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Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

An International Internet Research
Assignment—Assessment of Value Added
C Scott Greene & Robert Zimmer
To cite this article: C Scott Greene & Robert Zimmer (2003) An International Internet Research
Assignment—Assessment of Value Added, Journal of Education for Business, 78:3, 158-163,
DOI: 10.1080/08832320309599714
To link to this article: http://dx.doi.org/10.1080/08832320309599714

Published online: 31 Mar 2010.

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An International Internet Research
Assignment-Assessment
of Value Added

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C. SCOTT GREENE
ROBERT ZIMMER
California State University, Fullerton
Fullerton, California

D

uring the past decade, the globalization of markets has been
accelerating rapidly. Forces driving
this global expansion include the proliferation of companies conducting
business on the Internet and World
Wide Web, the opening up of previously closed or restricted regions, the
growth of free-trade agreements, the
fall of communism, and improved
political stability (Abboushi, Lackman,
& Peace, 1999).
In light of this dramatically changing landscape, business students will
need to possess a global perspective
and a facility for conducting business
over the Internet (Atwong & Hugstad,
1997; Holmes & Clizbe, 1997). In
1994, the American Assembly of Collegiate Schools of Business (AACSB)
required that undergraduate and graduate curricula include “global issues’’
and “global economic environments”
as part of an internationalized context

for business (Fugate & Jefferson,
2001). Recently, the AACSB revised
its curriculum standards to include
“ethical and global issues, demographic diversity and the influence of political, social, legal and regulatory, environmental and technological issues ... ”
(AACSB, 2000).
In this article, we review various approaches for internationalizing business
school cumcula, introduce a global Inter-

158

ABSTRACT. In light of the recent
emphasis on accountability, globalization, and technology skills in business
education, in this study the authors
investigated the effects of a two-part
global Internet research project on student learning. They found that students improved significantly in seven
business skills and interests, including
increased proficiency with foreign
market research based on electronic
information sources and improved
knowledge of doing business in a foreign market. Also, student understanding of international segmentation and

targeting based on country or regional
parameters was enhanced. Measures
of project sophistication and general
satisfaction yielded highly encouraging findings. Most students reported
increased interest in further study of,
or a possible career in, international
business.

requiring different levels of commitment. The infusion approach involves
adding international components
across required courses. Manuel,
Shooshtari, Fleming, & Wallwork
(2001) found that 67% of respondent
undergraduate schools and 62% of
graduate schools included international
topics as a chapter or component in
business courses. These findings are
comparable with previous research
confirming the popularity of the infusion method (Arpan, Folks, & Kwok,
1993; Fleming, Shooshtari, & Wallwork, 1993).

A second approach entails tailoring
academic programs through the creation
of specialized coursework in international business. While updating their
1993 survey of AACSB member
schools, Manuel et al. (2001) found that
approximately three fourths of those
schools offered elective international
business courses at the undergraduate
and graduate levels. To help students
achieve the higher levels of “global
understanding” and “global competence” endorsed by Kedia and Cornwell
(1994), business schools increasingly
have been involving students in
exchange programs, foreign study tours,
international internships, and study
abroad programs. This has been labeled
the immersion approach (Fugate & Jefferson, 2001).

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net research assignment for an introductory business course, and present findings from a student survey investigating
the assignment’s value in providing students with a global perspective and improving their international Internet research skills.

