Internationalizing business curricula: introducing the study of Canada into international business programs.

Parker, Richard D. ; Heriot, Kirk C.

INTRODUCTION

Since the inception of NAFTA, trade between the U.S. and its southern and northern trading partners has grown immensely. Much of the debate about NAFTA has focused on Mexico and the phenomenal growth of its trade with the U.S. Lost somewhere among the debates on American jobs lost to Mexico, illegal Mexican immigrants, trade deficits, plant closings and machiladora plants on the border of Mexico and the U.S., is the fact that Canada remains the largest single trading partner of the U.S. In fact, the Canadian government reports growth in bilateral trade between Canada and the U.S of almost six percent over the last 10 years (Government of Canada, 2007). Ironically, in spite of its importance to the American economy, very few studies have addressed Canada as a relevant topic in undergraduate or graduate business programs.

Using the extant literature on internationalizing the business curriculum, this paper uses a number of sources of research data to argue for the introduction of the study of Canada into the business curricula of American business schools and colleges. Attention is given to specific reasons the study of Canada, called Canadian Studies, should be included in business curricula. This research suggests a variety of options for incorporating Canadian Studies into business programs. The study concludes with a brief discussion of the option that would require the highest level of commitment, sending students to Canada to learn about Canada. The Laval University Summer Business School is used as an example of an effective way to immerse American students in Canadian Studies, an option that is far more affordable and practical than trips to Spain, Japan, or Brazil.

In this study, we (1) briefly review the extant literature on internationalization of American business education, (b) discuss the significance of Canada as a topic of study in international business, (c) discuss four ways American schools and colleges of business can incorporate the study of Canada into their business programs, and (d) offer our concluding comments on this important topic.

LITERATURE REVIEW

In the following section, we briefly discuss the extant literature on internationalizing American business education. After perusing the literature it becomes quite clear that a very large number of studies have been conducted that examine "various aspects of business school internationalization" (Kwok, Arpan, & Folks, 1994, p. 606). These studies have ranged in both their depth and breadth of coverage in subjects such as, but not limited to, characteristics of international education (Trevino and Melton, 2002), ways both AACSB and non-AACSB schools and colleges have tried to internationalize their curriculums, and student motives for study abroad (Albers-Miller, Sigerstad, and Straughan, 1999).

We generally tell our undergraduate students in business in the United States that we live in a global economy. In our efforts to support this assertion, we often times point out interesting facts, such as Japanese firms manufacturing automobiles in the United States, the sale of American products overseas, and the reliance of Americans and American businesses on foreign oil, to name a few. The war stories we tell our students are simply one example of attempts to internationalize the business curriculum. In fact, the emphasis on international business among business programs in the U.S. has been due to not only the real increase in international trade among nations in the world, but also in response to the accreditation standards adopted by

AACSB International (AACSB website, 2006).

AACSB has two standards listed under the heading 'Assurance of Learning Standards.' The first standard indicates that an undergraduate degree program will include "learning experiences in such general knowledge and skills areas as:.... multicultural and diversity understanding ..." (AACSB International, 2006, p. 18 of 80). The second standard indicates that the curriculum will "include learning experiences such as management-specific knowledge and skills areas such as: ... Domestic and global environments of organizations...." (AACSB International, 2006, p. 19 of 80). The supporting material for Eligibility Criteria D also notes the following:

"... At a minimum, the school must show that within this context its business programs include diverse viewpoints among participants and prepare graduates for careers in the global context."

This material goes on to say:

"... Every graduate should be prepared to pursue a business or management career in a global context. That is, students should be exposed to cultural practices different from their own."

These 'international' AACSB standards have been modified at least twice since 1990. However, the expectation that global issues would be a part of the business curriculum has been part of the standards throughout that time period. Thus, business educators at AACSB schools have faced this challenge for the better part of two decades.

