INTERNATIONAL BUSINESS EDUCATION PROGRAMS IN THE CALIFORNIA COMMUNITY COLLEGE

This study was to assess (a) the status of international coursework in California community colleges, (b) the ethnographic characteristics of the faculty and students in these courses, and (c) the attitudes of deans of instruction regarding current and future offerings in international education.;A questionnaire was sent to 106 California community college deans of instruction, of which 90 (85%) were returned. Results showed that only 16 (18%) of 90 colleges offered programs in international business/trade. However, 25 (28%) colleges responded they had some plans to offer such courses in the future. No international business/trade courses were required for an AA degree and only in 2 colleges were they required for business majors. For most colleges, the only "international" component was overseas/study abroad programs for students and faculty. Several colleges indicated they sponsored international cultural events (n = 12), and some colleges had a private industry liaison (n =11). A few colleges offered courses in international business (n = 7), international marketing (n = 7), and the import/export business (n = 6). Enrollments in the courses were either increasing or stable for most classes.;When asked what the primary administrative problems were with such courses, the deans responded that problems in order of priority were: (1) Lack of student interest, (2) Lack of community interest, (3) That such courses had Low instructional priority, (4) Lack of funds. Although lack of student interest was the most commonly offered response, when asked how a need for courses in international business/trade was established, only a few colleges said they did a student needs assessment.;Deans of instruction were asked to give their opinions about the importance and effectiveness of international education courses. Although most deans agreed that students who took such courses would be more successful than those who did not, deans did not think that such courses should be requirements. Nor did deans believe the courses were adequately preparing students to meet the global challenge of international competition in business.;Conclusions were based on the apparent need for greater promotion of international education to students and administrators. Concrete recommendations were made to administrators and faculty regarding how such promotion might be carried out.