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The purpose of this paper is to examine the state of French medium sized business schools in the Grandes Ecole sector of education and how networks and alliances help business schools survive in an ever-changing and global environment.

The material for empirical research for this paper was gathered by using a case study method of four small to medium sized provincial Institutions of Management Education in France.

The paper demonstrates that all of the business schools studied rely on networks and alliances to face globalisation and internationalise their strategy and seems to follow the three typologies of mergers and acquisitions set down by Napier (1989): extension mergers, collaborative mergers and redesign mergers. At present, the networks and alliances are used on a marginal or peripheral way by networking only a part of the institution at one time.

Further research at a later date needs to be carried out in order to observe if the pattern will remain or if there may be networks which will start from the core of the institution since the organisations will in the future have more of an international or global culture.

The value of this paper is to demonstrate that medium-sized business schools can compensate their limited resources and compete in the global education market. Alliances and networks appear as key ways in achieving goals of sustainability and survival.

Western business schools currently face a number of pressures to internationalise their postgraduate course provision in terms both of content and place of delivery. In doing so they are faced with decisions concerning their motivations, the broad strategies to adopt, the nature of collaborative links with host‐country institutions, and a number of practical matters. The literature suggests that many of such issues have now broadly become clearly identified, and that a general “model” of postgraduate management course internationalisation may have begun to emerge. In this article a survey of the literature is followed by a case study of the internationalisation experience of a small UK university business school. It reports on the extent to which its experience supports the model and highlights other issues. The conclusion of the analysis is that an emergent strategy in this respect, not necessarily following a clear stages model, has nonetheless been largely successful.

International business programs became realities in the 1950s, but only at two universities: Columbia and Indiana. In the 1960s, more universities added IB programs and departments; the 1970s saw even more added as universities realized that IB programs would enhance their reputations, improve student knowledge and expertise, and enhance companies’ future success. In 1974, the AACSB added internationalization as a requirement for business schools, forcing even more to enhance the international dimensions of their courses, programs, and faculty. Now virtually all B-schools have become global to some extent, although major differences remain in the quantity and quality of their internationalization.

Indiana University has played a major role in the internationalization of American business schools over the past thirty years or so. This report of one IU graduate’s role in the transformation begins with his doctoral student activities in the 1960s and continues with his personal involvement in faculty development program initiatives and teaching material developments. It concludes with the question of whether or not IU’s impact on business school internationalization might even be so large as to be the possible cause of a future decline in the need for a separate Academy of International Business.

The purpose of this paper is to evaluate key implications of globalisation for business schools, and to put structural alignment of academic structures with the Bologna Declaration in a broader strategic alignment with the needs of a knowledge‐driven society and a socially sustainable development.

The analysis uses systems theory for analysing dynamic change in society and a synthesis of its influences on business education, as we see the Bologna Process is neither conceived nor implemented with sufficient care for holism in the European effort to become an innovative society.

Business schools should extend their transformation effort beyond the Bologna Process and align their strategic model of operation with societal needs by integrating social requirements into their strategic framework.

Research focuses on key external developments in business education at a transnational level. Future research should focus on the exploration of the business school response to social change in a local context.

A requisitely holistic picture of contextual change offers business school leaders deeper understanding of external implications for aligning schools with societal needs.

Emerging social challenges in Europe are taken as the starting point for realigning a strategic model of business school operation with societal needs and the business world with the aim to improve schools' accountability and their evolvement into socially engaged actors with innovative approaches.

The paper presents a systemic and requisitely holistic view of social change for aligning the business school model of operation with the broader needs of a knowledge‐driven society that stretches beyond the formal academic structures unification in the Bologna Process.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

Most years, several AIB members are elected as AIB Fellows on account of their excellent international business scholarship, and/or past service as AIB President or Executive Secretary. The Fellows are in charge of electing Eminent Scholars as well as the International Executive and International Educator (formerly, Dean) of the Year, who often provide the focus for Plenary Sessions at AIB Conferences. Their history since 1975 covers over half of the span of the AIB and reflects many issues that dominated that period in terms of research themes, progresses and problems, the internationalization of business education and the role of international business in society and around the globe. Like other organizations, the Fellows Group had their ups and downs, successes and failures – and some fun too!

This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows.

This study uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the 2015 Financial Times Global MBA Ranking.

This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities.

This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.

This paper aims to provide a personal perspective on the extent to which business schools have globalized what they teach and to make content‐ and process‐related suggestions about how to make further progress.

The paper provides a mixture of quantitative and qualitative/interpretative analysis.

The paper finds that rhetoric around the globalization of business education has greatly outrun the reality of curricular change and this problem seems unlikely to be solved until the craving for distinctively global content can be satisfied.

Semiglobalization – the intermediate state of integration in which neither the bridges nor the borders between countries can be ignored – is proposed as a conceptual umbrella for organizing curricular change and in terms, of process, a two‐track‐approach, combining infusion and insertion, is recommended.

Both the conceptual and procedural recommendations of this paper are novel.