Importance of Active Learning Component along with International Dimension in a Business Curriculum - Case Study Example

FINAL ASSIGNMENT of the of the Accrediting agencies frame required standards for international business curriculum. Business curriculum should incorporate active learning component and global dimension. Abroad study programs can be designed by accomplishing set goals. Lack of funds availability also restricts schools or colleges from participating in international business programs. There are fund raising sources which can enable students to travel across foreign countries. 15 students could be taken in a group for abroad study program. South Korean case study has been included in this particular study so as to reflect upon following areas – logistics, activities prior to trip, activities during trip and activities following the organized study trip for business students. Executive Summary The study reflects upon standards framed by accrediting agencies for abroad study program. South Korea has been included as an example to analyze internationalization of business curriculum. Hosftede’s model demonstrates key differences between United States and South Korea. Traditional cultural practices are witnessed in South Korea and have to be well known by business students. Active learning plays a critical role in order to enhance problem solving skills. Introduction The case study highlights the importance of including active learning component along with international dimension in a business curriculum. There are certain accrediting agencies like Association of Collegiate Business Programs and Schools, and Collegiate Schools of Business International which aims at designing innovative business program. The international dimension outlines importance of diversity or multi-cultural understanding. Other standards put across by accrediting agencies are global business dimension where globalization plays an integral role in business curriculum. Another dimension of such curriculum is including problem solving mechanism as well as active learning skills. Both these objectives could be simultaneously accomplished by focusing on abroad programs for teaching staff and students. However smaller schools lack sufficient funds in order to incorporate abroad study program for an entire semester. This study is inclined towards an abroad program held in South Korea. The trip to this country is divided into various segments such as logistics, trip activities, post-trip activities and preparation before the trip. In this study, there has been theoretical model also included which shall be beneficial for business schools to meet internationalization and accreditation standards. Body An abroad study trip encompasses wide array of factors. Availability of funds is a primary area of concern for business schools so as to send students to other countries. Logistics factor comprises of funds acquired for the entire trip, site selection for study program, requirements of visa and passport for students, transportation and scheduling, institutional requirements, health risks, vaccination, etc. International study program requires greater availability of funds. This factor restricts many schools or universities from actively indulging into international study trip. Funding is mainly in terms of development grants from internal faculty. This is basically university sponsored funding. Funding opportunities can also be explored through offering partnership with business community and other academic areas. International curriculum development is enhanced through United States Department of Education. The major funding sources are Higher Education Act of Title VI, VI A, VI B, Cooperative Grant Program, FIPSE and Abroad Program of Fulbright Hays Groups. The Higher Education Act has extended support towards ten study programs. This support is for institutions and individuals who are part of higher education framework. UISFL or Undergraduate International Studies and Program of Foreign Language, reflects an effective partnership between higher educational institution and non-profit educational institution. This program helps in upgrading undergraduate educational framework. It is in context of foreign languages and international studies. BIE or Program of Business and International Education is another source of funding for abroad study program. Matching grants are provided through this program so as to facilitate globalization of business curriculum and promote relationship between American business centre and academic institutions. This kind of grants is usually designed for two year colleges and four year institutions. NAFSA’s program promotes understanding and interaction amongst international students. On the other hand, Fulbright Hays Act encompasses wide array of grants like higher educational institutions indulged in projects on area studies and foreign languages. Hence there are multiple funding sources which can be accessed by institutions so as to promote abroad study program and send students to different countries to gain further knowledge and skills. Passport and visa requirements also play a critical role in such global study initiatives. There are bound to be students who have not travelled across boundaries of their home country. Passport information and forms are readily available online and students need to apply for passport 8 weeks in advance in relation to travel date. In South Korea, there is a lot of flexibility in terms of visas (Self and Self, 2009, pp. 1-7). This country does not require visas from citizens of United States. A site selection for abroad program is dependent on two factors like local contacts of an institution in selected host country, and linkage of region, institution or community with host country. This in turn initiates including both cultures within business curriculum. South Korea is an appropriate example for this study. This country has all possible linkages with businesses, South Korean university and government officials. The abroad study trip is also dependent on scheduling and transportation activities. An individual undertaking sponsorship responsibility needs to also focus on hotel accommodations, air travel, pick up or drop to the airport, travelling across a particular region, etc. These arrangements are basically made through online sites. A host facilitator is however required by all institutions. This individual is given responsibility for handling entire tour operations and serves as a local coordinator and translator. For South Korea, vaccines are not an essential component. Required vaccines for a particular region can be accessed from Centre’s for Disease Control. The necessary vaccinations are of