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A C CIBER The 28 U.S. schools that receive governmental funding to promote international studies are looking at how to improve global perspectives in their schools and their communities—and how to succeed so well that such initiatives won't even be needed in the future. the problem in 1958, passing the National Defense Education Act. It was designed to improve U.S. foreign relations by requiring institutions of higher learning to establish programs for overseas study. However, most of the programs focused on liberal arts, and they had little impact on U.S. business or business studies. The 1983 Business and Interna- tional Education Program, estab- lished as part of Title VI of the Higher Education Act, provided two-year grants to support busi- ness and academic partnerships. In 1989, Title VI was expand- ed, enabling the Department 26 BizEd MARCH/APRIL 2002 businesses or American schools. "Business schools were slow to join the global phenomenon," says Carol Rose of the CIBER at the University of Kansas in Lawrence. "Business schools in the '60s and '70s didn't pay too much attention to international issues." The U.S. Congress had attempted to address There's virtually no such thing as a local market any more. Corporations around the world know that success often depends on their savvy about international markets, and business schools are learning the same lesson. "It's not possible for busi- ness schools to have a domestic focus today," says Greg Hundley of the Center for International Business Education and Research (CIBER) at Purdue University in West Lafayette, Indiana. "Either you're glob- ally competitive, or you're not competitive at all." Thatwasn't always the attitude, however, either for American I A • N • N T S E R T N I O L F O U