Having a global mind set is an invaluable asset for an international business executive. With such a mind set, goal setting and decision making in crossborder settings become more instinctive and are much more effective and efficient. Such a situation usually leads to higher revenues, profits, and valuation for the enterprise. With ever more businesses seeking to expand their operations across borders, there is a rising demand for business graduates with global mind sets, graduates who can help organizations achieve corporate objectives both locally and internationally. This poses important additional challenges for international business education, as global mind sets unfortunately do not form on their own. Further, many traditional teaching approaches and pedagogies are of uncertain effectiveness in developing global mind sets, as forming global mind sets requires learning that is deeply embedded. As discussed briefly in the following, as important as they are, such global mind sets are not easily acquired, and teaching students to learn to acquire global mind sets is a challenge for students, teachers, and academic administrators. Rhinesmith (1993) defines the global mind set as the “ability to scan the world from a broad perspective, always looking for unexpected trends and opportunities that may constitute a threat or an opportunity to achieve personal, professional or organizational objectives.” Ideally, a person with a global mind set can assess opportunities and threats in local and foreign environments with decision making based on cross-cultural understanding that is so deeply rooted that it is almost instinctive. With mind sets that are less global, cross-cultural and cross-institutional decisions require more effort and explicit thinking about such differences. Specific and right skills and knowledge support the development of individuals’ global mind sets (Kedia & Mukherji, 1999). Knowledge and understanding of cultural differences among people are essential for today’s business leader. People from different cultures have widely different ways of perceiving, thinking, and doing things. Even common concepts could have different interpretations in different cultures. For example, Italians’ and JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2018, VOL. 29, NO. 2, 91–95 https://doi.org/10.1080/08975930.2018.1482605

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发展全球思维模式的观点和挑战：简介

对于国际业务主管而言，具有全球意识是无价的资产。有了这样的思维定式，跨境设置中的目标设置和决策就变得更加本能，并且更加有效和高效。这种情况通常会为企业带来更高的收入，利润和估值。随着越来越多的企业寻求跨境扩展业务，对具有全球思维方式的商业毕业生的需求不断增长，这些毕业生可以帮助组织在本地和国际上实现公司目标。不幸的是，这给国际商务教育带来了重要的其他挑战，因为不幸的是，全球思维方式并非一成不变的。此外，许多传统的教学方法和教学法在培养全球思维方式方面的效果不确定，因为形成全球思维定势需要深入学习。如下所述，尽管如此重要，但这样的全局思维方式并不容易获得，而教导学生学会获取全局思维方式对学生，教师和学术管理者来说是一个挑战。Rhinesmith（1993）将全球思维定义为“从广阔的角度审视世界，始终寻找可能构成威胁或实现个人，专业或组织目标的机会的意外趋势和机会”。理想情况下，具有全局思维的人可以根据根深蒂固的跨文化理解做出的决策来评估本地和国外环境中的机会和威胁，这几乎是本能的。思维定势不那么全球化，跨文化和跨机构的决策需要更多的努力和对这种差异的明确思考。特定和正确的技能与知识支持个人全球思维方式的发展（Kedia＆Mukherji，1999）。了解和理解人与人之间的文化差异对于当今的企业领导者至关重要。来自不同文化背景的人们在感知，思考和处事上的方式大不相同。即使是共同的概念，在不同的文化中也可能有不同的解释。例如，《意大利人》和《国际商务教学杂志2018年第1卷》。29号 2，91–95 https://doi.org/10.1080/08975930.2018.1482605 特定和正确的技能与知识支持个人全球思维方式的发展（Kedia＆Mukherji，1999）。了解和理解人与人之间的文化差异对于当今的企业领导者至关重要。来自不同文化背景的人们在感知，思考和处事上的方式大不相同。即使是共同的概念，在不同的文化中也可能有不同的解释。例如，《意大利人》和《国际商务教学杂志2018年第1卷》。29号 2，91–95 https://doi.org/10.1080/08975930.2018.1482605 特定和正确的技能与知识支持个人全球思维方式的发展（Kedia＆Mukherji，1999）。了解和理解人与人之间的文化差异对于当今的企业领导者至关重要。来自不同文化背景的人们在感知，思考和处事上的方式大不相同。即使是共同的概念，在不同的文化中也可能有不同的解释。例如，《意大利人》和《国际商务教学杂志2018年第1卷》。29号 2，91–95 https://doi.org/10.1080/08975930.2018.1482605 即使是共同的概念，在不同的文化中也可能有不同的解释。例如，《意大利语》和《国际商务教学杂志2018年第1卷》。29号 2，91–95 https://doi.org/10.1080/08975930.2018.1482605 即使是共同的概念，在不同的文化中也可能有不同的解释。例如，《意大利人》和《国际商务教学杂志2018年第1卷》。29号 2，91–95 https://doi.org/10.1080/08975930.2018.1482605