From Classroom to Boardroom: Assessing Curriculum Development for International Business Major Gaps in Undergraduate Business Education
Bibliographic record
Abstract
The rapidly evolving global business landscape demands that undergraduate business education, particularly within the International Business (IB) major, adapt to equip students with the necessary skills and knowledge for career success. This study aims to critically assess the current IB curriculum to identify gaps and propose enhancements that align educational outcomes with the competencies essential for thriving in a global marketplace. Utilizing a qualitative approach, this research draws on 26 in-depth interviews with students, alumni, and industry experts to explore the effectiveness of the curriculum in addressing key areas such as practical application, specialization in emerging business trends, and career readiness. The findings reveal significant gaps in the curriculum, including the need for earlier and more consistent integration of practical experiences, the development of specialized tracks in critical areas like digital transformation and sustainability, and the enhancement of career services tailored to global business careers. By engaging with a diverse range of stakeholders, this study emphasizes the importance of ongoing curriculum assessment and stakeholder involvement to ensure the IB program remains relevant and effective in a dynamic global environment. The research contributes to the broader discourse on curriculum development by providing actionable recommendations that ensure graduates are both theoretically informed and practically prepared to excel in their careers. These findings align with SDG 4 by enhancing the quality of education and with SDG 8 by preparing graduates with the skills needed for sustainable economic growth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.030 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".