Approaches to Internationalizing
Business School Curricula

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Journal of Education for Business

To incorporate a strong international
dimension into business school curricula, schools and their faculty members
are using various approaches, each

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Internationalizing the Introductory
Marketing Course Through Global
Internet Assignments

In the past few years, researchers’
attention has been directed at internationalizing the introductory marketing
course (Lamont & Friedman, 1997;
Johnson & Mader, 1992). One study
focused on examining the extent of
classroom coverage and the teaching
materials used by instructors to cover
international topics in the introductory
marketing course (Zimmer, Bruce, &
Lange, 1996). It appears that marketing
instructors are sensitive to the need for
placing greater emphasis on more rigorous teaching of international marketing.
In a survey of over 400 marketing educators, Jarboe, McDaniel, and Lamb (1989)
found that classroom coverage of international marketing averaged 1.54 hours; it
would have been increased to 3.72 hours

(a gain of 142.3%) if student contact
hours were doubled from 45 to 90. These
intentions are consistent with the findings
of the more recent survey by Manuel,
Shooshtari, Fleming, and Wallwork
(2001), who projected that the percentage
of class time used to cover international
topics will increase from 12% to 18% in
undergraduate courses in the next 5 years.
Business educators have begun embracing the Internet as an invaluable
tool for internationalizing the cuniculum. Siegel (1996) reported having students in an international marketing
course complete a “country book” assignment solely on the Internet. Atwong, Lange, Do&, and Aijo (1996)
had international marketing students
conduct a similar research project, and
then grouped them into crossnational
teams with foreign students of their targeted countries. They were required to
collaborate and communicate with their
teammates by using available technology. Lawson, White, and Dimitriadis
(1998) had students in international
business and marketing courses complete three global research projects

demanding various levels of technical
sophistication and intercultural interaction. In the first project, students were
required to make extensive use of the
National Trade Data Bank (NTDB) to
research an assigned country via either
the Internet or a CD-ROM. Students

rated this assignment as highly beneficial in increasing their awareness of
government resources, their familiarity
with the NTDB, and their understanding of the global environment.
Because of the increasing number of
nontraditional students (older and/or
working full time) for whom study time
is scarce, Smart, Kelley, and Conant
(1999) recommended assigning four or
five rigorous but easily manageable projects instead of one lengthy term paper.
Previous research has focused on using
and assessing global Internet projects in
international marketing and international business courses. In this study, we discuss an introductory marketing course
that incorporated a small, easy-to-manage international Internet assignment.

A Global Internet Research
Assignment for the Introductory
Marketing Course
The assignment for the introductory
marketing course involves having students scan the globe to select a country
in which they would like to work for
part of their professional career or to
start their own business. The assignment is introduced between the topics
of international marketing and market
segmentationkargeting. Students form
into small groups to discuss different
bases or variables that they could
employ for carving up and reconfiguring the “world market.” From these 15minute interactions, segmentation
bases such as geography (continent,
country, region), religion, language,
economic structure, and political system are discovered. Then we solicit
specific examples of using those possible bases for grouping countries into
potential markets. Traveling from the
conceptual to the applied, students prepare for serious consideration of their

targeted countries, which they must use
the Internet to research. This assignment provides an effective means of
internationalizing the introductory
marketing course, while answering
marketing educators’ call for the inclusion of Internet-based assignments for
accessing and retrieving global market
information (Atwong & Hugstad,
1997; Lamont & Friedman, 1997;
Siegel, 1996).

The four primary student learning
objectives of this assignment are to

1. upgrade students’ global research
and information retrieval skills through
use of the Internet;
2. encourage students to study and to
learn about the demography, culture,
economy, political system, and geography of a foreign country and its potential for postcollege employmentlentrepreneurship opportunities;
3. have students apply the concepts of
market segmentation and targeting in
developing a global personal marketing
campaign; and
4. upgrade students’ report-writing
skills.

