AIB 2012 Conference Proceedings - Academy of International ...

MONDAY
IB teaching in terms of shaping student attitudes. Our results suggest that it might be easier to raise awareness
and conceptual understanding of globalization than it is to change more deeply held values on diversity, free
market economics, and inbound FDI. The collective wisdom of IB instructors can be brought to bear on the
design of IB curriculum that not only inform students, but also shape positive attitudes towards the world
around them. (For more information, please contact: Amit Das, Qatar University, Qatar: amit.das@qu.edu.qa)
Preparing Students for Doing Business with the "Forgotten Majority":
Activities for "Base of the Pyramid" Instruction
Les Dlabay, Lake Forest College
Curriculum Strategies and Research
More than half of the people of the world live on $2 or less a day, and they are also doing business. To prepare
to do business with all of the people in the world, students need an awareness of the varied cultural and
business practices in these emerging market settings. This session will address curriculum topics, instructional
strategies, and resources for doing business with the billions of people in low-income situations. Discussion will
include coverage of the informal business environment, social entrepreneurship, microenterprise activities, and
alternative financial services, including microloans, RoSCAs, and VSLAs. The topics for this session can be
adapted to varied instructional settings to provide improved quality of life and expanded economic development
through innovation among "base of the pyramid" businesses. During the session, participants will interact with
others to determine where and how in their courses these concepts may be included. A curriculum framework
will be used to plan and implement "base of the pyramid" topics, resources, and instructional strategies in
various international business courses. (For more information, please contact: Les Dlabay, Lake Forest College,
USA: dlabay@lakeforest.edu)
Anatomy of an Undergraduate Business Study Tour revisited: An Integrated Approach
Jolanta Aritz, University of Southern California
The paper addresses the topic of undergraduate business study tours (Howard, Keller and MacEwan,(2010) and
proposes an integrated model of a business study tour that is grounded in a refined set of learning outcomes
that promote the development of intercultural competence. More specifically, I propose an integrated model of
a business study tour curriculum that positions a Business Study Tour as a learning process that has three
distinct stages. Each stage contributes to the development of three sets of skills, knowledge, skills, and
attributes, by incorporating academic, corporate and cultural aspect within each stage to fully address the
learning outcomes of a business study tour. Whereas most business schools incorporate the first two
components of a global model in their curriculum, I argue that the third stage – a post-trip debrief - is
instrumental in achieving the learning outcomes of an undergraduate business study tour program. I will argue
that such approach is better positioned to develop the intercultural communication competence that enables
students to successfully translate the knowledge acquired during the study tour trip to a single country to future
work assignments that may extend to other cultures. (For more information, please contact: Jolanta Aritz,
University of Southern California, USA: aritz@marshall.usc.edu)
Session: 2.1.8 - Competitive
Track: 5 - MNC Management and Organization
Blended Family: Rethinking Culture's Consequences on Organization
Presented On: July 2, 2012 - 09:00-10:15
Chair: Mary Margaret Maloney, University of St. Thomas
AIB 2012 Conference Proceedings
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