The simple conclusion that anyone may draw from a review of the contemporary literature is that American business schools and colleges have a responsibility to continue to find ways to expand our students' understanding of international business. Yet, this rather obvious statement hides a rather ironic truth which is inconsistent with another AACSB standard that is seldom discussed in the literature on management or business education. This standard is the requirement by AACSB International that all accredited programs continuously improve their programs through assessment and modifications of the processes. In effect, we wonder how attempts to continuously improve our knowledge of global issues has not led to an increased emphasis on the unique relationship between the U.S. and Canada. Simply put, why isn't Canada more explicitly incorporated into the curriculum of American business programs?"

RESEARCH DESIGN

Several sources of both primary and secondary data are used in this study. First, we evaluated existing secondary statistics about Canada. Two critical documents available from the Government of Canada are valuable starting points for business academics seeking to incorporate Canadian Studies into their curricula. Canada's International Policy Statement: Commerce and the Canada-United States Trade and Security Partnership Map are available from the embassy and most Canadian consulates around the country. The Trade and Security Partnership Map, is actually a map of the United States with relevant information about Canadian trade for each state. Canada's International Policy Statement: Commerce provides information about Canada's interest in international trade. We complemented this information with the Canada-United States Trade and Security Partnership Map. A good overview of the Canada-United States trade relationship is also found in the International Policy Statement on Commerce.

Second, we discuss how Canada is treated in textbooks used to teach International Business. We assess the depth and breadth of discussion about Canada in five textbooks. Each book was closely scrutinized by evaluating each chapter using "Canada" and "NAFTA" as search terms using an electronic search of the instructor's manual via the publisher's website. The fourth book and fifth book were evaluated by reviewing the Table of Contents, References, Subject Index, and text in several chapters.

Third, we evaluate the acumen of American business students about Canada. The same quiz was administered to students at two southeastern universities. Both colleges of business are accredited by AACSB International. The students were asked to try their best. In exchange for their participation, the student at each school with the highest score was given a chance to win a twenty-dollar gift certificate to Barnes and Noble. The scores on the Canada Quiz were evaluated using simple descriptive statistics to evaluate each class at each school.

Fourth, we supplement our initial literature review with an additional examination of the contemporary literature to evaluate how Canadian Studies can be incorporated into business programs in the U.S. Our initial process involved the use of a World Wide Web-based virtual library. Participating institutions may access over 100 databases, such as ProQuest and Business Source Premier, indexing thousands of periodicals and scholarly journals. Over 2000 journal titles are provided in full-text. Other resources include encyclopedias, business directories, and government publications. We used a variety of search terms such as, but not limited to, "Canada", "Canadian Studies", "Business Education", "Study Abroad", and "International Business", as well as combinations of two or more search terms to identify the relevant literature. This information was important toward understanding the various ways that Canada and Canadian Studies could be added to the international business programs at colleges and schools of business.

Lastly, we use qualitative analysis (Yin, 1994) to describe the Laval University Summer Business School. The Summer Business School exemplifies a hands-on (Tyagi, 2001) approach to international business. Other hands-on techniques include internships overseas or in the home country with a foreign company. One of the authors has participated in the Laval program as a faculty lecturer for the past three summers. This author is conversant in French and has traveled extensively throughout French Canada. He will return to Laval University for the fourth Summer Business School in 2008.

RESULTS

The results of our analysis are discussed in the following subsections. We start with a summary of Canada and conclude with a discussion of study abroad options exemplified by The Laval University Summer Business School.

Descriptive Statistics about Canada

Why should U.S. business schools incorporate Canadian Studies into their curricula? The answer is simple: commerce. Canada and the United States share the largest bilateral trade relationship on the planet. At the time of this writing almost US$2 billion in daily trade crosses the US-Canada border. And the numbers continue to increase. In most states people, particularly those in business schools, fail to recognize that Canada is the nation's largest trading partner. Many think first of Mexico or China, yet Canada plays a key role in the heart of U.S. economic affairs.

