Where the World is Your Classroom: International Study and Travel Programs

Where the World is Your Classroom: International Study and Travel Programs for Graduate and Working Professionals

G. Keith Roberts, Interim Dean

Bruce Rawding, Associate Program Director

School of Business, University of Redlands

@ACBSPAccredited #ACBSP2016

International Study and Travel Programs for Graduate and Working Professionals

• A hard-to-describe influence or quality; an important element with unknown consequences.

• Dictionary.com Definition


Agenda

• Overview

• Austria & Italy

• Cambridge, Oxford, London, & Paris

• China

• India & Dubai

• Prague, Vienna, Budapest & Krakow

• Study “Aboard” in Asia

• Study “Aboard” in Mediterranean Europe

• Global Business Consultancy

• Summary


OverviewWhy Study Abroad?

1. The need for increased US competitiveness in the global economy, the importance of foreign trade, growing ethnic diversity, and the need to meet changing demands.

(Duke, C. R. (2000). Study abroad learning activities: a synthesis and comparison. Journal of Marketing Education, 22(2),

155–165.)

2. Participation in study abroad programs, coupled with the cultural difference between a student’s point-of-origin and study abroad location, have a positive impact on the development of world-mindedness.

(Douglas, C., and Jones-Rikkers, C.G. (2001). Study abroad programs and American student worldmindedness: an empirical analysis. Journal of Teaching in International Business, 13(1), 55–66.)


OverviewWhy Study Abroad?

3. The traditional classroom approach to international business education is not as effective as hands-on, action-oriented study abroad programs, emphasizing that knowledge as well as cultural understanding are key to competing in a global environment.

(Henthorne, T. L., Miller, M. M., and Hudson, T. W. (2001). Building and positioning successful study-abroad programs: a “hands-on” approach. Journal of Teaching in International Business, 12(4), 49–62.)


Austria & Italy“Business in the Eurozone”

• International marketing

• Sustainable business development strategies

• Corporate visits to OPEC, “green” businesses, etc.

• Salzburg, Vienna, Venice, Rome, Vatican


Cambridge, Oxford, London & Paris“Business Development in England and France”

• Lectures from renowned European faculty

• Presentations by European business leaders

• Corporate visits

• Cultural activities in London and Paris


China“Business Development in China”

• Chinese manufacturing & business development

• Business climate & cultural differences

• Beijing, Xi’an, Guilin, Yangshuo, Shenzhen,

Hong Kong


India & Dubai“Contrasts in Global Knowledge Services”

• IT, Biotech, Indian & Dubai Business Environments

• Learn how value in knowledge service outsourcing is created

• Dubai, Bangalore, New Delhi, Taj Mahal, Jaipur


Prague, Vienna, Budapest, & Krakow“Gateways of Business in Central Europe”

• Lecture topics and corporate visits focus on emerging commercial contexts in the European Union

• Explore the economic, political and social relationships in four unique Central European cities.


Study “Aboard” in Asia“Emerging Business in the Far East”

• Study cultures and emerging business in the Far East

• On–board lectures and presentations by experts in Asian business and economics

• Corporate visits in Singapore, Thailand, Cambodia, Vietnam and Hong Kong


Study “Aboard” in Mediterranean Europe“Business Success in Challenging Economy”

• Study European culture and business in a challenging economy

• On-board lectures delivered by European Professors

• Corporate visits in Spain, France & Italy OR Italy, Greece & Turkey


Global Business ConsultancyLeeds, England

• One week “hands-on” consulting engagement in an English corporation

• Small engagement team (4-5 students) working under the direction of Redlands’ and international faculty

• Substitutes for capstone requirement

• Graduate and undergrad students


Summary(Three-Phase Model)

• Porth (1997) proposed a three-phase model for designing and teaching study tour courses

1. A pre-departure classroom phase to orient students and prepare them for the experiential learning component of the course [Research Phase].

2. An on-site phase with seminars and tours of plants and facilities [Experience Phase].

3. An integration of learning phase after the overseas component [Capture Phase].

(Porth, S.J. (1997). Management education goes international: A model for designing and teaching a study tour course. Journal of Management Education, 21, (2) 190 -200.


Summary(Pre-Trip Preparation)

• First Saturday session: Economic environment globally and in the specific countries visited.

• Second / Third Saturday sessions:

Specialists: Academic, industry, alumni

Students: Group research & presentations

Faculty: Cases

Student Leaders: Trip preparations


Summary(Academic Requirements)

• Travel journal (individual-on-site)

• Research paper (country analysis, or topic as agreed upon by advisor – post trip)

• Travel web-site (group work – post trip)

• Presentations

• Course participation (all phases)


Summary(Course Substitutions)

• MBA: INTB 655 (Global Business) or equivalent emphasis course

• MAM: Substitution with approval of Program Director

• MSIT: BUAD 642 (International Business & Marketing)

• BAM/ BSB: BUSB 342 (International Business)


Summary(What’s Included?)

• All air transportation (LAX and foreign airports)

• Most ground transportation in foreign country

• Housing/Accommodation

• Foreign tuition, if applicable

• Varying number of extras (e.g. meals, entry tickets)

• Some trips are almost all inclusive, others exclude certain “extras” such as some meals & entertainment


Questions?
