การจัดการธุรกิจระหว่างประเทศ

International Business Management

To understand concept of international business management and its importance. To understand how cultural different effect international business management. To understand how to apply a strategic view of global human resource management. To understand the strategic importance global marketing and R&D To understand global capital market and international financial management. To understand how to manage an effective global production, outsourcing, and logistics. To understand how to develop ethics and social responsibility in international business. To understand concept of theories of international trade.
The course emphasis is on business environments especially regarding cultural factors influencing developing international strategy, structure, communication, leadership, human resources management, marketing, foreign subsidiary locations, international financial management, and ethics and social responsibilities of multinational companies. The course also examines comparisons of international management systems of various countries
3
Moral and Ethical Learning Outcomes
Students must have morals and ethics in order to harmoniously live with others in society and act in the public's best interests. Instructors in each course must encourage students to develop morality and ethics in addition to the sciences listed below:
(1) Having a sense of public awareness and understanding moral and ethical values
(2) Possessing academic or professional integrity
(3) Self-discipline, diligence, patience, punctuality, and accountability to self, society, and the environment
(4) Human beings' worth and dignity must be respected
There are also courses that encourage students to develop professional ethics and ethics, such as life and social skill development. Teachers can also add content related to professional ethics and provide a standardized measure of morality in English for Work Skills and the Art of Living. Every semester, we observe behavior during activities and assign a morality and ethics score as part of the overall class behavior score. Students who receive disqualification may be required to participate in additional social activities before graduating.
Teaching strategies for developing moral and ethical learning
          The curriculum provides a corporate culture to instill discipline in students by focusing on attending classes on time and dressing according to university rules. Furthermore, teachers must incorporate and promote moral and ethical aspects into all courses, as well as encourage students to have a public mind. Instructors must also encourage students to participate in academic and professional services to society, raise environmental awareness, recognize and reward students who are well-behaved and selfless.
Moral and Ethical Learning Evaluation Strategies
Courses are evaluated by observing student behavior in a various areas, including:
(1) Punctuality of students in attending classes, submission of work according to deadlines, assignments, and participation in activities
(2) Students' discipline and attention when participating in extracurricular activities.
(3) Responsibilities for assigned duties
(4) Honesty in work assignments and examinations.
Knowledge learning outcomes
Students must be familiar with the subject matter of the course they are taking. This is a body of knowledge that students must know and understand in order to develop abilities and skills. As a result, knowledge standards must include the following:
(1) Understand and have knowledge of both theoretical and practical principles in the study content
(2) Be able to track progress and be interested in academics and technology in the field of study.
(3) Capable of combining professional knowledge with knowledge from other related fields.
This standardized learning outcome test can be completed by taking a placement exam, as well as both theoretical and practical tests throughout the course.
Teaching strategies used to develop knowledge
The curriculum employs a variety of teaching styles that are student-centered, as well as the integration of teaching and learning with work (Work-Integrated Learning: WiL) and CDIO (Conceiving – Designing – Implementing – Operating), focusing on theoretical principles as well as the application of knowledge in a real-world environment and keeping up with technological changes. Furthermore, the course provides real-world learning by having students attending a study tour or inviting professionals with experience to be guest speakers on specific subjects, depending on the nature of the course and the subject matter of that course.
Students’ achievement and performance are used to evaluate students by taking the measurements listed below:
(1) Quizzes;
(2) Midterm and final exams;
(3) The student's report
(4) Assignments
(5) Presentation in class
(6) Portfolio
Learning outcomes in cognitive skills
          After graduation, students can develop themselves and pursue a career on their own. As a result, students must develop intellectual abilities as well as recognize moral and ethical values. The teaching process must emphasize that students are capable of understanding the causes of problems, as well as concepts and methods for problem solving on their own. Students who complete the aforementioned teaching and learning process must have the following qualifications:
          (1) Have practical skills derived from applying knowledge and creativity, either academically or professionally.
(2) Be able to apply knowledge to think and use it in a systematic manner.
The Cognitive Skills Learning Assessment employs a quiz that allows students
to explain concepts and methods of problem solving by applying what they have learned, or it allows students to select a profession that is appropriate for the given situation.
Teaching strategies used to develop cognitive skills learning
          The curriculum employs a wide range of student-centered instruction and Work-Integrated Learning / STEM Education that focuses on students to analyze the elements of different situations by using role-plays, simulations and case studies as examples for students to practice analyzing effective solutions.
Cognitive Skills Learning Assessment Strategies
          Students are assessed according to the actual condition of the work and practices such as
(1) Role play or simulation
(2) Selection of problem solving methods in various contexts
(3) Presentation in class
(4) Testing using quizzes or interviews
Learning outcomes on interpersonal skills and responsibility
          General Education is related to interpersonal relationships. Therefore, students must undergo experiential training in order to learn how to adapt to different people and groups. Instructors must introduce the following social etiquette and interpersonal skills:
(1) Have good human relations and social etiquette
(2) Have leadership and follower skill
(3) Able to work as a team and resolve conflicts appropriately.
(4) Can apply knowledge in science to help society in appropriate issues
Measurements and evaluations were made by observing students' behavior in
group activities both in and out of class and the feedback from internships.
Instructional strategies for developing interpersonal skills and responsibility
          The course is taught through the development of group activities and the coordination of work with others, as well as through research interviews with experienced and successful professionals. The curriculum anticipates the following learning outcomes in interpersonal skills and accountability:
(1) Capable of collaborating with others
(2) Accountable for assigned tasks
(3) Capable of adapting to changing situations and organizational culture.
(4) Maintain positive interpersonal relationships
(5) Have both leaders and followers
(6) Understanding the culture of the person communicating with and being able to behave appropriately for the time and customs of various cultures
Assessment Strategies for Interpersonal Skills and Responsibility
The course is evaluated based on the actual conditions of the students' work and practice, such as
 
