The globalisation phenomenon poses a different set of challenges to the higher education system in countries around the world and requires that international business students be prepared to function professionally in an increasingly complex, interdependent, and dynamic economy. Understanding the educational implications of the internationalisation process requires faculty, staff, and senior-level administrators with a global mindset. The education system in the United States, aiming to satisfy the demand from business students, should be framed in a context in which students emerge better prepared to cope with the forces that govern today's world economy. This paper introduces a conceptual framework based on social, legal, economic, political, and technological (SLEPT) conditions to justify greater internationalisation in business curricula in North American institutions of higher education. A combination of distinctive student exchanges, study abroad programs, corporate overseas internships, and more importantly, a solid international business curriculum should allow them to become more effective, problem-solving individuals. (Contains 1 figure, 1 table, and 2 footnotes.)