Both business educators and business
students perceive the need to upgrade
students’ global research and information retrieval skills continuously. Miller
and Mangold (1996) asked students to
assess the importance of various on-line
information-gathering skills for a business professional and to rate their own
skills at collecting information from
each source. Respondents rated “gathering information from the Internet” as
one of the three most important skills,
but they rated their own skill level as
lowest on it. Overall, they rated their
competency with technology-based
sources of information as barely acceptable. According to Natesan and Smith
(1998, p. 151) “providing the global
marketing student with Internet-based
data-acquisition skills to gather competitive intelligence becomes essential.”
In addition to technical information
literacy, business students should have
both reflective and professional information literacy. Reflective information literacy entails students’ ability to evaluate
critically the sources and contents of
information through the use of relevant
criteria. Specifically, it involves making
informal decisions about whether and
how to use information through assessment of the credibility of sources and
currency of data. Professional information literacy consists of the ability to
understand and apply the language and
specialized concepts of a profession
from a practitioner’s perspective (Sterngold & Hurlbert, 1998). We address this
type of literacy by helping students
learn to write about practical marketing

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issues through assignments such as
individual research projects on foreign
countries. A sound body of research
supports this type of active learning to
develop students’ competencies and
skills (Adrian & Palmer, 1999; Wright,
Bitner, & Zeithaml, 1994). Marketing
educators seem to have adopted written
reports and cases involving country
analyses as the most widely used tools
for developing student skills in the global marketing classroom (Lamb, Shipp,
& Moncrief, 1995).
In Table 1, we show the points that
students must research in the first written part of the global Internet research
assignment. The first part consists of a
two-page form that can be used for
recording the information; it can be
adapted to fit students’ needs and must
be completed individually by each student. The required country information
involves seven categories: demographic,
economic/political/geographic, cultural
norms/values/business etiquette, business/employment barriers, lifestyle considerations, largest industries and companies, and largest exports and imports.
Students need to use several sources,
because no one site provides them with
sufficient information to complete this
part of the assignment.
The assignment’s second part asks students to answer the following six questions regarding their target countries:

2. What are its most attractive features that drew you to it and why?
(lifestyle, culture, the people, etc.)
3. What are the major threats and
opportunities for conducting business in
this country?
4. If you were to work in this country,
in which region or city would you like
to live and why?
5. What new insights have you gained
about this country from your research?
6. Was this a worthwhile assignment
for you? Why or why not?

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Cost of living
Housing costdrental rates

Climate conditions
Crime rate
constitute between 5% and 10% of each
student’s final grade.

Assessment Method

Additionally, the instrument determined
five areas of perceived complexity or
sophistication and general satisfaction
with the assignment, as well as personal
characteristics of the students.
Specifically, the value-added items
measured degree of increase in the following areas:

The majority of students have accomplished very good to excellent work on
this assignment, as assessed by faculty
members who have used it in their
classes. Additionally, anecdotal evidence from students suggests that the
assignment successfully accomplishes
several learning goals. To gain a quantitative and more formal assessment of
the assignment’s value, we designed a
written questionnaire, pretested it, and
administered it to students who had
recently completed the assignment.
Colleagues expanded the initial 12item questionnaire to 22 questions. The
expanded version, which was pretested
for clarity and internal validity among a
convenience sample of students, requires
about 7 minutes to complete. We made
necessary revisions based on the pretest.
For consistency, all possible questions
employed 10-point bipolar or semantic
differential scales. These self-assessment measures essentially estimated the
assignment’s value-added in seven areas.

1. familiarity with electronic information sources
2. familiarity with foreign market
research through use of electronic information sources
3. awareness of the amount of valuable
information on a targeted country available through electronic information
sources
4. awareness of situational facts about
a targeted country
5. understanding of application of the
concepts of segmentation and targeting
to the global marketplace
6 . knowledge of how to do business (at
an elementary level) in a foreign market
7. interest in further study of, or a
career in, international business

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Each student writes a two- to three-page
typed report, with a cover page. We
encourage them to create computer
graphic visuals of their targeted countries. Students have 3 weeks to complete
both parts of the assignment. Graduate
students then grade the projects, which

160

Assignment: Researching a Foreign Country’s Potential
Name
Class time
Targeted country
Demographic
Population size
Rate of population growth
Age structure and composition of population
Income distribution
Median household income
Educational levels
Economic, political, and geographic data
GNP
Rate of growth of GNP
Political climate (government)
Physical size of country
Five largest industries ($US.)
Five largest companies ($U.S.)
Five largest exports ($U.S.)
Five largest imports ($US.)
Cultural norms, values, and business etiquette
Business/employment barriers (legal, political, cultural)
Lifestyle considerations

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1. How did you decide on this country?

