Issue link: https://www.e-digitaleditions.com/i/56523
Business students quickly understand why an international experience will be valuable, but students from other departments sometimes need more convincing. For the Export Project, my colleagues and I create student teams cus- tomized to a company's needs, just as a consulting firm would do. For instance, if an air filtration company wants to research the market in China, we might want a tech student with a background in construction management, a student with a double major in marketing and international business, and a student taking business administration. To set up the market research field experiences, faculty members draw on a broad mix of resources, including the state of Illinois' 11 trade offices in cities around the world; the U.S. Commercial Service, which is a branch of the U.S. Chamber of Commerce; international trade associations; industry conference attendees; professors at universities in our target markets; and, in special cases, market research firms. Some of these individuals and offices provide us with background information, while others help us set up appoint- ments. Client company executives may also accompany the teams overseas for specific appointments. The cross-disciplinary nature of the program is essential to its success. As an example, this year one of our partner companies was the second-largest producer of soy milk in the U.S. Company executives wanted to learn specific facts about the market in India, where they thought the protein-based nutrition of soy milk might appeal to Indian consumers who don't traditionally eat much red meat. In particular, they wanted to learn about flavor preferences, potential processor partners, structure of supply chain, and barriers to export. We recruited a grad student from food science and nutrition, and we teamed her with students focusing on international business and agriculture. At the same time, the interdisciplinary component of the program can be its most challenging aspect. Business stu- dents quickly understand why an international experience will be valuable, but students from other departments some- times need more convincing. I usually explain that the expe- rience—which develops critical thinking skills—could relate to many jobs they might have in the future. For instance, when a food sciences student wondered how international experience could help her improve the daily diets of those in malnourished U.S. communities, I told her she could go to India to research nutritional deficits there. She then could apply that knowledge to her career in the U.S. If I'm trying to recruit a technology student, I point out that he might one day take a job with a U.S. firm that wants to license technology to an overseas company. If he can say that he spent three weeks in China consulting for an air filter manufacturer, he's instantly going to be on the team that explores international possibilities. In addition to student recruitment, other aspects of cross- campus collaboration can be challenging, because the par- ticipating departments often have different processes and procedures. To improve communication, we ask faculty members from each of the five departments to meet every week, and we involve the deans and chairs from both col- leges fairly often. We realize the university has a finite set of resources, so we want to keep updating the deans, the chairs, and other stakeholders on the benefits of our program. Despite the challenges, the payoffs are plentiful. First, the students come away with specific business knowledge, much greater self-confidence, and much deeper cultural understanding. Second, faculty build and refine their skills, while sometimes identifying future research projects. Third, the university's image is enhanced as faculty cultivate con- tacts with institutions outside the U.S. For example, school administrators we met in Argentina and China have shown an interest in partnering with ISU for study abroad programs. So our cross-campus collaboration might very well lead to cross-country collaborations as well. Schools that want to create a collaborative consulting experience should first analyze companies in their geograph- ic areas to find the dominant industries. Then, they'll know what other departments they'll need to work with to serve those industries effectively. For example, if the region supports medical device manufacturers and pharmaceutical companies, a business school should approach the medical school or biol- ogy/chemistry departments to recruit students and faculty to complement the business-oriented members of the team. Then they should consider potential sources of funding to pay for the overseas experience. Money could come from the client companies and students, but it could also come from the local chambers of commerce, the state's office of eco- nomic development, or federal grants. It could come from alumni who have done well in international business. It takes time and effort to launch an interdisciplinary program like ours, but the rewards are tremendous. The Goal of Collaboration While collaboration is a key ingredient to the success of these schools, all of them invest tremendous time, energy, and resources into their relationships. And, whether they're seek- ing a partnership with a school nearby or around the world, all of them have specific motivations and goals in mind. They make it clear they aren't collaborating because it's fashionable. They're reaching out to other schools because an interdisciplin- ary, international curriculum is the best way they've found to educate students for the demands of tomorrow's business. ■ z BizEd NOVEMBER/DECEMBER 2009 35