This section will display all the academic program development activities posted by all
CIBERs (default) or by individual CIBERs depending on your selection from the CIBER list below. The sorting functions by CIBER and by date are available. Please email
with any suggestions or concerns.
Answers to your academic and research queries can be found in the Academy section. This section provides international business focused resources that cater to the needs of teachers, researchers, students and professionals.
Provides a forum for students, academics and international business professionals to discuss topics that are shaping the global economy. Users all over the world are able to exchange ideas about topics relevant to all fields of international business.
Provides current valuable information on business climate, political structure, statistical data, and business news is presented in a regional and country-specific format.
Web-based or standalone computer software programs incorporate the knowledge and experience of seasoned international business executives as well as empirical research findings on international business operations. The modules can be used as training tools for students and managers in addition to serving as diagnostic decision-support tools for companies.
Focuses on providing credible, accurate, up-to-date and easy to access information related to international business on a global or regional scale. Resources ranging from official web-sites of government agencies to international organizations that provide information at the global level.
The Knowledge Room consists of four sections (Featured Insights, Media Update, Selected Articles, and Special Reports) that contain information for the researcher looking for resources, the student seeking help with an assignment, or the business professional trying to stay abreast of current developments in international business.
globalEDGE Academy online modules provide an introduction to many of the ideas and concepts central to international business. The set of modules covers such areas as importing and exporting, legal issues, doing business in various countries, and international marketing. Modules are available free to any globalEDGE visitor; registration (also free) is required prior to accessing the module content.
The focus of this study is ranking the market potential of 27 countries identified as an "Emerging Market" by The Economist magazine. The index, which has been published annually on globalEDGE by MSU-CIBER since 1995, uses a number of market growth indicators to determine the attractiveness of emerging markets. The on-line, interactive rankings allow users to rank emerging markets on the basis of any of the eight dimensions comprising the overall index, thus allowing for extensive customization.
Report of the Michigan State University
Center for International Business Education and Research
2001 Roundtable on Study Abroad Programs in Business Schools
October 2009
Network of Business Language Educators
October 23, 2009
- University of Florida
[Details]
University of Florida CIBER announces a new website and online forum for K-12 and college foreign language and business faculty. Members can share ideas, materials, and lesson plans; initiate discussion topics that will help promote the field and build international programs; connect with colleagues interested in tying foreign language to the professions; and learn of funding and professional development opportunities related to business language and languages for the professions. **Visit the site and join the forum at: www.nble.org**
In a time of national and international need for an enlarged pool of learners of key languages around the globe, a strategic effort has been needed to enlarge the number and depth of offerings of the less commonly taught languages (LCTLs) and their availability to learners across the nation, especially at the post-secondary levels. This requires greater collaborative effort among the nation’s universities in deciding among themselves, with attention to broad national needs, which languages to offer, at what levels, when and where, and what new learning materials are required. These emergent plans then will require the support of funding agencies to achieve those goals. Planning will focus on courses and language-learning materials for on-campus academic year, summer, and distance learning. Without planning and coordination among institutions, we will be left with the small number of LCTL offerings, dictated largely by the market of graduate and heritage student demand and other short-term needs.
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