TABLE 1. First Written Part of the Global Internet Research Assignment

Journal of Education for Business

Furthermore, for credibility purposes
regarding item 2 (above), another question measured increase of electronic

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information research skills on foreign
markets (Churchill, 1999, p. 408).
The five areas of perceived complexity
or sophistication and general satisfaction specifically measured the following
factors:

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1. diversity of information sources
2. hours spent on the assignment
3. search hours invested on the Internet
4. number of different Interneweb
sites visited
5 . degree of general satisfaction with
the assignment
The following five specific personal
characteristics were identified:

1. location of the personal computer(s) used to access the Internet
2. number of international Internet
searches performed in the last year
before this assignment
3. major area(s) of emphasis in university studies
4. gender
5. number of years of U.S. residency

Results

Immediately after completing the
assignment, 143 upper division undergraduate students (mostly business
majors) in four different principles of
marketing classes at a major state university answered the anonymous questionnaire. Graduate students administered
the questionnaire during classtime.
Analyses of the data collected from those
questionnaires indicate highly encouraging findings about the value-added from
the assignment (see Table 2).
Examination of the data first revealed
that the students already possessed a
fairly strong familiarity with electronic
information sources before they completed the assignment-they had a mean
familiarity of 6.25 on a 10-point scale.
However, when conducting foreign market research using electronic information sources, students reported a mean of
only 4.37. The data in Table 2 show that,
after the assignment, technology-assisted foreign market research familiarity
rose to a mean of 7.25, nearly a threepoint improvement. In addition, students
reporting high levels of foreign market
research familiarity jumped from 13%

before the assignment to 46% after
assignment completion. Assessing improvement in students’ proficiency with
foreign market research using electronic
information sources appears critical in
light of industry’s calls and the
AACSB’s mandate that business students develop a global perspective with
the ability to conduct business using
technology.
To corroborate those improvement
results, we asked students a parallel
question: “To what extent did this
assignment help to increase your electronic information research skills on foreign markets?’ On a 10-point scale
ranging from 1 (not at all helpful) to 10
(extremely helpful), students rated the
assignment’s helpfulness at a level of
7.22 and gave it a modal value of 8, with
34.3%of students reporting that value.
On a 10-point scale ranging from 1
(much less than expected) to 10 (much
more than expected), 72.8%of the students responded that they found more
valuable information on their targeted
countries than they had expected, with a
mean response of 6.68.
Other value-added items revealed
meaningful improvements in students’
skills. The data in Table 2 demonstrate
clear improvement in student understanding of market segmentation and
targeting: The mean for this skill increased by 1.94 points. Also, students’
knowledge of doing business in their
targeted country had the largest
increase, by over 3 points on average.
For entrepreneurial students desiring to
go into an international business for
themselves, such as importing or ex-

porting, a practical understanding of
segmentation and targeting of foreign
markets is crucial. Furthermore, companies planning to become global certainly desire employees possessing such
skills and knowledge on developing
new foreign markets.
The last of the value-added items
measured increased interest in further
study of, or a possible career in, international business. On a scale ranging from
1 (not at all increased) to 10 (extremely
increased), we found a notable mean
increase of 5.31 in student interest in the
global arena.
We can gain greater insight into students’ increased interest in the global
arena by examining its correlates. Their
increased interest had a weak but statistically significant (at the .05 level) Pearson correlation coefficient of .17 with
students’ increased skill in researching
foreign markets. A slightly more positive correlation, with a -22 coefficient
significant at the .01 level, occurred
between students’ increased interest in
international business and the number of
international Internet searches that they
performed during the last year before
this assignment. Those results imply that
more international Internet searches positively relate to increased interest in the
global arena. An even stronger correlation coefficient of .27, significant at the
.01 level, emerged between students’
increased interest and their increased
awareness of a country’s situational
facts. The strongest correlation (.36 significant at the .01 level) was between
students’ increased interest and how satisfied they felt about completing the

