many ways in which executives with international expertise can fill this important curricular void. In my MBA macroeconomics course, a trade consultant speaks to the class on global trade issues. This economist, who has authored numerous studies for the U.S. Small Business Administration and other governmental departments, brings to the classroom a dimension that I simply lack.
In addition, our part-time executives complement the contributions of full-time faculty. Executives bring an applications focus to the classroom because they live applications daily. This focus is especially critical at the MBA level. The evening MBA program at Niagara, like hundreds of evening and part-time programs elsewhere, serves a fully employed population. These fully employed students seek the skills and knowledge necessary for future career advancement but also desire skills and knowledge of practical use today.
This finding reported in Sarathay may help to explain Lee's observation that the ten most popular textbooks for principles of economics have been found lacking in integrating international commentary throughout the subject matter.(8) Lee finds that current-day authors still continue the traditional practice of placing the international chapters at the end of the text with little interaction of international topics throughout the body of the text. Students, then, perceive international issues as optional topics -- something not really that important to economists.
There are many ways in which executives with international expertise can fill this important curricular void. In my MBA macroeconomics course, a trade consultant speaks to the class on global trade issues. This economist, who has authored numerous studies for the U.S. Small Business Administration and other governmental departments, brings to the classroom a dimension that I simply lack.
In addition, our part-time executives complement the contributions of full-time faculty. Executives bring an applications focus to the classroom because they live applications daily. This focus is especially critical at the MBA level. The evening MBA program at Niagara, like hundreds of evening and part-time programs elsewhere, serves a fully employed population. These fully employed students seek the skills and knowledge necessary for future career advancement but also desire skills and knowledge of practical use today.
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