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Agenda

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. Agenda. Introduction

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Agenda

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  1. Culture and Language in Business:Developing Competency Through Diverse InitiativesMike Troilo, University of TulsaChi Anyansi-Archibong, North Carolina A&T UniversityMax Savishinsky, CIEECIEE 2012 ANNUAL CONFERENCESHANGHAI, PEOPLE’S REPUBLIC OF CHINA

  2. Agenda • Introduction • Rationale for this session • Different perspectives regarding culture and language in business: • Institutional • Medium, private, doctoral/research university • Medium, public, doctoral/research university • Non-profit NGO dedicated to international education • Geographic • Asia, with emphasis on China • Africa • Latin America and Caribbean

  3. Rationale • 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. • 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 studentsto be able to accomplish? • Which aspects of culture are most important for students to absorb?

  4. The University of Tulsa (TU) IB&L Major • 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.

  5. Competencies • 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.

  6. Asia and China are priorities for TU • 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.

  7. North Carolina A & T State University Perspective

  8. Culture and World Economy: Workforce Education • International education • Foreign language learning • Studying abroad in other countries • Learning other cultures • Cultural education/competencies • Attitude • Value • Language • Verbal and non-verbal communication

  9. International Education as an Institutional Priority • How can trustees make “international” a part of everyone’s education? • Benefits from hosting international students • Benefits from international partnerships (Source: IIE)

  10. International (Cultural) Education • What is happening at respective institutions? • North Carolina A&T State University: • Global Competency Initiative-UNC Tomorrow • Preeminence 2020

  11. Africa: Cultural Implications for International Business • Diversity • Language • Workforce potential • Examples of education initiatives • Skills for international business

  12. CIEE: Perspectives on Business Programming Abroad for the U.S. Academy

  13. 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.

  14. 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

  15. 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: • Length of study • Course content • Who teaches • Language of Instruction • Language Acquisition • Intercultural Education • Experiential learning • Accreditation • Established vs Emerging Markets • Learning Goals / Outcomes

  16. CIEE: Business Study Abroad for the U.S. Academy U.S. business school study abroad offerings tend toward two models: • Direct/bilateral exchange opportunities • 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 • Short term (less than a term) • Group experience / medium support / island model / low integration • Instruction usually in English • More campus/curriculum integration

  17. CIEE: Business Study Abroad for the U.S. Academy Some of the special demands of business programs: • 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

  18. CIEE: Business Study Abroad for the U.S. Academy

  19. CIEE: Business Study Abroad for the U.S. Academy CIEE Business Programming in Latin America: • 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

  20. 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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