International business competencies considered important by Fortune's global 500 firm

Secondary business education programs must meet. t.:il l needs of the workplace and "globalize" the curriculum. This study attempted to identify the international business competencies important for secondary business students studying international business.;A modified Delphi study was the research method used. Human resource managers from U.S.-based firms listed in Fortune's Global 500 provided their expertise in identifying the necessary competencies. Twenty-five experts served on the panel identifying which international business competencies were important and unimportant for secondary business students studying international business. In three rounds, panel members assessed 47 original competencies and contributed to the generation of 7 new competencies.;Interquartile ranges and measures of central tendency were determined for all competencies in each round. A panel member whose responses fell outside of the majority range was requested to provide reasons for the minority responses. These reasons were shared in following rounds for consideration and "dialogue" among panel members. Consensus was determined by a quartile deviation of 1.2 or less based on the six-point Likert-type scale used in the study. Importance was operationally defined by a median of 3.5 or higher.;The panel reached consensus and rated 48 of the 54 competencies as important for secondary business students studying international business. The competencies included the areas of economic concepts, global organizations, finance, marketing, social and cultural factors, and trade.;Consensus was reached by the panel that two competencies were unimportant for secondary business students studying international business. The role of the United Nations and the location of U.S. direct foreign investment were considered unimportant.;The panel did not reach consensus on four competencies related to: the World Bank Group, distribution in international trade, the basic economic systems, and knowledge of a foreign language. Without consensus these competencies were not included in the final list, although the panel rated these competencies as important for secondary business students studying international business.