International Business is conducted around the globe across cultures, languages, traditions, and a range of economic, political, and technological landscapes. Pearson’s premier international management text by Helen Deresky - read in over 40 countries, on 5 continents - has trained students and practicing managers for careers in this evolving global environment by exposing them to effective strategic, interpersonal, and organizational skills, while focusing on sustainability. Dr. Deresky wrote the first edition in 1993, not finding an appropriate textbook for her classes in the early days of International Management becoming an academic field; she has revised it every three years, keeping pace with the changes in the business environment around the world and developments in the academic field.

Currently being revised for the 10ed, the text, various feature boxes, and cases reflect an interesting and crucial time due to the tremendous changes in political, economic, and technological factors affecting global and international management. While previous editions focused on the decades-long trend towards increased globalization, the text has adjusted to face the growing nationalism and protectionism due to decisions and policies made by global leaders. New discussion includes the burgeoning use of technology in business, in global teamwork, and the effect of social media – all enabling rapid expansion of emerging markets, and overnight “born globals” through e-business.

For the 10ed, Dr. Deresky is excited to welcome a new co-author onboard. Dr. Stewart Miller is a professor of management in the Department of Management at the University of Texas at San Antonio. Dr. Miller has been using the current and previous editions for both undergraduate and graduate classes and so brings some new perspectives to the revision. He brings his expertise on emerging markets, international strategic alliances, and internationalization and firm performance to the new revision of the text.

Dozens of case studies integrated throughout the text bring to life the challenges and decisions made with regard to strategic planning and implementation, cross-cultural understanding, communication, and negotiation, social responsibility and sustainability, human resource management, with focus on expatriates, and the increasing impact of technology. Cases solve learning and teaching challenges posed by text alone. The 10ed will include ten comprehensive cases about companies and managers in various industries and locations around the world. Five of these have been sourced from the excellent case writers at IBS/ICMR.

In anticipation of the publication of the 10ed “International Management” in January 2020, we asked Dr. Deresky to discuss the benefits to students of including case studies in the book.

CRC: Why do you think cases are so important in teaching International Management?

Helen: Cases are important to teaching IM because they put the students in the role of the manager who must make decisions and plan their enactment. Students are faced with the reality of applying the chapter concepts in complex situations. Cases bring the text to life by demonstrating the experiences of companies and their managers, what factors are considered, how they make decisions and how to implement them. They demonstrate the life cycles of companies and their industries; the roles that managers play in the success or demise of those companies.

CRC: What makes a good International Management case?

Helen: I have found that the best cases are those that require the students to analyze the situation and the future potential, apply the concepts and lessons in the chapters, assess options for strategic direction, decide on strategy, and show how to implement that strategy. Good cases provide sufficient background information but also encourage further outside research. Students become more engaged with the role of the manager and practice skills requiring professionalism and employability.

CRC: Your experience of using IBS cases in your book.

Helen: I have used several IBS cases in each edition of my textbook, and will have five new cases in the 10ed. I chose them because cases by the IBS authors are very well written; they have been thoroughly researched and documented and the Teaching Notes provide in-depth analysis and additional material. In addition, the case-writers are willing to update the cases where appropriate and time allows. I like a selection of cases based in various global locales; various industries; ones of a length that enables sufficient information for background, analysis and decision-making, yet not so long as to discourage the students. My teaching method for the cases is to have two student groups for each case prepare their written analysis, and present their analysis and plan to the class (providing for a comparison of ideas and decisions between groups); the remaining groups debate the plans presented, and give feedback to the presenting groups. The presenting groups are therefore using teambuilding skills to collaborate and prepare the case, to debate the issues, and come to a cohesive whole in making a plan for the managers in the cases. I also encourage diversity when students form their groups. They then practice presentation skills and being open to various perspectives ( ideally cross-cultural), as well as to defend their plans to the rest of the class.