Dr. Josef Mestenhauser
Professor Emeritus, University of Minnesota
Anne D'Angelo King
Assistant Dean of International Programs, Carlson School of Management,
University of Minnesota
Learning Needs for the Future
• Develop leadership:
requires additional
knowledge of dynamics of
cross-cultural orgs
• Understand at least one
culture and language
• Learn to cooperate,
network, in diverse teams
• Learn to produce new
knowledge beyond borders
• Think “emic” and “etic”
• Unlearn some things
•
•
•
• Understand multiple ways
of knowing
• Understand that technical
competence not sufficient
• Understand and practice
higher order intellectual
skills, esp. critical,
creative, comparative,
complexity, meta-learning,
self-reflection
• Learn how to
conceptualize future and
identify trends
Global Competencies
Needed in Business Students
• Understanding global market perceptions
and realities
• Effectively communicating across cultures
• Effectively managing across cultures
• Facilitating global teams
• Creating innovative solutions to global
business challenges
Definition of curriculum
Curriculum is the external manifestation of
an underlying conceptual system about a)
nature and structure of the subject-matter that
is being taught, b) students’ conceptions
(sometimes preconceptions or
misconceptions) of that subject-matter and c)
mechanism of cognitive change, i.e. learning
and development.
Sidney Strauss in
Routledge International Companion to Education
2000
Features of the curriculum
specified curriculum
• enacted curriculum
• experienced curriculum
•
MBA Internationalization Framework
Source: Global Exposure in Leading MBA Programs, 2009
(Adapted from Alon and McAllaster (2005) in Dyer, Liebrenz-Himes, and Hassan)
Students
Curriculum
Faculty
Indirect
Global
Exposure
Direct
Global
Exposure
GLOBALIZATION OF AN MBA
PROGRAM
•Content/themes in Program
•Program Location(s)
•Competitive Advantages/Partnerships
Globalization
•Structural Program Academic Policies
•Faculty Hiring and Retooling
Accrediting Standards
Global MBA Competition
Trends: Curricular Approaches
MBA Roundtable 2009 Survey
• Curricular Approaches
– 70% of respondents to MBA
Roundtable survey had a
formal requirement
Virtual Team
Projects
NGO
Consulting
Project
Student
Learning
Teams
Guest Speakers
Guided, In
Country Tours
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Corporate Visits
• Trend towards requirement
Curricular Elements: Short-Term
Global Offerings
Classroom
learning
– Variety
– Most Common:
• Classroom based
• Short-Term Global
• Required courses on
international management
• International Faculty
Specific Case Examples
• Consulting Model: UC Berkeley Haas MBA students work in
teams in a consulting capacity with organizations around the
world
• Multicultural Team Consulting Model: U of M Carlson
School MBA students work with international MBA partner
students on a live business challenge for corporations
• Student Driven: Northwestern University Kellogg MBA
students are engaged in the planning and execution of a tenweek course on a particular country and area of focus
• Multi-school collaboration: 13 CIBER host schools and
their foreign partners bring students together for a sevenweek virtual team project
• Exchange: USC Moore School in cooperation with the
Chinese University of Hong Kong offers an International
Business and Chinese Enterprise degree program involving
alternating years of study between the two institutions with
internships in both countries.
Global mindset – positive disposition
• Global mindset is a metacapability typified by
two corresponding facets: an inclusive
cognitive structure that directs attention and
interpretation of information and a well
developed competence for altering and
revising this cognitive structure with new
experiences.
Maznievski, M. L. & Lane, H. W. (2004) Shaping the global mindset: designing
educational experiences for effective global thinking and action. In N.
Boyacigiller, R.M. Goodman & M. Phillips (Eds). Crossing cultures: Insights
from master teachers. London: Routhledge
Aligning Outcomes of Education Abroad with
Business Needs
Source: What Does It Mean to Be Globally Competent, Hunter, White and Godbey, 2006
• A catalyst for students to attain a
broader mindset and to gain a
deeper understanding of cultural
norms and expectations of others
and one’s self;
• A mental framework for students to
seek and organize knowledge; and
• An ability to leverage the gained
knowledge to interact,
communicate, and work effectively
and comfortably outside one’s
environment.
Global Foundation for Management Education
(AACSB & EFMD Collaboration)
Key focus: “Global context” and increasing collaborations
Challenges of internationalization:
growth
balancing global aspirations with local needs
quality assurance
sustaining scholarship
alignment with the future needs of
organizations
Future
AntiAmericanism
System
Intellectual skills
in CC
Emic
Etic
CULTURE
Cognition
Leadership
Thinking of
other people
Inter
disciplinarity