(1) Student behavior and expressions when presenting group reports in class.
(2) Behaviors manifested through participation in various activities
Knowledge of Numerical Analysis, Communication, and Information Technology
            3.5.1 Outcomes of learning in numerical analysis, communication, and information technology
In today's world, information technology plays an important role in both daily life and career. Students must be knowledgeable and skilled in the use of information technology as a tool for operational communication and personal development. As a result, students must develop skills in numerical analysis, communication, and technology along with morals, ethics, and subject knowledge. As a result, teachers must use teaching technology to prepare students as follows;
(1) Select appropriate communication methods and tools.
(2) Research, study, analyze, and apply technology to appropriately solve problems.
(3) Communicate effectively in Thai and foreign languages in a timely and culturally appropriate manner.
Measurements and assessments can be carried out during class by organizing activities in which students use information technology to study and research information to compile. Students are able to present and debate group viewpoints or plan activities to use information technology as a tool for communication.
Teaching strategies used to develop learning in numerical analysis, communication and information technology skills
The course is taught using the Active Learning Approach. Students must be able to communicate, conduct research, and present the findings of their research using information technology in order to learn the following skills in numerical analysis, communication, and information technology use:
(1) Make use of information technology as a means of communication.
(2) Make use of information technology as a research tool.
(3) Make use of information technology as a presentation tool.
(4) Apply information technology correctly and in accordance with the customs and practices of each social group.
Assessment Strategies for Learning Numerical Analysis Skills, Communication and Information Technology
Measurement and evaluation are based on the actual conditions of the students' work and performance as follows:
(1) The ability to communicate using information technology.
(2) The ability to study and research information using information technology.
(3) The ability to present using information technology.
(4) International situations and cultures require appropriate ethics and etiquette in the use of information technology.
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 1. Class attendance 1-17 10
2 2. Presentation 4 10
3 3. Group assignments 15 15
4 4. test 7 15
5 5. Midterm Examination 9 25
6 6. Final Examination 17 25
Fatehi K. Choi J.,2019, International Business Management: Succeeding in a Culturally Diverse World, Springer International Publishing, California Geringer M., McNett J., Minor M., Ball D., 2019, International Business 1st edition., McGraw-Hill, New York. Hill C., 2023, International Business: Competing in the Global Marketplace, 14nd edition., McGraw-Hill, New York.

Luthans F., Doh J. P., 2021, International Management: Culture, Strategy, and Behavior 11th edition., McGraw-Hill, New York.