Issue link: https://www.e-digitaleditions.com/i/58915
From the Editors Speaking the Culture A country's cultural language is different from—although inextricably linked to—its spoken language. It's what people do, not what they say. I recently realized this as I was leaving the hotel after AACSB International's conference, held jointly with EFMD, in Paris, France. It was checkout time, and one hotel associate was on duty. She stood at the far end of the desk under a sign noting that her line was for "very important people," evidenced by the uniformed pilots and smart-looking execs she was assisting. I stood with several others, all non-Europeans, waiting for someone to help us common folk. More people arrived, and soon our line curved back to the concierge's desk. After some time, those in line began shifting their feet, exchanging puzzled glances, and murmuring their displeasure. And though the line grew ever longer, the lone associate at the desk did not glance our way. As I watched this unfold, another hotel guest approached me. She said, with a French accent, "Go to the VIP line. She'll help you." Now, I wouldn't dare stand in a VIP line without either an express invitation or tangible proof of my VIP status—an ID badge, a birthmark, some- thing. I approached the end of the desk completely expecting to be told to go back to my place. But, to my surprise, the employee checked me out and wished me a nice day, no questions asked. That was a micro-lesson in "speaking the culture." Those of us in line had formed expectations based on our cultures, where one stands in line and waits to be called. We failed to realize that this country spoke a different cultural language. Here, one stands in line but, when necessary, calls for attention. The helpful hotel guest was fluent in the culture. She knew that the desk had been open all along. As business schools integrate globalization into their curricula, they're designing programs to help students understand and embrace, rather than resist, all levels of cultural difference. For example, in this issue's "At Home with European Business," Christopher Cripps describes how Grenoble Ecole de Management introduces for- eign executives to business and cultural expectations in the EU. And in "The Glob- al Consultancy Project," we look at four programs where students conduct intensive research to discover more about a company's cultural context. These students learn that they need not be defined by, or confined to, their own cultural programming. They can learn to adapt to the cultures of others. Language fluency is a valuable skill, but if students do not also develop cultural fluency, their ability to work or lead effectively in other coun- tries will be hindered. As a result, they might wait in line—to get a job, win a contract, lead a team, or make a difference— much longer than they should. ■ z 6 BizEd JULY/AUGUST 2006 BILL BASCOM