1. MANAGEMENT SCHOOLS AND GLOBAL CITIZENSHIP Kimberly White

2. 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

3. 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

4. …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

5. 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

6. 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

7. 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”

8. 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)

12. 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?

13. 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

14. 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

15. 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”

16. 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?

17. 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