Business schools are engaged increasingly in the development and improvement of international business programs at both undergraduate and graduate levels. Often, such efforts are based on -œhow to- recommendations from experts in the field or -œbest practices- from other institutions. In an effort to better address the specific needs of individual institutions, this article suggests an evidence-based methodology for curricular design and describes one study of local constituency needs used to inform improvement efforts of an existing undergraduate international business program at a small, private college in the Northeast. Based on the findings, the authors describe changes in their school’s approach to internationalization, and discuss the importance of using an evidence-based process that links school mission and stakeholders in curriculum and program design.
