Literate for a Global Business World? A Comparison of Central European and U.S. Students
Principal Investigator(s): View help for Principal Investigator(s) Aneta Bobenic Hintosova, University of Economics in Bratislava; Josephine E. Olson, University of Pittsburgh
Version: View help for Version V1
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Project Citation:
Bobenic Hintosova, Aneta, and Olson, Josephine E. Literate for a Global Business World? A Comparison of Central European and U.S. Students. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-03-07. https://doi.org/10.3886/E221801V1
Project Description
Summary:
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Abstract for Journal of Teaching in International Business, forthcoming.
To function in the global business world, managers must have global business knowledge, complemented by the skills and attitudes to deal with different cultural patterns. Business schools thus face the challenge of developing the global business literacy of their students. It is still not clear what factors determine the development of dimensions of global business literacy and what role country differences play. This study compares the global business literacy of 505 business students in four Central European countries and 157 in the U.S.A. Besides testing country differences, it applies regression analysis to determine whether these differences can be explained by variations in the course of study, language training, and other characteristics. The Central European students score higher in self-efficacy and international business knowledge compared to Americans, which differences can be explained by factors such as international course work, study abroad participation, foreign language competence, and interactions with foreigners. However, there are no significant differences in willingness to learn and American students are better in relationship development. It appears that while most dimensions of global business literacy can be developed universally, some dimensions require culture-specific approaches.
To function in the global business world, managers must have global business knowledge, complemented by the skills and attitudes to deal with different cultural patterns. Business schools thus face the challenge of developing the global business literacy of their students. It is still not clear what factors determine the development of dimensions of global business literacy and what role country differences play. This study compares the global business literacy of 505 business students in four Central European countries and 157 in the U.S.A. Besides testing country differences, it applies regression analysis to determine whether these differences can be explained by variations in the course of study, language training, and other characteristics. The Central European students score higher in self-efficacy and international business knowledge compared to Americans, which differences can be explained by factors such as international course work, study abroad participation, foreign language competence, and interactions with foreigners. However, there are no significant differences in willingness to learn and American students are better in relationship development. It appears that while most dimensions of global business literacy can be developed universally, some dimensions require culture-specific approaches.
Scope of Project
Subject Terms:
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Survey of students
Geographic Coverage:
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U.S.A. and Central Europe
Time Period(s):
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11/1/2021 – 5/15/2022
Collection Date(s):
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11/1/2021 – 5/15/2022
Universe:
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First to fourth year university business students in the United States and four Central European countries: Czechia, Hungary, Poland and Slovakia.
Data Type(s):
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survey data
Methodology
Response Rate:
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NA
Sampling:
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Convenience sample of students who answered ads or were taking a relevant class and were asked to participate.
Data Source:
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Electronic survey.
Collection Mode(s):
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web-based survey
Scales:
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Seven-point Likert scale was used to measure attitudes.
Weights:
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NA
Unit(s) of Observation:
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First to fourth year business students
Geographic Unit:
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USA and Central Europe
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