MANAGEMENT SCHOOLS AND GLOBAL CITIZENSHIP Kimberly White
Dec 24, 2015
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