Enhancing international business competence: how cognitive and exposure training approaches matter

Abstract

This study draws insights from knowledge acquisition theory to examine how cognitive and exposure training approaches explain differences in international business competence (IBC). Following an interpretive phenomenological approach and in-depth interviews with 23 business school professors and 32 business executives on in-service training programs, the study finds that six major learning processes, which consolidate into cognitive-driven and exposure-driven training approaches, contribute to differences in IBC. The cognitive-driven training approach emphasizes the use of explicit knowledge activities, depth of interaction with internationally sourced academics and professionals, and breadth of international research and study contents to enhance IBC. Exposure-driven training focuses on fostering tacit knowledge activities, diversity of cultural experiences and skills, and participation in international affairs to build IBC. The implications of these findings for knowledge acquisition theory, practice, and policy are discussed.