5 th of October, Annual PIM Conference Bergen, Norway

 Background  Trial Initiative  PIM network data collection initiative

 AIEA learning outcomes  Global citizenship ◦ 2008 P&J NAFSA Task Force in International Education  Core Value: International Education is a force for promoting peace and justice in the world.

 PTC and Leaders of Consequence ◦ PTC has grown from a quizzical idea to an accepted mode for firms to carry out their goals associated with corporate responsibility. From a policy perspective, PTC offers intriguing possibilities for business to make a positive contribution to build peace in conflict-sensitive areas, in ways that are to the advantage of the firm and the community. John Forrer, “Locating Peace Through Commerce in Good Global Governance”, Journal of Business Ethics (2010), 89:449–460, Springer  Role of the Business School and PIM

 How can PIM do more to promote global civic awareness? ◦ Are students coming out of their study abroad experience feeling a sense of responsibility for what is going on in the world and an understanding of their role in a broader social, political, and economic context?

 Trial Initative ◦ Departmental Surveys  Built on current surveys used to track student demographics, participation history, and program satisfaction  Began with Association of International Education Administrators (AIEA) Learning outcomes survey  Changes in behavior in cross-cultural situations  Students’ assessment of cultural differences and stereotypes during exchange  Impact of study abroad experience – changes in plans to live abroad, etc.

 Trial Initiative: ◦ Track current mindset  Started with outgoing exchange  3-year assessment of learning outcomes for students going out on exchange  Modified based on student feedback and direction of data collection Modified  Sampled over 200 students

 Serve to enhance MBA students’ global competence and global awareness by providing an incentive-based opportunity  The outcomes of this program will not only benefit the students who participate, but will help Fuqua in its mission to develop leaders of consequence, and the IPO’s mission to internationalize the MBA curriculum.  Work does not qualify as academic coursework

 Daytime MBA students who are studying abroad on exchange in select programs were given the opportunity to develop a presentation that incorporates insights discovered through a diverse series of personal interactions that they pursue beyond the scope of their academic experience.  The students are asked to address two of the three following topic questions: ◦ What does global citizenship really mean, and how can it be defined for Fuqua MBA students? ◦ How can Fuqua do more to promote global civic awareness? Are MBA students coming out of an international experience feeling a sense of responsibility for what is going on in the world and an understanding of their role in a broader social, political, and economic context? If, not, what remedies can be implemented? ◦ How can/does Fuqua bring peace and justice issues to the forefront? How do these issues define your work as a leader of consequence?

 6 submissions ◦ Students all from the USA ◦ Visited schools in Africa, Western Europe, and North America ◦ Definitions made by MBA students, for MBA students  Provided feedback on current program and degree  Made suggestions on how to intensive engagement of peers ◦ Provide evidence of what to continue and what to improve

 Student definition: A mindset or disposition that results in individuals being actively engaged in an array of issues that affect humanity. It includes a willingness and readiness to be part of the solution against inequities and injustice. B. Henze, MBA 2011  Student Definition: Global citizenship is one’s responsibility to share the voice and perspectives of their own country and culture with others, while also experiencing, and respecting, the practices and beliefs of others whom are different from them. Global citizens have the following: a global mindset, vision and thinking; an ability to build relations with diverse people and respect their points of view; an ability to quickly adapt to and integrate into other environments; and an understanding of diversity and how to draw the best from it.

The role of peace and justice issues on me as a Leader of Consequence I came to Fuqua to start a business with a keen focus on integrating the concepts of people, profit, planet. Having worked in orphanages, started a non-profit, worked as a sustainability consultant and studied women’s issues relating to entrepreneurship, peace and justice issues, as well as civic awareness, have been a central focus in my growth as a leader. Exchange offered an opportunity to evaluate my future as a leader and observe other leaders in action outside my home turf. My visits to the UN Headquarters, Dachau concentration camp, Berlin wall, Luxembourg EU EFTA Court trial, the German History Museum, Roche Headquarters (finding cures for cancer), and the United Nations High Commission for Refugees changed my life forever and further instilled the desire to rise above mediocrity as a leader. Although the passion for others was already there, these experiences sparked new ideas and provided me with a glimpse at just how broad and deep an impact I can make on the world around me. The canvas on which I can paint is far reaching. And an MBA provides me with a powerful tool in my kit. Child Welfare is my personal passion Photo from UNHCR Visit

 Included 70 visiting exchange students from 42 different schools, and over 26 different countries  Students asked to provide their thoughts about their global citizenship, including personal experiences  Part of an on-going collection  1 year assessment of learning outcomes for student coming to Duke on exchange

Home School Memoirs of Global Citizens: Please enter your thoughts about your global citizenship, including pers... NUS, Singapore With the world getting smaller, the exchange program has provided me the much-needed exposure to international business and helped me expand my network to a global level, which is crucial to how businesses are run today. HEC, Paris This is important to perceive cultural differences in management. Coming for an exchange at Fuqua helped me to understand some US management differences, but also by working with other exchange students, I have learned more about Asia or Latin America that I have ever thought. This exchange was a global exchange of experiences and culture anchored in a South USA culture. thanks a lot! CEIBS, Shanghai In Fuqua, people from all over the world study together, work together and play together. I feel like we are the same. Though there are cultural differences, we believe we can cooperate well to make a better world. SSE, Stockholm Really, this experience in Duke/Fuqua is by far my largest exposure to the global citizenship. Probably, the most important part of this experience comes from the diversity of people around me during that time: people from all over the world, completely different countries, cultures, languages and even different perception of the world out there. The most amazing and rewarding, in fact, is the ability to somehow manage this diversity of viewpoints and to be able to work together towards a joint goal. It's not easy, but always pays off.

 Phase 2: New Global Mindset Inventory – Thunderbird School of Global Management ◦ Certification of staff completed in 2011 ◦ To be used by students in any/all programs before and after completion  Currently 100 students signed up on first offering

 Appealing to the professional student’s mindset ◦ Vast disparities in students’ backgrounds demand multi-faceted approach to satisfy varying learning needs while capitalizing on existing resources and expertise – both within the institution and the student body

 Need to appeal to the professional student’s mindset…universally ◦ The professional ones – after the bottom line  Challenge = seeing the context and their place “Students coming out of business school appear to be, first and foremost, concerned about jobs (as evidenced in my abroad classmates and at Fuqua).” B.Henze, MBA 2011

 PIM’s strategic position ◦ As the business world becomes more globalized, PIM schools are producing leaders that have international experience and understand, firsthand, the impact of business decisions on other parts of the world. ◦ Tracking is the next step

Candice Aldrich International Programs Office Duke University’s Fuqua School of Business

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