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This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.

The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.

The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.

This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.

For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.

This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

This chapter overviews the articulation of inquiry in the three International Baccalaureate (IB) levels, Primary Years (ages 3–12), Middle Years (11–16), and the Diploma Program (16–18) that is widely accepted by universities for matriculation. It reviews inquiry-based instruction in the publicly available IB research literature. The IB advocates inquiry as its pedagogical approach. We identified empirical classroom research involving IB teachers or students from four databases; 35 reports matched inclusion criteria and 31 of these had appeared in gifted-education journals. The IB’s inquiry philosophy, interdisciplinary emphasis, and specific elements in the Diploma Program such as the Theory of Knowledge course, a program entitled Creativity, Action, and Service, and the Extended Essay, comprise qualities that should inform higher education. There has been disproportionate attention to the planning part of inquiry (e.g., generating worthy questions and deciding how to answer them) versus enactment or reflection; this leaves room for other research input about enacting inquiry in university instruction that creates a cycle of creative engagement. Successful IB experiences, through some of the IB pedagogy and content, raised learners’ expectations about their higher education learning experiences. However, as one moves from the Primary Years through to the Diploma Program, students report increasing “teaching to the test” and content-coverage that constrain inquiry opportunities students value. The importance of providing detailed, supportive, step-by-step introductions to inquiry, and attending to the social and emotional correlates of the substantive learning, were highlighted.

International business (IB) education typically focuses on the multinational enterprise (MNE) and how it navigates varying institutional setups for its own benefit. This reductionist and MNE-centric approach underplays the influence these firms have on the societal and environmental fabric of the geographies they are operating in. This paper aims to propose integrating systems thinking into IB education to address this shortcoming with the intention to setup IB education to engage with wicked grand challenges.

This conceptual paper offers an approach for integrating complexity, criticality and diversity into IB education through teaching systems thinking capabilities.

Integrating systems thinking into IB education allows for a more realistic appreciation of IB’s contribution to addressing grand challenges. The authors propose a systems thinking perspective to IB education and offer how systems thinking capabilities could be taught in IB.

Grand challenges are characterised by wicked problems. Addressing them requires a multilevel, cross-disciplinary approach that takes into consideration the inter- and intradependencies of all actors within a system.

The International Baccalaureate Organization (IBO) celebrates its 40th anniversary in 2008. The IBO published a strategic plan in 2004 calling for a shift towards directed growth of the three IB programmes, and greater access. The purpose of this paper is to show how the Middle East region offers a microcosm of the huge challenge facing the IBO in meeting its desired aims.

This paper presents the current situation regarding the IB in the Middle East region as defined by the International Air Transport Association standards organization. This involves a total of 16 countries.

The Middle East involves a relatively small area of IB activity in relation to the total number of “international schools” in the region. There is currently 48 schools offering 60 programmes, and comprising 2 percent of IB schools worldwide. Dubai in particular has seemingly much potential for future growth. No school offers the continuum of IB programmes.

This paper offers a regional insight into the challenge facing the IB in meeting its desired goals. It will allow for the success of the IB strategic plan to be assessed more fully in the year 2014.

The nature and development of the IB in the Middle East has received very little attention by the scholarly community in spite of 40 years of involvement. This is the first paper to offer a resource for evaluating the future success of the IB strategic plan.

The purpose of this paper is to encourage scholars of international business (IB) to engage with the “decolonizing the university” project and reflect on what decolonizing might mean for IB research and education. The paper also argues that it is particularly important for IB scholars to join the decolonizing project given that the field’s main object of study – the multinational enterprise – has been central to colonialism.

An essay style is adopted to introduce the decolonizing project to IB and to explain why and how this scholarly field might benefit from engaging with it. As part of that, the paper calls upon IB scholars to work on decolonizing the field and to do so by not only interrogating its knowledge claims but also broadening the scope of its research so it can address the theme of neo-colonialism.

The paper reveals the conspicuous absence of IB scholars from the decolonizing project and situates such absence within a long-standing indifference within IB to the issue of colonialism.

In learning about and engaging with the decolonizing project, IB scholars will be able to not only enrich IB theory and education but also help to tackle one of the grand challenges facing the modern world society, namely, social inequality and injustice rooted in colonialism.

It is hoped that this paper will stimulate reflection on IB’s absence from the decolonizing project and assist scholars in developing an understanding of the project’s rationale and underlying literature. It is also hoped that the paper will open dialogue within IB about how this field might be decolonized and help scholars engage meaningfully with other disciplines as they do so.

Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.

This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.

The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.

There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.

This study aims to examine factors affecting the adoption of Islamic banking (IB), which is an innovative and emerging form of banking, in a non-Islamic Sub-Saharan African (SSA) country.

It used primary data collected from a cross-section of 975 respondents using self-administered structured questionnaire. Empirical data were analysed using SPSS version 16 and partial least squares structural equation modelling (PLS-SEM) for Muslim and non-Muslim groups.

Consumer attitude, readiness to comply with Sharia law, knowledge, perceived innovativeness and perceived benefits were critical determinants of bank customers’ intention to adopt IB in both Muslim and non-Muslim sub-groups. The least influential factors were perceived religion effect (PRE) and perceived threat of violence (PTV). PTV was not a significant factor to non-Muslims, but it was a significantly negative factor to Muslims’ intentions to adopt IB. PRE has a positive influence on Muslims’ intention to adopt IB, but it has a negative effective on non-Muslims’ adoption intentions.

This study is limited to only bank customers in Ghana. Moreover, service quality factors were not included in the research model because IB is yet to be given full-fledged operational license in Ghana. Future research should extend the study to other emerging countries to improve the generalizability of the findings.

Policymakers are encouraged to develop stakeholder-oriented strategies to promote effective consumer education in IB. Also, IB institution should endeavour to develop innovative financial products that are Sharia-compliant and economically beneficial to individual and business needs of bank customers. Moreover, policymakers and management of IB institutions should ensure effect governance structures to guide IB operations.

This study provides initial structural equation modelling of determinants of IB adoption in emerging countries and provides empirical evidence on the spread of IB in non-Islamic SSA, which is an under-researched area. It is the first study to empirically report on the influence of PTV, readiness to compliance Sharia law and perceived innovativeness of IB on intentions to adopt IB in non-Islamic SSA context.

Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.

One of the main concerns in human resource management around the world is how education is encouraging the understanding of global issues, cultures, technological changes and social trends to make appropriate decisions in firm management. This chapter will aim to illustrate the main issues in international business (IB) theory and practice that need to be considered in configurating a global-minded curriculum that is able to produce global-minded human resources. Hence, to determine what inputs must be considered in building an exceptional curriculum and successful educational strategies, the author observe the assertions from three perspectives: first, the contributors to the IB and the multinational enterprise theory; second, the author explores the stakeholders’ perspective, who see the benefits and assume the consequences of education in the field; and third, the author reviews the researchers who in recent years have studied the problems and trends of the discipline.

The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.

While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.

This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).

Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.