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TABLE 2. Value-Added Skills and Knowledge Gained by Respondent Students From Assignment

Students’ skills
and knowledge
Familiarity with general electronic
information sources
Familiarity with foreign market
research
Understanding segmentation and
targeting of markets
Knowledge of doing business in
targeted country

Before
assignment

After
assignment

(M)

(M)

Difference
(after - before)

6.25

8.07

1.82

4.37

7.25

2.88

5.16

7.10

1.94

4.21

7.31

3.10

January/February 2003

161

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assignment. The .36 correlation coefficient, significant at the .01, level,
demonstrates that the more interested in
the global marketplace that students
became as a result of completing the
assignment, the more satisfied they were
with the assignment, and vice versa.
Results for all of the value-added
items demonstrated convincing improvement in student skills resulting from the
international Internet assignment. Our
next assessment focused on student perceptions of the assignment itself.

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Perceived Complexity and Satisfaction

To gauge students’ feelings about the
assignment, we explored five areas of
complexity/sophistication and general
satisfaction on the questionnaire. We
asked students what their sources were
for the information used to complete the
assignment. After recoding responses
for each source as 0.0 if not used and
1.0 if used, we found that 33.8 % of the
students used Lexis-Nexis, 95.8% used
the Internet, 62.7% used printed library
references, and 30.1% used “other”
sources (e.g., books, encyclopedia, and
newspapers). Students reported a mean
of 2.25 sources consulted.
We also investigated the number of
hours that students spent on the entire
assignment and on searching the Internet. Students invested a mean of 6.8
hours, with 19.7% of students spending
2 to 4 hours on the assignment, 40.9%
spending 5 to 7 hours, and 38.7%
investing 8 to 10 or more hours.
In searching the Internet for information, students reported a mean of 5.2
hours. Forty-eight percent of the students invested 2 through 4 hours on the
Internet, 25.9% spent 5 through 7 hours,
and 23.8% invested 8 through 10 or
more hours. Like the results regarding
hours spent on the overall assignment,
these results indicate a substantial yet
reasonable amount of study time devoted to developing international Internet
research skills.
The questionnaire additionally
probed the number of different Web/
Internet sites (not pages or “branches”-e.g., cwww.cia.gov>) that the students visited for their international
Internet search. Students went to a mean
number of 10.0 different sites, with

39.2% visiting 1 to 5 sites, 35.7% going
to 6 through 10 sites, and 23.1% visiting
11 or more different Web sites. We took
into account student effort expended
and gains from the assignment to measure students’ satisfaction with it on a
scale ranging from 1 (extremely dissatisfied) to 10 (extremely satisfied). They
reported a moderately positive 6.9 mean
level of satisfaction. With almost 45%
very satisfied and over 80% of students
at least somewhat satisfied with the time
spent and their gains from the assignment, most students felt content about
their return on effort.
It appears that students who expended a greater effort on the assignment
experienced roughly the same level of
contentment with their investment as
those who expended less effort. A correlation coefficient of .33 between students’ increased awareness of situational facts about their targeted country and
their satisfaction demonstrates that
improvements in their understanding of
a foreign market related significantly
with their satisfaction resulting from
completing the assignment.
Students’ Personal Characteristics

