MANAGEMENT SCHOOLS AND GLOBAL CITIZENSHIP

Kimberly White

Management Schools - History Early 1950’s: vocational training

“Hard business skills” (bookkeeping, banking) End 1950’s – early 1960’s

Competitive grants from Carnegie and Ford Foundations revamp business education “Create a scholarly framework”

1960’s Great shift in managerial education

“Physics envy” Carnegie Mellon, Harvard, MIT, U of Chicago

established

A Need for Global Business Education

Pressures of globalization causing a demand for “globally competent” workforce, management Global search for the “best and the brightest”

More stakeholders, pressure being put on corporations Social, environmental accountability

Technology = easier, faster communication Global business practices more easily scrutinized

Technological innovation increased competition Management school graduates must be globally

competent, able to run a multi-national corporation

…But is global business education feasible?

Corporations put pressure on management schools Funding = influence Some level of control over curriculum

Difficulty defining/promoting “global citizenship” Standardized curriculum across management schools “Must walk away with the same MBA as any other

student” Would be difficult to implement school-wide changes

Time constraints Professional education = less time to devote to study 2 year program

Management Schools and Global Citizenship

Many of the top-ranked management schools are working to integrate global citizenship into their curricula Required electives on ethics and social

responsibility The rise of the “Global MBA” program

Deals with global markets, managing multinational corporations

Visits to corporations in other countries Short immersion trips

Two Specific Examples: USC and HBS

USC: PRIME program Required of all first-year MBA students Year-long course on international markets Group research project on specific region Travel to the region, company visits,

“immersion” HBS: FIELD program

Required of all first-year MBA students Year-long, divided into 3 parts (FIELD 1, 2, & 3) Research project, travel Theory practice

Case Study: Fuqua School of Business

“At Fuqua, you are the future of business. We're dedicated to molding multi-dimensional, technically-competent thinkers and doers who can maneuver the complexity of an interdependent global economy—

professionals who companies and organizations need in order to be successful. No longer is it sufficient to

educate great functional experts. In today’s dynamic business environment, leaders like you must also

understand the intricacies of disciplines adjacent to business.”

“the world’s first legitimately global business school”

Fuqua: Daytime MBA Program

Daytime MBA program Traditional MBA program, with some aspects of

global education added to managerial education “Combines academic training with real-world

experience in a globally-focused environment” “Leadership in the Global Society” course

3.5 weeks, first course MBA students take Emerging Markets course GATE program (optional)

Interdisciplinary Study abroad/immersion trips (optional)

Fuqua: GEMBA Program

Global Executive MBA program Coursework combines managerial

education and global citizenship International markets and culture How to do business effectively around the

world Average age: 39; average work

experience: 15 years Effectively training younger generation in

global citizenship?

Fuqua: CCMBA Program

Cross-Continent (CCMBA) program Geared toward younger professionals: average

age 30 Rich international student population

Many students come from immersion trip regions Constant cultural immersion through fieldwork

Distance learning periods to explore global markets, institutions, and culture

Courses that deal directly with cultural norms, how to effectively work with a diverse group of professionals Regional teams of 4-6, change 3 times over

program duration

Fuqua: CCMBA Program

8-week residencies around the globe Dubai, New Delhi, St. Petersburg,

Shanghai/Kunshan, Durham NC “Cultural Dash” project

Professors assign a set of questions to students

Different medium for each residency (video, blogging, photography, audio, live tweets)

Holds students accountable in a fun, engaging way Must interact with locals, learn about culture

Fuqua: CCMBA Program

“Culture, Civilization, and Leadership” course Required, taken in each term of program

Viewing international business through a cultural lens How to go about business ventures in

certain regions Taking cultural differences into account

Students provide “local focus” on home regions Cultural, historical perspective, social

norms “This is why things happen the way they

do”

Fuqua: Strengths/Weaknesses Clearly the furthest along in promoting global

citizenship in management education Promoting global learning abroad AND at home

CCMBA, GEMBA programs combine immersion trips and cultural learning with managerial education But is 8 weeks of immersion enough? Students mostly in the classroom, in business courses

while on-site Daytime MBA program

Little is required of daytime MBA students (i.e. GATE, study abroad optional) re: global citizenship

Add a course similar to Culture, Civilization, and Leadership? Require visits abroad to corporations?

Conclusion

Business schools were originally designed for vocational teaching Curriculum evolved over the years to focus on

scientific analysis Employers are increasingly seeking

managers who can effectively work across cultures, borders

Traditional managerial education framework not the best suited for global citizenship training, but institutions making the attempt USC, HBS, Fuqua