Designing courses to teach international business is a very complex multidisciplinary task. Cross-border and international business has to deal with all of the issues and functions (such as accounting, finance, management, and marketing) that are faced by a domestic business along with the complexities of operating across borders. Business globalization is amultidimensional balance between the costs and benefits of going across borders. The costs of foreignness have many dimensions—costs due to differences in cultures, levels of social trust, languages, religions, economic and market systems, political systems, legal and regulatory systems, institutional structures, labor laws and regulations, financial institution structures, the economic role, availability and use of external capital, andmyriad other differences encountered when crossing borders. The benefits of crossing borders are also influenced by these and other factors, which include access to new markets for your products and brand; economies of scale and scope; sourcing of cheaper inputs like labor, managerial personnel, raw materials, and R&D; and lower cost regulatory and environmental laws and regulations. Therefore, operating across borders can be very complex. Consequently, it is logical to seek and use appropriate design principles to guide course design in international business. Based on Biggs (2003), it seems that five design principles can be formulated. Accordingly, the teaching materials used in such a course should be authentic and relevant, as well as sequential and interlinked; engage students’ ever higher cognitive processes; align with each other and learning goals; and challenge and motivate the students to learn. Commonly used materials for an international business (IB) course cover a range of pedagogies and would include lectures and discussions, class and take-home projects, real-world projects and internships, interactions with foreign individuals, and relevant experiences in foreign countries. Of course, there are many ways to put all of these components together to maximize learning outcomes. IB course design must be customized to reflect the peculiar conditions faced with regard to prior student preparation, the place of the IB course in the overall curriculum, and the available resources and other local college conditions. Though this can provide a great deal of flexibility for a course designer, it can also be overwhelming. Fortunately, many examples of excellent IB course design are available in the literature (Wolf & Wright, 2014). JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS 2018, VOL. 29, NO. 4, 267–271 https://doi.org/10.1080/08975930.2018.1560676

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国际商务教育中的课程设计注意事项

设计教授国际业务的课程是一项非常复杂的多学科任务。跨境和国际业务必须处理国内业务面临的所有问题和职能（例如会计，财务，管理和营销）以及跨境运营的复杂性。业务全球化是跨境成本与收益之间的多维平衡。外国成本有很多方面，包括文化差异，社会信任程度，语言，宗教，经济和市场体系，政治体系，法律和法规体系，制度结构，劳动法律法规，金融机构结构，经济角色，可获得性和外部资本的使用，以及跨越国界时遇到的许多其他差异。这些因素和其他因素也会影响跨国界的利益，其中包括您的产品和品牌进入新市场的机会；规模经济和范围经济；采购廉价的投入，例如劳动力，管理人员，原材料和研发；以及降低成本的法规和环境法律法规。因此，跨境操作可能非常复杂。因此，在国际商务中寻求并使用适当的设计原则来指导课程设计是合乎逻辑的。基于Biggs（2003），似乎可以制定五个设计原则。因此，在该课程中使用的教材应该是真实且相关的，以及顺序和相互联系的；吸引学生更高的认知过程；相互配合并学习目标；挑战并激励学生学习。国际商务（IB）课程的常用材料涵盖了许多教学方法，包括讲座和讨论，课堂和实地项目，现实世界的项目和实习，与外国人的互动以及在国外的相关经验。当然，有很多方法可以将所有这些组成部分组合在一起以最大化学习成果。IB课程设计必须进行定制，以反映在准备学生之前所面临的特殊条件，IB课程在整体课程中的位置以及可用资源和其他当地大学条件。尽管这可以为课程设计者提供很大的灵活性，但它也可能是压倒性的。幸好，文献中提供了许多出色的IB课程设计的例子（Wolf＆Wright，2014）。国际商务教学学报2018，VOL。29号 4，267–271 https://doi.org/10.1080/08975930.2018.1560676