In 2003, trade between Canada and the United States totaled more than US$441 billion. Over five million U.S. jobs are supported by trade with Canada. Canada is the leading source of foreign energy imports to the United States, including crude oil! Canada has the second largest proven petroleum reserves on earth. Vancouver is becoming the Hollywood of the North, with highly rated shows choosing the western Canadian metropolis over many "choice" U.S. locations in large part because of lower production costs, talented actors, variable outdoor settings and first-rate studio technology. The entertainment dimension is particularly important given that the BBC's nation profile website on the USA (http://news.bbc.co.uk/2/hi/americas/country_profiles/1217752.stm) lists as the three most important things about the USA as its economic power, its military might and its production of most of the world's movies and television shows.

Trade Statistics

As mentioned previously Canada's International Policy Statement: Commerce and the Canada-United States Trade and Security Partnership Map, available from the embassy and most Canadian consulates around the U.S., are valuable starting points for business academics seeking to incorporate Canadian Studies into their curricula. These documents reach beyond information regarding the Canadian view of trade with the United States, but also include Canadian interests in trade with the European Union, China, Mexico and other nations of importance to Ottawa. Additionally the Policy Statement provides an overview of current trade-related political issues such as the softwood lumber dispute as well as government policies on business assistance.

The incorporation of information from this material to courses should be an easy matter. Educators in different states can draw information from the Canada-United States Trade and Security Partnership Map and tailor the data to their states or regions. For example a business professor in Tennessee can find that in 2003 trade with Canada supported 108,000 jobs in the state, ranking 15th nationally. Total trade between Canada and Tennessee for the time period was $8.4 billion, with $3.6 billion of goods and services exported to Canada and $4.8 billion of goods and services imported from Canada. The exports to Canada ranked 13th in the United States and the imports from Canada ranked 12th in the United States. Furthermore the top Canadian import to Tennessee was $2.1 billion of natural gas and the leading export to Canada from Tennessee was $691 million in automobile parts.

The Canada-United States Trade and Security Partnership Map further breaks down the trade relationship between states and specific provinces. Say the hypothetical business professor in the above example wanted to know the total trade between Tennessee and Alberta; the map provides additional information. In 2003 Tennessee exported $132 million of goods and services to Alberta, ranked 12th in the USA and imported $151 million of goods and services, ranked 23rd in the nation. Many people would not guess that the leading importer of goods and services from Alberta was Ohio at $1.58 billion, but given the oil industry some may guess that Texas was the leading exporter of goods to Alberta at $1.2 billion.

The Canada-United States Trade and Security Partnership Map tailors the data to states or regions. A good overview of the Canada-United States trade relationship is found in the International Policy Statement on Commerce. Business professors can find references to statistical information on the nature of "the largest trading relationship in history" (Canada's International Policy Statement: Commerce, p.2). Most business professors are unaware that "Canada and the United States exchange some $1.8 billion in goods and services every day of the year--well over $1 million a minute; a truck crosses the border every two seconds; on average about 300,000 people cross the border each day; the U.S. is the largest source of direct foreign investment for Canada, responsible for over 65% of total FDI in Canada; the U.S. is the principle destination of Canadian direct investment abroad, accounting for over 43% of the total; the [Canadian] Government assists more than 16,000 companies annually in the U.S. marketplace, the vast majority of them small and medium-sized firms" (Canada's International Policy Statement: Commerce, p.2).

Textbooks

In an effort to assess the depth and breadth of discussion about Canada in textbooks, five International Business textbooks were identified and evaluated for content. The index and each chapter were evaluated using "Canada" and "NAFTA" as search terms. Table 1 summarizes the results of this analysis. Essentially, Canada is only briefly mentioned in any of the textbooks as part of discussions about NAFTA or cultural dimensions. Only one textbook mentions the level of trade that exists between the U.S. and Canada.

The obvious concern after reviewing each of these textbooks is that Canada, our largest trading partner, is not discussed to any extent. It certainly begs the question, "How can American business students learn international business when they do not learn much about our largest trading partner?"

Canada Quiz

The results of the Canada quiz confirmed that American business students in the samples from the two universities that participated in this study have very little knowledge about Canada. One hundred fifty three students in five sections of business courses at two universities took the twenty-five question quiz. A sample of the quiz is shown in Appendix A.

