For the fi rst time in the history of IB textbooks, a unifi ed framework integrates all
chapters. Given the wide range of topics in IB, most textbooks present the discipline
in a fashion that “Today is Tuesday, it must be Luxembourg.” Very rarely do authors
address: “Why Luxembourg today?” More important, what is it that we do in IB?
What is the big question that the fi eld is trying to address? Our unified framework
suggests that the discipline can be united by one big question and two core perspectives. The big question is: What determines the success and failure of firms around the globe? This focus on firm performance around the globe defi nes our fi eld. To
address this question, we introduce two core perspectives: (1) an institution-based
view and (2) a resource-based view, in all chapters. It is this relentless focus on our big
question and core perspectives that enables this book to engage a variety of IB topics
in an integrated fashion. This provides great continuity in the learning process.
Global Business further engages readers through an evidence-based approach. I
have endeavored to draw on the latest research, as opposed to the latest fads. As
an active researcher myself, I have developed the unified framework not because
it just popped up in my head when I wrote the book. Rather, this is an extension
of my own research that consistently takes on the big question and leverages the
two core perspectives. This work has been published in the Journal of International
Business Studies and other leading academic journals.1
Another vehicle used to engage students is debates. Virtually all textbooks
uncritically present knowledge “as is” and ignore debates. However, it is debates
that drive the fi eld of practice and research forward. Obviously, our fi eld has no
shortage of debates, ranging from outsourcing to social responsibility. It is the
responsibility of textbook authors to engage students by introducing cutting-edge
debates. Thus, I have written a beefy “Debates and Extensions” section for every
chapter (except Chapter 1, which is a big debate in itself).
Finally, this book engages students by packing rigor with accessibility. There
is no “dumbing down.” No other competing IB textbook exposes students to an
article authored by a Nobel laureate (Douglass North—Integrative Case 1.1), com-
mentary pieces by Jack Welch (former GE chairman—In Focus 15.2) and Laura
Tyson (former economic advisor to President Clinton—In Focus 5.3), and a Harvard
Business Review article (authored by me—In Focus 12.2). These are not excerpts but
full-blown, original articles—the first in an IB (and in fact in any management)
textbook. These highly readable short pieces directly give students a fl avor of the
original insights. In general, the material is presented in an accessible manner to
facilitate learning.
For the fi rst time in the history of IB textbooks, a unifi ed framework integrates all
chapters. Given the wide range of topics in IB, most textbooks present the discipline
in a fashion that “Today is Tuesday, it must be Luxembourg.” Very rarely do authors
address: “Why Luxembourg today?” More important, what is it that we do in IB?
What is the big question that the fi eld is trying to address? Our unified framework
suggests that the discipline can be united by one big question and two core perspectives. The big question is: What determines the success and failure of firms around the globe? This focus on firm performance around the globe defi nes our fi eld. To
address this question, we introduce two core perspectives: (1) an institution-based
view and (2) a resource-based view, in all chapters. It is this relentless focus on our big
question and core perspectives that enables this book to engage a variety of IB topics
in an integrated fashion. This provides great continuity in the learning process.
Global Business further engages readers through an evidence-based approach. I
have endeavored to draw on the latest research, as opposed to the latest fads. As
an active researcher myself, I have developed the unified framework not because
it just popped up in my head when I wrote the book. Rather, this is an extension
of my own research that consistently takes on the big question and leverages the
two core perspectives. This work has been published in the Journal of International
Business Studies and other leading academic journals.1
Another vehicle used to engage students is debates. Virtually all textbooks
uncritically present knowledge “as is” and ignore debates. However, it is debates
that drive the fi eld of practice and research forward. Obviously, our fi eld has no
shortage of debates, ranging from outsourcing to social responsibility. It is the
responsibility of textbook authors to engage students by introducing cutting-edge
debates. Thus, I have written a beefy “Debates and Extensions” section for every
chapter (except Chapter 1, which is a big debate in itself).
Finally, this book engages students by packing rigor with accessibility. There
is no “dumbing down.” No other competing IB textbook exposes students to an
article authored by a Nobel laureate (Douglass North—Integrative Case 1.1), com-
mentary pieces by Jack Welch (former GE chairman—In Focus 15.2) and Laura
Tyson (former economic advisor to President Clinton—In Focus 5.3), and a Harvard
Business Review article (authored by me—In Focus 12.2). These are not excerpts but
full-blown, original articles—the first in an IB (and in fact in any management)
textbook. These highly readable short pieces directly give students a fl avor of the
original insights. In general, the material is presented in an accessible manner to
facilitate learning.
