As any senior executive or a corporate board member will tell you, business, perhaps to its discredit, does not separate itself neatly into finance or marketing or another single functional discipline as taught in most business schools. However, we must teach individual disciplines to facilitate in-depth understanding of business. But then, we need to integrate these individual disciplines into a wholistic view and understanding of business and business decision-making. Generally, most business schools struggle with such integration and few are satisfied with their efforts. Strategic business problems, such as competitive response, by their nature are integrative. Further, many within discipline problems and responses to them have cross-disciplinary impacts. So, business decision-making must take a holistic view of business. In the case of international business this holistic view must also account for cross-border effects including national differences in political and economic institutions, nature of laws and their enforcement, languages, and cultures. International business should be and is integrative in nature. The unique contribution of the IB discipline resides in two sets of activities: 1) observing complex interacting issues to define phenomena that affect business activities in the international context and 2) integrating different discipline-based theories to extend the understanding of these phenomena (Zettinig and Vincze 2008, 2011). IB education can offer students a total enterprise perspective grounded in a global environment (Peng 2004). To achieve this outcome, students should have suffiecent knowledge in multiple business disciplines in order to form a valid wholistic enterprise perspective. In addition, students and faculty need to understand the complexity of the international environment (Aggarwal 1989). For example, Leonidou and Kaminarides (2007) propose three levels of factors that comprise the global marketing environment, including macro factors such as physical and sociocultural, meso factors such as economic and political-legal, and micro factors such as competitors and customers. As a result, effective IB teaching involves

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提高IB教学深度的功能领域

正如任何高级管理人员或公司董事会成员会告诉您的那样，商业（也许就其信誉而定）并不能像大多数商学院中所讲授的那样，将自己整洁地划分为金融或营销或其他单一职能学科。但是，我们必须教各个学科，以促进对业务的深入了解。但是，然后，我们需要将这些个别学科整合到对业务和业务决策的全面了解和理解中。通常，大多数商学院都在为这种整合而苦苦挣扎，很少有人对其努力感到满意。从本质上讲，战略业务问题（例如竞争响应）是综合性的。此外，许多学科内的问题以及对它们的反应都具有跨学科的影响。因此，业务决策必须全面考虑业务。对于国际业务，这种整体观点还必须考虑跨境影响，包括政治和经济机构中的国家差异，法律及其执行的性质，语言和文化。国际业务应该是并且在本质上是一体化的。IB学科的独特贡献在于两套活动：1）观察复杂的相互作用问题以定义在国际背景下影响业务活动的现象； 2）整合基于不同学科的理论以扩展对这些现象的理解（Zettinig和Vincze 2008，2011）。IB教育可以为学生提供基于全球环境的总体企业观点（Peng 2004）。为了达到这个结果，学生应该在多个商业学科上有足够的知识，以便形成有效的全面企业观点。此外，学生和教职员工需要了解国际环境的复杂性（Aggarwal 1989）。例如，Leonidou和Kaminarides（2007）提出了构成全球营销环境的三个层次的因素，包括宏观因素（例如物质和社会文化），中观因素（例如经济和政治法律）以及微观因素（例如竞争者和顾客）。结果，有效的IB教学涉及 Leonidou和Kaminarides（2007）提出了构成全球营销环境的三个层次的因素，包括宏观因素（例如物质和社会文化），中观因素（例如经济和政治法律）以及微观因素（例如竞争者和客户）。结果，有效的IB教学涉及 Leonidou和Kaminarides（2007）提出了构成全球营销环境的三个层次的因素，包括宏观因素（例如物质和社会文化），中观因素（例如经济和政治法律）以及微观因素（例如竞争者和客户）。结果，有效的IB教学涉及