The average score on the quiz was 47.87%. These results are not surprising, but they are clearly disappointing when one considers that Canada is our largest trading partner and is our immediate cross border neighbor with which we largely share a common language.

Supplemental Literature Review

We conducted a search about Canada using ABI/INFORM, a fairly complete business and economics database available through ProQuest and Business Source Premier, another fairly complete business and economics database available through EBSCO Host. Very few articles were available about Canada as a topic of interest when combined with other search terms such as "business education." In fact, the extant literature was largely devoid of research about Canada as an international business topic, except when a Canadian researcher or Canadian sample was specifically part of the study.

Study Abroad

Tyagi (2001) says that study abroad and internships are a way for schools to internationalize the curriculum. One of the authors has participated as a facilitator in a study abroad program since 2005 at Quebec's Laval University, Canada's oldest institution of higher learning. Laval University hosts its offering of a Summer Business School through the auspices its Faculty of Administrative Sciences. This three-week study intensive program was designed to familiarize business students with Canadian business practices within a North American framework. The Summer Business School was designed to be an international program attracting students from the United States primarily, but business students of other nationalities are becoming familiar with the program.

In 2005, eleven students from three nations, Canada, the United States and the People's Republic of China, received certificates upon completion of the program. The students received classroom instruction in all areas of business relevant to North American commerce during each weekday morning, followed by afternoon field trips to business, government and cultural sites of interest.

The goals of the program were to promote a greater understanding of the role Canada plays in North American commerce, to enhance the business education of students enrolled in the program and allow students to build relationships that will provide the foundation for future business dealings on both sides of the border. The model offered by the Laval University Summer Business School is useful in providing the foundation for better understanding and incorporation of Canada in business curricula. The Summer Business School was again offered in the summers of2006 and 2007. Unfortunately participation by American college students continued to be minimal in both years, which offers possible anecdotal evidence of the low interest Americans may have in Canada, in spite of its importance as a trading partner.

It is important to note that Canadian schools are very interested in exchange programs. The Government of Canada's national website highlight opportunities for students and instructors to visit Canada in a variety of ways including study abroad programs. Study abroad programs are located throughout Canada and almost all of them are within 100 miles of the U.S-Canada border.

Study abroad in Canada has some special advantages. Language is generally not a barrier as would most likely be experienced by American students (Walton and Basciano, 2006) seeking to go to Brazil, Japan, or Germany. Financial barriers are also not as much a factor as reasonable airfare is available to most Canadian cities and the cost of living and exchange rate are not overwhelming as one might expect when traveling to more exotic locales. Albers-Miller, Prenshaw, and Straughan (1999) point out that cost is a big factor for students making a decision to participate in a study abroad program. Thus, going to Canada has a unique advantage over a trip to any other nearby country except Mexico where language barriers may exist for most American students (Adler, 2002).

RECOMMENDATIONS

Rather than simply making a single suggestion, we suggest that schools and colleges of business consider multiple approaches to include Canada in their existing IB programs or to incorporate Canada into future IB programs or classes. Our multiple method approach is consistent with the received literature. Many ways exist for students to learn international business; hence, many ways exist for students to learn about Canada. Tyagi (2001) argues that the ways to internationalize a business curriculum "can be broken down into four major categories" (p. 76). These four ways include integration, focus, specialization, and hands-on techniques. In the following paragraphs, we use these four major categories as the basis for recommending how schools and colleges in the U.S. can incorporate Canadian Studies into their business programs.

Integration

Given the information from government, media and financial sources available to business academics regarding Canada-USA trade, questions arise as to where Canadian Studies fits into a business curriculum. The most obvious placement is in international business courses. Yet many colleges and schools of business may not feel that Canada is "international enough" given it is a border nation of the United States. This notion is completely off-base as Mexico is very often included as a focus of international business study. For academics facing administrative resistance for the inclusion of Canada in pure international business courses there are alternatives.

