The Wiley Handbook of Collaborative Online Learning and Global Engagement

12 Developing a Global Mindset in Business Education: Supporting Personal and Social Responsibility

Vicki L. Baker¹ and Antonis Klidas²

¹ Albion College, USA

² Deree – The American College of Greece

The limits of my language mean the limits of my world.

Wittgenstein, L. (1922) / Tractatus logico-philosophicus / Public domain

In 2011, Colby, Ehrlich, Sullivan, and Dolle posed a simple, yet powerful question – “What should undergraduate business education provide for students?” The answer to this question has changed over the past several decades given the transformations of curricular goals and values in business education, both domestically and abroad (Guerriero Wilson, 2015). Today, debates still surround business education regarding the right balance of quantitative and qualitative skill development, as well as research acumen versus practical knowledge (Applebaum, 2016; Bauer-Wolf, 2019; Cameron & Marcum, 2019; Campbell et al., 2006; Wymbs, 2016). Simply put, should business education prepare students for the profession or prepare them to be critical and responsible citizens for tomorrow’s society (Colby et al., 2011; Neville, 2018)? One area in which the majority of business educators can agree is that the global economy, technological advances, and market forces place immense pressure on business educators to be adaptive and responsive in order for business education to appropriately prepare future business leaders with a global mindset (Friga et al., 2003; Pless et ...