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 Economy as Citizens of the World

1. ACBSP International Conference
JW 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

2. Overview
Harris-Stowe State University 2
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.

3. Overview
Harris-Stowe State University 3
 Objectives
 Benefits
 Design Focus
 Strategies to Launch the Program
 Curriculum Strategies
 Research
 Collaborations and Partnership
 Questions & Answers

4. Objectives
Harris-Stowe State University 4
 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

5. Objectives
Harris-Stowe State University 5
 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

6. Benefits
Harris-Stowe State University 6
 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

7. Strategies to launch the Program
Harris-Stowe State University 7
 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

8. Curriculum Strategy
Harris-Stowe State University 8
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

9. Program Strategy
Harris-Stowe State University 9
 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

10. Global Competency Skills
Harris-Stowe State University 10
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

11. Global Competencies
Harris-Stowe State University 11
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

12. Research
Harris-Stowe State University 12
 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.

13. Research
Harris-Stowe State University 13
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)

14. Research
Harris-Stowe State University 14

15. Harris-Stowe State University 15

16. Globalization in Practice
Short-Term Study Abroad
Harris-Stowe State University 16
 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

17. Globalization in Practice
Long-Term Study Abroad Program
Harris-Stowe State University 17
 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

18. Globalization in Practice
Harris-Stowe State University 18
 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

19. Globalization in Practice
Short-Term Study Abroad
Harris-Stowe State University 19

20. Globalization in Practice
Short-Term Study Abroad
Harris-Stowe State University 20

21. Globalization in Practice
Short-Term Study Abroad
Harris-Stowe State University 21

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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).

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. Study Abroad
35
Why just spring break time?
Why choose these three countries?
Preparation in advance.

36. Concluding Remarks:
36
Lesson learned

37. Questions and Answers
37
ThankYou !