Canadian Studies can find justifiable placement in courses beyond international business foci for subjects such as finance, management, marketing, economics and accounting. Business law courses will need to examine the provisions of the North American Free Trade Agreement; this is a logical placement for Canada. Management courses that are beginning to address the need for cultural understanding could also accommodate Canada in examining the differences not only between the U.S. and Canada but also the differences specific to Quebec. Small business and entrepreneurship courses could also lend a focus to Canada given Canadian Government support of the aforementioned 16,000 companies receiving assistance in the U.S. marketplace. For schools specializing in agri-business, the free-trade relationship with Canada and the dispute over softwood lumber are natural topics for discussion and inclusion within those courses. Finance courses dealing with insurance and banking systems have an "in" to Canada given that TD (Toronto Dominion) Waterhouse and RBC (Royal Bank of Canada) Financial Group are now a major players in US financial markets. Courses in logistics, transportation and supply chain management need to consider the Canadian role in US operations given the extensive trade relationship. Marketing courses could easily incorporate the differences in the way Canada allows marketing and advertising practices as a basis for comparison in principles and advanced classes. Retailing, economics and accounting courses could very well examine the impact that dual federal and provincial sales taxes have on consumer spending.

If instructors can impart some of the basic historic and political differences between the United States and Canada, then students will gain an appreciation that Canada is a different nation and not merely an extension of the United States. This information can be combined with instruction on commercial relationships to prepare students to successfully engage in commercial practices necessary for the continued prosperity of both nations.

Focus

An additional way to ensure students learn more about Canada is to simply incorporate Canadian Studies into the core international business course that many colleges and schools of business are requiring students to take when completing a major within those academic units. Our evaluation of five international business textbooks showed that schools that take that approach currently will not find much information about Canada in them. Thus, if one agrees that Canada's role in American business is an important, yet missing topic in international business, this option may not be fruitful, unless the professor is willing to supplement the textbook with additional information or assignments. For professors seeking to incorporate Canada more fully into business courses we suggest another option in the next section.

Specialization

One option that has become quite popular in the U.S. is to offer a major or minor in International Business. This option suggests a substantial increase in the depth and breadth of analysis on culture, international trade, balance of payments, international market entry, and international strategies. It shows great promise to the reader who believes Canada's importance as a trade partner should be increased in IB curricula. Very simply, this option provides multiple chances to help students learn about Canada and its important relationship with the U.S. Specialized courses represent an opportunity to discuss Canada beyond a core IB course. Examples of courses include, but are not limited to, Accounting Practices in International Business, Agriculture and Free Trade, or International Marketing.

Hands On Approach

The hands-on approach is clearly the most extensive way to incorporate Canada into the IB curriculum. However, as pointed out by Albers-Miller et al (1999), it represents a unique chance to prepare students for the global marketplace that is viewed favorably by the students. Student internships in Canada, internships with Canadian firms in America, and study abroad all exemplify this approach. We emphasize study abroad in this discussion based upon the participation of one of the authors in study abroad programs over a five year timeframe.

DISCUSSION

Canada and its business relationships with the U.S. are simply too important to be ignored or taken for granted. This paper illuminates the importance of studying Canada in schools and colleges of business in the U.S. This is particularly true for American business schools and colleges. The results of the simple quiz discussed in this study demonstrate the limited knowledge that business students have about Canada. Further examination of textbooks used in a typical International Business course demonstrate that authors spend little time on our largest trading partner. Many opportunities exist for the inclusion of Canada in a wide range of business disciplines. The challenge for advocates of Canadian Studies is to persuade administrators that Canada should be included in the curricula and to generate enthusiasm for Canada among faculty members at these institutions. The largest trade relationship in the world will not stop tomorrow. The sooner students, professors and administrators of US business schools and colleges acknowledge the importance and significance of Canada and incorporate Canada into curricula the sooner our college students will gain an appreciation of the importance of the Canadian-American relationship.

LIMITATIONS

This study used both primary and secondary data to support the recommendation that Canadian Studies become a regular part of the curricula for American business programs. The Canada quiz was conducted at two AACSB schools and did not evaluate how well students at non-AACSB schools would know Canada. Thus, the test results that were reported are clearly not generalizable to other American colleges and universities from a purely statistical perspective. Nonetheless, the low scores these students had showed a profoundly poor level of knowledge about Canada, the largest trading partner of the U.S. Future studies should consider how much students at other colleges know about Canada.

