Fara Zakery and Behnaz Quigley - Strategies Developed by a Public and a Private University in the U.S. Prepare Globally Competent Business Graduates to Navigate Careers in the Global

ACBSP International ConferenceJW Marriott – Cancun, Mexico

November 2-5, 2016

Harris-Stowe State University 1

Strategies developed by a public and a private

university in the US prepares globally competent

business graduates to navigate careers in the global

economy as citizens of the world

Presenters: Drs. Fatemeh Zakery,

Behnaz Quigley, Joyce Eisel

Overview


Part I- A Public University

schools can create a practical and applied strategy to

integrate global competency skills in business

education curriculum to provide a rich environment

of cultivating students’ global mindset through

interactive learning and exchanging new and variant

ideas.

Students with global mindset can navigate global

careers with confidence and inspired to become

visionary and transformational global leaders.

Overview


Objectives

Benefits

Design Focus

Strategies to Launch the Program

Curriculum Strategies

Research

Collaborations and Partnership

Questions & Answers

Objectives


To enhance global competency among

faculty and students

To prepare faculty and students with knowledge,

tools, and study abroad learning opportunities

To incorporate international content into existing

business courses and develop new courses

Objectives


To facilitate faculty and students exchange opportunities

with international educational communities

To encourage and support faculty and students to get

involved in global business market research and grant

opportunities

To gain the support of local, national and global businesses

and educational institutions to collaborate with the

University in its globalization endeavors

Benefits


To gain global business experience and navigate the

world

Study global financial markets

Visit international institutions

Visit international businesses that have commerce

connections with American businesses

Learn and experience different cultures, history,

art, language and more

See and understand the world

Strategies to launch the Program


Included globalization in the school’s strategic

plan

Faculty and administration joined FDIB-

Globalization of Business Education Consortium

sponsored by the University of Memphis

Faculty have included global topics in their

business course syllabi

Curriculum Strategy


The following international curriculum was redesigned to include current

global challenges and opportunities and to increase students’ awareness

of global business management competency:

Intro to International Business

International Accounting

International Finance

Global Supply Chain Management

International Marketing

International Management

Program Strategy


Mandatory language was added to the general

education of the Business school curriculum

Interdisciplinary faculty were encouraged and

submitted an international grant and engaged in

research in the field

The advisory board was supportive of faculty and

administration with the School’s globalization goals

Global Competency Skills


Infused a global perspective throughout the business

curriculum

Work Skill – Awareness about world economy and how it

works

Human Skills –Ability to compare and contrast one’s

perspective with others who may not share the same views

The ability to build confidence in making a difference by

becoming a productive world citizen

Developing globally informed decision-making skills

Ability to communicate globally and respect other

cultures,locations, ideologies and differences

Global Competencies


Infused a global perspective throughout the business

curriculum

Effective global leadership begins with the ability to see

differences across various contexts beginning with

cultural self-awareness

Individual attributes that help influence individuals,

groups and organizations from different socio-cultural

systems that are unlike the leader’s.

Thunderbird Global Mindset Institute, Glendale, AZ

Research


Only leaders with truly global vision and skills will be

able to navigate the turbulent environment and position

their organizations for success.

A global mindset and global skill set will enable leaders

to creatively and proactively adapt in a rapidly changing

world.

Gundling, E., Hogan, T. & Cvitkovich, K., What is Global Leadership?

(2011). Nicholas Brealey: Boston.

Research


In a recent survey of global leaders:

60% considered their own preparation in global

leadership as poor or fair

50% viewed the support from their own corporations as

poor or fair

Business schools aren’t creating a curriculum that

enables students, future business leaders, to demonstrate

a global perspective

Thunderbird Global Mindset Institute, GMI Certification (2011)

Research



Globalization in Practice

Short-Term Study Abroad


Identified international partner universities for exchange

of faculty and students

Set up two-six weeks study abroad for faculty and

students

Visit education, businesses and financial institutions in

the host country

Attend lectures sponsored by the host university

professors

Visit cultural sights of the host country

Globalization in PracticeLong-Term Study Abroad Program


Student semester and year long exchange

program

Articulation agreement with international

universities to allow students to spend a

semester or more in a host university

The University hosts students from other

countries

Globalization in Practice


Invite groups of students from other business

programs to join the study abroad experience

Enhance students’ collaborative learning

Transfer of credit hours between participating

universities

Faculty involvement as educators and

participants

Globalization in PracticeShort-Term Study Abroad






Part II-A Private University

A few important concepts:

Global Education

An interdisciplinary approach to learning concepts and skills

necessary to function in a world that is increasingly

interconnected and multicultural.

What would be the best curricula

approach in Global Education?

23

The answer would be:

The curricula grounded in traditional academic disciplines

but are taught in the context of project –and problem-based

inquiries.

One Popular Solution:

24

Use of student Field – Based Consulting (FBC) in Business

Education.

Many leading MBA programs such as those at Duke

University, the University of Chicago, and the University of

Virginia have such programs.

Advocating enhancement of experiential education in higher

business education is not only in United States, but

internationally as well.

Field – Based Consulting (FBC)

25

FBC is a methodology which employs a live case approach by

utilizing students or student teams to consult with actual

clients in the business community.

Students are required to integrate all they have learned in

their prior education and bring relevant tools to their

consultancy engagement.

Field – Based Consulting (FBC)

26

The course and class can be frequently structured along the

lines of a consulting firm.

FBC is applicable across the curriculum but more likely to

lead to a successful consulting outcome if offered in

management and marketing courses.

Examples

27

In a recent comprehensive study in which 594 universities in

U.S. were surveyed, 54.5% reported using FBC at either

undergraduate or graduate level.

Same study revealed that 35.5% of Australian schools were

using FBC (157 Commerce programs were surveyed).

Examples

28

In this comparative study, one of the conclusions was that

American schools and colleges of business tend to practice

more outreach activities than their Australian counterparts.

A number of schools require FBC experience as a graduation

requirement in both America and Australia.

Examples

29

Team consulting was favored over individual consulting in this

study for all schools surveyed.

In general, business schools found the most appropriate use of

FBC is with non-profit firms, with more than 10 employees

and over $100,000 in revenues.

Study Abroad

30

Today business graduate should be able to enter the global

market all over the world and not only major U.S. cities.

More and more positions are available in emerging market.

Future executives are those who have experience outside of

the United States as well.

No wonder that a huge number of universities have various

study abroad programs.

Study Abroad

31

Universities, therefore must teach students to innovate and

take risks.

They must learn how to deal in culturally diverse

environment.

Offering Entrepreneurship courses and teaching students the

art of reasonable risk taking is crucial.

Study Abroad

32

In short, students must obtain sufficient level of global

competency, by having the right skills, aptitudes, and

dispositions necessary to navigate and excel in a highly fluid,

globalized, culturally diverse, and increasingly competitive

market.

Reasonable risk taking to achieve the above is necessary.

Marymount University Experiment

In an Entrepreneurship Course

33

Demonstration of how inclusion of a one week study abroad in

an Entrepreneurship course can be effective and encourage

students enrolled in the class to ascertain a higher level of

understanding of owning a business compared to a regular

Entrepreneurship class.

Study Abroad

34

3 years ago the decision was made to add an international

hands on experience to this course.

Three different countries were chosen in last three years by

using the Spring break: Slovenia, Estonia, and Netherland.

Study Abroad

35

Why just spring break time?

Why choose these three countries?

Preparation in advance.

Concluding Remarks:

36

Lesson learned

Questions and Answers

37

Thank You !