Transcript CSIB 310 The World Economy Prof. C. Fritz Foley Monday and

Culture and Language in Business:
Developing Competency Through Diverse
Initiatives
Mike Troilo, University of Tulsa
Chi Anyansi-Archibong, North Carolina A&T University
Max Savishinsky, CIEE
CIEE 2012 ANNUAL CONFERENCE
SHANGHAI, PEOPLE’S REPUBLIC OF CHINA
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Agenda
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Introduction
Rationale for this session
Different perspectives regarding culture and language in
business:
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Institutional
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Medium, private, doctoral/research university
Medium, public, doctoral/research university
Non-profit NGO dedicated to international education
Geographic
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Asia, with emphasis on China
Africa
Latin America and Caribbean
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Rationale
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The global economy demands businesspeople who can
operate outside of their home environment
This demand necessitates mastery of a set of skills
revolving around language and culture
Our discussion today will focus on these competencies,
and the relative emphasis to be placed on each one.
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Should pedagogy be directed towards the pragmatic (e.g. work
skills) or the intellectual (e.g. literature)?
How much language learning is enough? What do you expect
your students to be able to accomplish?
Which aspects of culture are most important for students to
absorb?
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The University of Tulsa (TU) IB&L Major
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The International Business & Language (IB&L) major
attempts to combine language mastery with a business
education
To earn the degree, students must complete 27 credits ( 9
courses of 3 credits) of language courses at the 3000 and
4000 levels, where 1000-level signifies beginner.
The language offerings are: Mandarin Chinese, Russian,
German, French, and Spanish.
Students must also spend at least one semester abroad.
Students take 10 business courses at 3000-level or above:
six core courses and four electives.
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Competencies
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Flexibility and poise: Ability to adapt to changing
circumstances without becoming flustered
Effective oral and written communication: Ability to
make oneself understood clearly without undue effort
Tact: Comprehension of the nuances of both verbal and
nonverbal communication for smooth social interaction
Professional demeanor: Ingrained habits of organization,
neatness, integrity, diligence, and respect for others
Overall knowledge of business functional areas such as
finance, marketing, etc. with at least a minor in one of
them.
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Asia and China are priorities for TU
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TU signed an MOU with the China University of
Petroleum Beijing for a 2+2 program in Engineering and
in Business in 2007
2007 also marked the first year that Mandarin Chinese
became a language track for the IB&L major.
We are looking to add an immersion language experience
for Mandarin Chinese in the summer after Year 1.
We have had four short-term (1-2 week) study-abroad
courses geared towards China in the past four years.
We have also had two such courses focused on Vietnam
and Taiwan. In spring 2013 we will offer a course on
India.
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North Carolina A & T State University Perspective
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Culture and World Economy: Workforce Education
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International education
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Foreign language learning
Studying abroad in other countries
Learning other cultures
Cultural education/competencies
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Attitude
Value
Language
Verbal and non-verbal communication
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International Education as an Institutional Priority
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How can trustees make “international” a part of
everyone’s education?
Benefits from hosting international students
Benefits from international partnerships
(Source: IIE)
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International (Cultural) Education
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What is happening at respective institutions?
North Carolina A&T State University:
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Global Competency Initiative-UNC Tomorrow
Preeminence 2020
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Africa: Cultural Implications for International
Business
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Diversity
Language
Workforce potential
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Examples of education initiatives
Skills for international business
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CIEE: Perspectives on Business Programming
Abroad for the U.S. Academy
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CIEE: Business Study Abroad for the U.S. Academy
Goal:
“To help people gain understanding, acquire knowledge, and
develop skills for living in a globally interdependent and
culturally diverse world.”
Challenge:
To provide abroad programming – in all disciplines, including
business - that a) fulfills our mission and b) meets the diverse
and rapidly evolving needs of CIEE’s 300+ member
institutions and the U.S. academy.
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CIEE: Business Study Abroad for the U.S. Academy
 Overview of CIEE Business Programs
– 21 programs worldwide
– Belgium, Brazil, Chile, China, Germany, Ghana, India, Morocco,
Netherlands, Spain, Taiwan, UAE
 Varied Program Models
– Annual year, semester, short term, customized, blended
– Direct enrollment, island, hybrid, internships
– Host language instruction, English language programs
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CIEE: Business Study Abroad for the U.S. Academy
Complexity & Contradiction: U.S. Business schools vary (in
many cases dramatically) in terms of what they seek in study
abroad programs:
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Length of study
Course content
Who teaches
Language of Instruction
Language Acquisition
Intercultural Education
Experiential learning
Accreditation
Established vs Emerging Markets
Learning Goals / Outcomes
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CIEE: Business Study Abroad for the U.S. Academy
U.S. business school study abroad offerings tend toward two
models:
 Direct/bilateral exchange opportunities
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Long term (semester/year)
Individual experience / low support / direct enrollment / high integration
Instruction usually in host country language
Less (often no) campus or curriculum integration
 Short-term faculty-led programs
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Short term (less than a term)
Group experience / medium support / island model / low integration
Instruction usually in English
More campus/curriculum integration
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CIEE: Business Study Abroad for the U.S. Academy
Some of the special demands of business programs:
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Specialized language instruction
Practical/situational cultural education
Business-based contextual/cultural education
Cultural and linguistic translation
Access to and integration with people/organizations/business
Networking opportunities
Practical/skill-building opportunities
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CIEE: Business Study Abroad for the U.S. Academy
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CIEE: Business Study Abroad for the U.S. Academy
CIEE Business Programming in Latin America:
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Brazil (Sao Paulo, Rio) and Chile (Santiago)
Partnerships with top business schools (FGV, PUC, FEN/Uchile)
Intensive / Required / Specialized language offerings
Low language prerequisites
Business Instruction in English & Host Language
Study alongside local and/or international students
Facilitated company visits
Coming Soon: Internships & Specialized Business Programs
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CIEE: Business Study Abroad for the U.S. Academy
Questions for discussion:
 How, and how well, do our programs and partnerships accomplish the
educational/practical/professional goals of business schools and business
students?
 Given the evolving landscape of study abroad in the business fields (shorter
programs, lower language skills), how should we be approaching language
and culture for business students?
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