Issue link: http://www.e-digitaleditions.com/i/58916
The Global Footprint A business school must examine six essential components of its program to create an effective —and ongoing— globalization strategy. by Ilan Alon and Craig McAllaster M any business schools have added the word "global" to their course catalogs and brochures, but how many business schools have actually developed and implemented a comprehensive global approach to education? And how many are taking a true measure to see how global they really are? Perhaps far too few, as we found in a survey we recently conducted at the Rollins College Crummer Graduate School of Business in Winter Park, Florida. The survey queried school administrators at MBA programs worldwide about the curricula, students, and faculty in their MBA programs. Most of the 67 schools that responded to our survey indicated that globaliza- tion is a major influence on their programs. They touted the importance of devel- oping global business education and graduating global business leaders. Even so, some also admitted to shortcomings in their current models of global education. Many acknowledged that they were hindered by unsystematic and incomplete reviews of their schools' globalization efforts; a narrow focus on a single dimen- sion, such as curriculum, exchange programs, partnerships, or student recruit- ment; and no overarching globalization strategy. We recognize that even our own survey was limited in its global scope. We were pleased that the 67 MBA programs in our survey represented 19 countries and five continents. However, more than half of the programs, 36, were from AACSB-accredited public universities in the U.S. Even so, we view this survey as a first step in measuring the collective global footprint of business schools. Moreover, the results of this survey can serve as a place to start in developing best practices for globalizing business education. Drawing on results from this survey, we have established a model to help business schools develop more clear-cut strategies and more effective practices to globalize their programs. We call this multidimensional model the "global footprint." It includes six primary dimensions of the b-school program: the core curriculum, language study, student and faculty diversity, and student and faculty global experience. By assessing and addressing each of these dimensions, a busi- ness school can construct a global strategy that serves its students, advances its mission, and helps it establish a competitive position among international peers. 32 BizEd MAY/JUNE 2006