Typhoid Fever, Hepatitis A or B, Malaria, Yellow Fever and Diphtheria. Each educational institution encompasses a layout of international travel requirements. In certain circumstances, Card of International Student Identity needs to be purchased by all study participants. This card provides medical insurance and accidental claim during travel. U.S. Government has free services for all citizens in context of travel registration for students travelling to foreign country. Online registration in present scenario has made tasks simpler for educational institutions and students. Cell phones have strengthened connectivity between individuals. While travelling abroad, students need to stay connected always with friends and family. They have to check with respective carriers of cell phones so as to analyze capability of their phones to receive or send internet calls. The probable rates also need to be figured out while leaving a specific country. For international service, SIM unlocked and GSM compatible cell phone is required. Students should be made aware of economy, culture, language and business etiquette’s of the host country. South Korea’s geographical dimensions are greater than Indiana. It has narrow valleys and forested mountain ranges. The country has an overall population size of 48,379,392. South Korea is considered to be most linguistically homogeneous and ethnical nation across the globe. A common set of cultural values are shared amongst Korean people. English and Korean language is taught in all its educational institutions. Japan possessed a colonial rule over Korea since 1910, and Republic of Korea was invented in 1948. Korean etiquette includes wide array of factors. Greetings or introduction is through addressing one another by last name or title, or respective job position in Korea. Giving gifts are highly appreciable in Korean culture. Gifts being given should not be cheap or too expensive. Business cards are generally exchanged in the initial stage of business meeting. Casual western clothes are not common attire in business scenario of South Korea. Koreans do not enter into any form of conversation with strangers (Yu and Yu, 2010, pp. 77-79). They even ask questions which might make another individual feel uncomfortable. Common phrases and basic greetings should be learned by all students. South Korea is witnessing economic growth and possesses abundant natural resources and industrial sectors. The abroad study trip was organized in March and had a series of steps as involved in itinerary. At first, students were taken to Incheon Korea. Later they visited many industrial sites along with tourist attraction spots (Sohn, 2006, pp. 65-68). These sites were Korean Electric Power, Hyundai Automotive, Korean Development Bank, Kori nuclear power plant, Hyundai Heavy Industries and POSCO steel mill. Botanical garden, national museum and Korean restaurant were some of the cultural attractions visited by students from United States. Post trip activities are associated with application of models on acquired information. Hofstede’s framework highlights various cultural dimensions of South Korea. The country has low individualism score, indicating a collectivist nature. Power distance factor is high for South Korea compared to United States. Later country involves high degree of societal equality between family, government and organizations. As per uncertainty avoidance factor, South Korea secures high score of 85 in comparison to United States which is 46. This means there are strict rules or regulations followed by South Korea to avoid any form of uncertainty. Masculinity versus feminine aspect states that South Korea possesses a score of 39. In this country male dominates major percentage of the society. Hence women tend to become more competitive and adopt male role model. South Korean culture is more inclined towards long term orientation, with increased values of perseverance and thrift (De Mente, 2013, pp. 174-177). During this study trip, students have later discussed on implications of manufacturing facilities of South Korean companies, planning to establish operations in United States. Korean Electric Power Company or KEPCO was taken into consideration as an example. Vertical integration strategy can be incorporated by the firm so as to gain control over its outputs and inputs. It is a growth strategy since the firm plans to expand on its business operations. Joint ventures are often profitable and are used in globalization business strategy. It helps in reducing political-legal or financial constraints, and facilitates long term growth. Core competencies of the company clearly states that KEPCO should enter into new markets and further explore its wide set of competencies. All the value chain activities such as R&D, customer service, sales & marketing, production, human resource management, procurement, etc., is efficiently managed by KEPCO. Porter’s diamond model is an important area to study when it comes to analyzing culture of two different countries. The four factors of this model such as factor conditions, firm’s strategy and rivalry, demand conditions, supporting and related industries can be well analyzed with the support of steel industry, Hyundai Heavy Industries and Automotives. Students can even discuss issues related to training process, employee selection or recruitment, performance appraisal, job security, etc., while studying differences between modern practices of United States and traditional practices of South Korea. Conclusion This study demonstrates various requirements for designing international business curriculum. The business curriculum is not only confined to theoretical frameworks or course book structure, but it also needs to include problem solving skills. Internationalization of business curriculum is associated with gaining knowledge about host country. In this study, an entire framework is provided that can be used by universities or colleges in order to address accreditation standards. Active learning should be incorporated so as to facilitate international business curriculum. South Korea as an example had been used in the study to outline major differences but similar factors can also be applied on other geographical regions. References De Mente, B. L. (2013). The Korean mind: understanding contemporary Korean culture. Tokyo: Tuttle Publishing. Self, R. and Self, D. R. (2009). Internationalizing the business curriculum: a South Korean case study. American Journal of Business Education, 2(9). Sohn, H. (2006). Korean language in culture and society. Hawaii: University of Hawaii Press. Yu, C. S. and Yu, S. (2010). Korean thought and culture: a new introduction. New York: Trafford Publishing. Read More