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This paper identifies and explores some of the emerging research topics that assist in conceptualising and mapping the field of international education in business. The identified issues include the commercialisation of international education, the role of institutional promises in creating student expectations, student satisfaction, developing international and cultural leadership, cultural identity and adaptation in the new socio‐educational context as well as teaching with spirit and about spiritual issues. These diverse agendas illustrate the broad and inter‐disciplinary nature of the subject matter particularly where issues surrounding international education in business are approached holistically.

The purpose of this paper is to present a framework based on lessons learnt from a recently completed project aimed at developing intercultural online communication competencies in business students.

The project entailed collaboration between students and staff in business communication courses from an Australian and European university. The project was designed as a response to calls within the literature to equip business graduates with intercultural expertise for global online collaboration.

Based on theoretical perspectives, staff experience and data based on student evaluations of the project, a framework has been constructed based on the issues that emerged. The issues include: institutional support, project and course goal alignment, interpersonal and intercultural relationship management and technological capabilities.

The paper is limited to the experiences and responses from the Australian university. Future research should aim to collect data from both organizations involved in the collaboration.

The framework has been constructed to assist business educators in creating collaborative international projects in the future.

Research in international education suggests the need to create collaborative projects that provide students with real life opportunities in intercultural collaboration. However, little guidance exists for academics in terms of creating and coordinating such activities. The current paper provides a framework towards the development of such pedagogic activities.

The purpose of this paper is to investigate a new trend of training mainland Chinese students in Western‐style business education in Singapore. The paper examines the influence of the inferred learning effectiveness and cultural dislocation variables when measured across ten commonly used instructional techniques.

The use of consensual qualitative research allowed the data to be qualitatively analysed. The random selection of 20 participants represents mainland Chinese students, from the northern, southern, eastern and western regions. The study reports the level of knowledge acquisition, the relationship between comfort and knowledge acquired and the differences between the active and passive instructional techniques on students' learning effectiveness.

Rote‐learning styles of instructional techniques may not be the Chinese students' only preferred choice in terms of acquisition of knowledge and how they learn most effectively.

The present exploratory study provides a starting‐point for further research into understanding how to teach Western‐based business education to mainland Chinese students in Singapore.

The findings will give institutions conducting Western‐based education programs in Singapore an advantage in providing effective learning pedagogies, and will assist in increasing their quality, which will enable them to nurture well‐qualified business professionals.

The quality of the educational standard and its compatibility with the Asian client base are further enhanced both in terms of contents' intensity and educational services provided to students.

The paper offers practical help from the perspective of the curriculum design and development of an effective business educational framework to sustain profitability by offering tailor‐made, superior quality course programs.

This article, which is exploratory in nature, considers the experiences of migrant students enrolled in the transnational degree program of an accredited American college located in the Czech Republic. Migrant students have considerable experience in negotiating the different national cultures of their college and of the new country in which they live. Students, participating in a Cross-culture Management course, were asked to maintain reflective journals in which they recorded their experiences of national culture difference. The purpose was to encourage consideration, reflection, and the growing internalization of cross-cultural appreciation and negotiation.

Participants were asked to maintain reflective journals during the semester, in which they identified and considered critical incidents and defining issues in their cross-cultural experiences. Journals were analyzed from an inductive phenomenological perspective with no preconceived imposition of structure, although participants had been informed that the root-metaphor of the journal should be that of “journeys”. Ten emergent themes were identified and a number of these, which seemed to impact national culture adaptation, are discussed. In an attempt to retain the authentic voice of participants, verbatim quotations are reproduced in some detail.

The emergent themes identified give insight into the range of national cultural complexities that these migrant students confronted. Sharing these issues with those who have less national culture experience might increase their understanding of the adaption process. More importantly, the journal increased reflection, prompted deeper sensemaking, and allowed participants to articulate their experiences. Making explicit their own cultural adaption problems may also be beneficial for these participants.

Cross-culture education has often taken a didactic approach that emphasized teaching and learning. The reflective journal focuses on an experiential approach to making sense of cultural experience. From a learner perspective, the use of a reflective journal stimulates reflection and contributes to resolution. From an instructor perspective, journals provide valuable insight into issues significant in a developing awareness of a national culture. Journals also provide an unrecognized insight into the personal experiences of international and transnational students that may have implications in their general learning and broader education.