Issue link: https://www.e-digitaleditions.com/i/438743
46 BizEd JANUARY | FEBRUARY 2015 Differences in cultures. The very thing that makes international programs so en- riching—the mix of students from a wide array of backgrounds—is the element that can cause the most frustration. When the executive from China says "yes," does he mean "yes," does he mean "I will try," or is he offering a polite "no"? Is it rude when a Brazilian or Spaniard shows up for an appointment 30 minutes later than the set time? Are Americans rigid and demanding when they insist on con- tracts instead of relying on the strength of personal relationships, as is the norm in some countries? For a cross-border collaboration to succeed, students and ad- ministrators must understand that broad differences exist among individuals and cultures. They must learn to work with those differences. Variations in learning styles. In the U.S., students typically are exposed to a com- bination of lectures, workshops, panel discussions, case analyses, fieldwork, and simulations; they're used to speaking up in class. In other countries, such as China, learning tends to be more passive, and students tend to stay silent when a professor is delivering a lecture. At Georgetown, we have found that students from deferential cultures become more vocal if they first split into groups to discuss issues on their own and then return to the classroom. Professors also can help students cross cultural divides by creating joint projects, scheduling social events, holding forums with local or regional executives, and simulating real-world business environments. Such activities also build strong connections among students, which is one of the purposes of any MBA program. Confusion about financial aid. MBA programs are expensive, and it's tricky for any student to figure out the dizzy- ing array of national rules governing financial aid. For example, it is typically more advantageous for a Spanish student who has a U.S. green card to apply for aid in Spain. A responsible school will have trained staff ready to help students understand a slew of loan and grant possibilities. Administrators also should know that they might be legally responsible if a student makes a financial aid misstep. Therefore, schools might wish to include appropriate caveats in their memoran- da of understanding or joint operating agreements. Insufficient career guidance. Career management staff should be prepared to assist students from a broad array of busi- ness disciplines and countries of origin. For instance, students in Georgetown's EMBA programs come from more than 20 countries, and their career goals run the gamut. A patent expert in Madagascar may wish to become a marketer in South- east Asia. An entrepreneur in Kazakhstan may want to transition to a finance job in New York. Moreover, career aspirations change during a program. A student who visits Bangalore might develop a fascina- tion with managing a high-tech business in India, for example, while a student who takes a London module might be attracted to global banking. Career counselors must be prepared to aid a variety of students if the whole program is to succeed. BEAUTIFUL MUSIC Launching an international partner- ship is not a simple endeavor, but it's one that can bring big rewards. As the market for global EMBA programs con- tinues to thrive, more schools will be in- terested in testing the market. The best programs, like the best dance routines, are created when all the parties work closely together. They play off each other's top attributes, improvise when appropriate—and turn out graduates in perfect step with their professional aspirations. David A. Thomas is the dean and William R. Berkley Chair of Georgetown Univer- sity's McDonough School of Business in Washington, D.C. Students and administrators must understand that broad differences exist among individuals and cultures.They must learn to work with those differences.