The evaluation of textbooks was limited to only five books. However, these books ranged from a book in its sixth edition to a book in its third edition. More importantly, these books did not appear to be especially different than other International Business textbooks. In fact, they had very similar, almost identical, chapter names and sequences of topics, when compared to other textbooks in International Business.

CONCLUSIONS

Canada, O Canada. It is the second largest country in the world. It is the largest trading partner of the U.S. In fact, the U.S. and Canada share the largest bilateral trading partnership in the world. Yet, Canada is a stranger to many Americans. We share a common language with most Canadians. The U.S. and Canada share the longest undefended border in the world. Yet, American college students are not taught very much about Canada other than a few comments related to NAFTA. This research suggests that responsible U.S. business educators, particularly in the spirit of continuous improvement espoused by AACSB International, should incorporate Canadian Studies into their curricula. We offer suggestions for how schools can do so through integration into existing courses, such as Principles of Management, a focus on a core IB course, specialization through a major in IB with multiple courses, and/or hands-on methods such as Study Abroad programs in one of Canada's 90 universities and 150 colleges.

Appendix A: CANADA QUIZ

Objective

To evaluate student understanding of Canada

Materials

Canada Quiz

Procedure

1. Each student was provided a Scantron form and a quiz. They were instructed to attempt to do their very best on the quiz.

2. The student with the highest score at each university would win a $20 gift certificate to Barnes and Noble.

3. In the event of a tie, a random drawing would determine the winner. Sample Questions

Sample questions from the Canada Quiz are shown below due to space restrictions.

1. In relation to the American population the Canadian population is approximately

a. one half

b. one third

c. one fifth

d. one tenth

2 In land area, the largest Canadian province is:

a. Alberta

b. Quebec

c. British Columbia

d. Newfoundland

9. Most Canadians live:

a. within 150 miles of the U.S. Canadian border

b. in the province of Ontario

c. in the Prairie provinces

d. the Atlantic provinces

25. What new territory was formed in 1999?

a. Yukon

b. Nunavut

c. Greenland

d. Iqaluit

Source: http://www.k12studycanada.org/files/northern_neighbor/ Activity%2015.pdf

REFERENCES

Albers-Miller, Nancy D., Penelope J. Prenshaw, and Robert D. Straughan (1999). "Study Abroad Progams: An Exploratory Study of Student Perceptions." American Marketing Association. Conference Proceedings, 10, 65-72.

Adler, N.J. (2002). International Dimensions of Organizational Behavior, 4th edi. Canada, South-Western.

Ball, D. A. and W.H. Mcculloch, Jr. (1992). "The views of American multinational CEOs on internationalized business education for prospective employees," Journal of International Business Studies, 24(2), pp. 383-392.

BBC News--Americas--Country Profile--United States of America website http://news.bbc.co.uk/27hi/americas/country_profiles/1217752.stm

Canada Business website http://canadabusiness.gc.ca/gol/cbec/site.nsf/en/bg00341.html

Storer, Tina (2007). Canada Quiz. O Canada! The True North Strong and Free. (http://www.k12studycanada.wwu.edu). Retrieved January 18, 2007.

Canada's International Policy Statement: Commerce. 2005. Department of Foreign Affairs and International Trade, Ottawa.

Canada-United States Trade and Security Partnership Map. 2004. Department of Foreign Affairs and International Trade, Ottawa.

Canadian Commercial Corporation website http://www.ccc.ca/index.html

Cant, A.G. (2004). Internationalizing the Business Curriculum: Developing Intercultural Competence." Journal of American Academy of Business. 5 (1/2), 177-182.

Central Intelligence Agency (2007). Country Studies. Canada. http://www.cia.gov Retrieved January 21, 2007.

Class Outlines. 2005. Universite Laval Summer Business School, Faculty of Administrative Sciences, Department of Management, P.L. Grenon (contact).

