Globalization is a trend in the business world. There are no businesses that can be “pure” domestic. Stakeholders voluntarily or involuntarily are affected by globalization. With a mandate to “go global,” business schools increasingly embrace a global mindset in business education. In practice, managing an international business is not an easy task. Thus, business students need to be prepared for the future challenge in managing a global business. In the context of business education, the literature on a global mindset is scant. A few exceptions include Pless, Maak, and Stahl (2011) and Mosakowski, Calic, and Earley (2013) who specifically examine how international service projects impact students’ global mindset and how the experience helps building successful organizations. Few studies systematically examine a global mindset in a conceptual framework, alternative pedagogical approaches, or offer empirical evidence to validate the merits of a global mindset to advance the learning in the context of international business education. Yet, more studies on developing a global mind for teaching effectiveness is critical and should be encouraged as the demand and the call for improving critical thinking by students in business education is on the rise (Belkin, 2017). Our special issue provides a timely discussion on these topics to fill the void in the literature. Specifically, we focus on the preparation of international business students in various areas for the future by looking at how a global mindset and critical thinking can be developed and cultivated, as a global mindset and critical thinking have been widely demonstrated to be critically important for future success in managing global business. This special issue contains five articles. The first article, “A Conceptual Framework for Instilling a Global Mindset in Business Students,” by Chan et al., proposes a conceptual framework for instilling and fostering a global mindset among business students in general and international business in particular. Students who want to become global managers need to develop an open mindset, which enables them to consider the unique situations that cause problems and create appropriate solutions. In addition, the authors

中文翻译：

---

促进与全球心态相关的国际商务学习：简介

全球化是商业世界中的一种趋势。没有可以“纯粹”国内的业务。利益相关者自愿或非自愿地受到全球化的影响。出于“走出去”的使命，商学院越来越多地在商业教育中融入全球思维。实际上，管理国际业务并非易事。因此，商科学生需要为应对全球业务的未来挑战做好准备。在商业教育的背景下，关于全球思维方式的文献很少。一些例外包括Pless，Maak和Stahl（2011）以及Mosakowski，Calic和Earley（2013），他们专门研究了国际服务项目如何影响学生的全球思维以及该经验如何帮助建立成功的组织。很少有研究在概念框架，替代教学方法中系统地检查全球思维方式，或提供经验证据来验证全球思维方式的优点，以在国际商务教育的背景下促进学习。然而，随着对商务教育学生的需求和对改进批判性思维的需求日益增长，越来越多的关于树立全球教学效率思维的研究至关重要，应予以鼓励（Belkin，2017）。我们的特刊对这些主题进行了及时的讨论，以填补文献中的空白。具体来说，我们着眼于如何发展和培养全球思维和批判性思维，着重于为各个领域的国际商科学生做好准备，以备将来使用，全球思维和批判性思维已被广泛证明对管理全球业务的未来成功至关重要。本特刊包含五篇文章。Chan等人的第一篇文章“在商科学生中灌输全球思维的概念框架”提出了一种概念框架，用于在一般和国际商务领域的商科学生中灌输和培养全球思维。想要成为全球经理的学生需要培养开放的思维方式，使他们能够考虑引起问题的独特情况并创建适当的解决方案。另外，作者 Chan等人的“在商科学生中灌输全球思维的概念框架”提出了一种概念框架，用于在一般，特别是国际商科学生中灌输和培养全球思维。想要成为全球经理的学生需要培养开放的思维方式，使他们能够考虑引起问题的独特情况并创建适当的解决方案。另外，作者 Chan等人的“在商科学生中灌输全球思维的概念框架”提出了一种概念框架，用于在一般，尤其是国际商科学生中灌输和培养全球思维。想要成为全球经理的学生需要培养开放的思维方式，使他们能够考虑引起问题的独特情况并创建适当的解决方案。另外，作者