Finally, we investigated student backgrounds and their access to technology.
We asked students to mark all electronic sources that they accessed for information on their targeted countries. Just
over 83% used personal computers in
their homes, 79.6% used them in the
university library, 9.2% used personal
computers at work, and only 5.1 % used
them at other locations (friends’ homes
or university computer labs). Apparently most students found it convenient to
perform part of their search at home and
another part at the university library.
Another question asked students the
number of international Internet searches that they performed in the year before
the assignment. Slightly more than 44%
of students did no searches in the prior
year, 29.4% performed one or two
searches, and 26.6% had done three or
more. As we expected, a positive correlation (coefficient of .37 significant at
the 0.01 level) occurred between students’ number of international Internet
searches in the previous year and their
extent of familiarity with conducting

research on foreign markets through the
use of electronic information sources.
To determine possible effects of previous experience, we partitioned students into two groups: those who performed no international Internet
searches during the year before the
assignment and those who had performed such searches. Through t tests of
five relevant items, we compared the
means of the two groups for significant
differences for each item.
One interesting finding was that students with prior international Internet
research assignments felt even greater
increases of interest in international
business compared with students with
no such previous search experience.
Also, students with and without previous search experience felt approximately equally satisfied with their gains and
time invested in the assignment.
In Table 3, we display the student respondents’ major areas of emphasis in
their university studies. The largest percentage of students-one
fourthselected finance. Marketing was the discipline with the second highest
representation (18.9%), followed by
management science and information
systems (14.0%). Only 7.7% of the students selected international business.
Women made up 48.6% of our sample, and men composed the remaining
51.4%. To explore possible gender differences, we performed t tests on each
gender’s mean value for four key items.
Gender manifested a significant effect
(at the .05 level) only on number of
hours spent completing the assignment.
Women spent a mean of 7.28 hours,
whereas men spent 6.39 hours. A fre-

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162

TABLE 3. Major Areas of
Emphasis in University
Studies

Major
~

Frequency

%

41
27
12
14

28.7
18.9
8.4
9.8

11
20
3
15

7.7
14.0
2.1
10.5

~~

Finance
Marketing
Management
Accounting
International
business

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Journal of Education for Business

MSnS

Undecided
Other

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quency distribution of years lived in the
United States revealed that 74.5% of
respondents had been residents for over
10 years.

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Summary and Conclusions

Businesses delving into the global
arena seek new hires with knowledge of
international markets. Business schools,
encouraged by the AACSB, have
responded by internationalizing their
curricula. Simultaneously,organizations
hiring business school graduates and
taxpayers supporting public universities
expect accountability for what students
learn. Our assessment of an international Internet assignment distinguishes this
pedagogical tool by accounting for
skills learned and value-added to students who completed the assignment.
Results from the value-added portion
of the assessment demonstrate distinct
improvement in students’ familiarity
with conducting research on foreign
markets through electronic information
sources. Ability to apply the concepts of
segmentation and targeting to the international marketplace and a rudimentary
knowledge of how to conduct business
in a foreign market improved dramatically, as reported by student respondents. The assignment also resulted in
strong increases in students’ interest in
further study of, or a possible career in,
international business.
One important revelation from our
study was that the vast majority of students used the Internet to conduct their
research. Many student researchers
went beyond simply consulting Internet sites; they reported investing an
average of 7 hours on completion of
the assignment and over 5 hours on
seeking relevant information on their
targeted countries through the Internet
alone. Despite those substantial time
investments, over 80% of the students
felt at least somewhat satisfied and
almost 45% were very satisfied with
their return on effort.
The assessment took place among a
cross-section of mostly business under-

graduate students at a large, state-funded university. One interesting finding
was that, after completing the assignment, students with previous international Internet search experience reported a greater increase in interest in
further study of, or a career in, international business compared with their
inexperienced counterparts.
Although some of these measures
may be suspect because they are selfassessments, they strongly corroborate
instructors’ learning quality assessments based on tests and overall project
evaluations. This assessment offers
valuable insight into specific skills,
knowledge and awareness learned, project sophistication, and extent of student
effort and satisfaction with the assignment, as well as student characteristics
that affect individual performance. As a
result, faculty members may feel more
confident that student skills, knowledge,
and interest in international business
will improve significantly with the use
of this type of assignment in a comprehensive business principles class.

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