Czinkota, Michael R., Illka A. Ronkainen, and Michael H. Moffett (2005). International Business, 6th Edition. South-West Learning.

Daniels, John, Lee Radebaugh, and Daniel Sullivan (2007). International Business: Environments and Operations, 4/E. Prentice-Hall Publishing.

Fugate, D.L. and R.W. Jefferson (2001). "Preparing for Globalization--Do We Need Structural Change for Academic Programs?" Journal of Education for Business, 76(3), 160-167.

Government of Canada, (2007). Trade and Investment: The Canada-U.S. trade and investment partnership: (http://geo.international.gc.ca/can-am/atlanta/ trade_and_investment/default_228-en.asp). Retrieved January 31, 2007.

Griffin, Ricky and Mike Postay (2007). International Business, 5/E. Prentice-Hall Publishing. Hill, Charles W. L. (2007). International Business, 6/E. McGraw-Hill/Iwrin Publishing.

International Trade Canada website http://www.itcan-cican.gc.ca/. Retrieved March 14, 2007.

Kwok, C.C.Y, J. Arpan, and W. R. Folks, Jr. (1994). "A global survey of international business education in the 1990s." Journal of International Business Studies, 25(3), 605-623.

NAFTA Revisited: The Role of Business Educators (1998). Journal of Education for Business. 73(6), 336-343.

Pfeffer, Jeffrey (2007). "What's Right--and Still Wrong- with Business Schools." BizEd. January/February, 42-48.

Sanchez, Carol M., Marianella Fornerino, Mengxia Zhang (2006). Motivations and the Intent to Study Abroad Among U.S., French, and Chinese Students." Journal of Teaching in International Business, Vol., 18(1) 2006.

Statistics Canada website http://www.statcan.ca/start.html. Retrieved November 6, 2006.

Trapnell, Jerry E. (2007). AACSB International Accreditation: The value proposition and a look to the future. The Journal of Management Development, 26 (1), 67-72.

Trevino, L.J. and M. Melton (2002). Institutional Characteristics and Preconditions for International Business Education: An Empirical Investigation." Journal of Education for Business, 77(4), 230-236.

Tyagi, Pradeep. (2001). Internationalization of Marketing Education: Current Status and Future Challenges. Marketing Education Review. 11(1), pp. 75-84.

Walton, James and Peter Basciano (2006). Internationalization of American Business Education: Are U.S Business Students Less Ethnocentric? The Business Review, 5(1), 282-286.

Wild, John, Kenneth L. Wild, and Jerry C. Y. Han, (2006). International Business, 3/E. Prentice-Hall Publishing.

Richard D. Parker, High Point University

Kirk C. Heriot, Columbus State University

Table 1: Comparison of Three International Business Textbooks
--The Extent to Which Canada is Discussed

                                           Evaluation Categories

Authors                                Introduction   Culture   NAFTA

Griffin & Postay, 2007                                            X
Daniels, Radebough & Sullivan, 2007                      X        X
Wild, Wild & Han, 2006                                            X
Hill, 2007                                                        X
Czinkota, Ronkainen & Moffett, 2005                      X        X
                                       Evaluation Categories

Authors                                   Trade    Market
                                          Theory   Choice

Griffin & Postay, 2007
Daniels, Radebough & Sullivan, 2007
Wild, Wild & Han, 2006
Hill, 2007
Czinkota, Ronkainen & Moffett, 2005

An "X" in a cell indicates that Canada is discussed in this
section of the textbook.

Table 2: Results of Canada Quiz for All Groups of Students

                                  Average
Class Instructor   Sample Size   Score (%)   Highest (%)   Lowest (%)

AJ--School #1        22 (1)        49.3          64            32
JF1--School #1       35            45.6          80             0
JF2--School #2       30            49.6          80            32
RD--School #2        40            45.1          64            12
JC--School #2        26            51.6          84             0
Totals              153            47.87         84             0

(1) One student's Scantron form was completed
in pen. So, it was discarded from the sample.