Issue link: https://www.e-digitaleditions.com/i/62198
manufacturing sector may be the perfect means to fulfill a set of focused objectives. With that theme in mind, carefully selected company visits can address a range of topics within that sector. A meeting with DaimlerChrysler would highlight cross-cultural issues or merger and acquisition processes; a trip to Volkswagen would offer an opportunity for students to learn about product launches in international markets and executing a "glocal" strategy. Careful placement of these vis- its within the itinerary ensures that students learn as they go, and can apply their knowledge to the questions they ask or the topics that are addressed in subsequent visits and meet- ings. Such an industry-focused approach works well with a under discussion on "day two," and so on, so that the stu- dents are involved in a cumulative learning process. In this way, they end their trip with an in-depth understanding of the program's theme and major issues. The advantage of this type of program is that it introduces group of students with similar interests. But what if the stu- dents are from a diverse set of industries, ranging from agribusiness to investment banking? In this case, a program can be flexible, while still remaining goal-oriented. To serve a diverse group of students, a school might define a theme that addresses a current news issue, topical industry sector, or important trend; then it can choose an attractive, academi- cally rich destination that provides the most opportunities to explore that theme in detail. For example, in the wake of Enron, a business school students to a broad range of political, social, and cultural aspects in the destination country. It provides an ideal forum for discussion on a wide variety of topics, while also being easy to tailor to suit a very specific theme or subject. Students can interact with a range of company representatives—from the largest multinational to local SMEs to individual entrepre- neurs—who can address a variety of problems faced by differ- ent business entities. This is a time to use the school network, and to find government representatives, journalists, and local faculty who can also provide the background "color" to set the program in context. Such a program is most often designed by participating faculty, which means that they retain control of the academic elements of the program and can build the itinerary based on the needs of their courses. The managed tour is not without its disadvantages, how- might choose to take on the knotty problem of corporate governance and transparency in Central and Eastern Europe. Or, following the tech stock crash, students might benefit from a case study of "The Death of the Celtic Tiger" in Ireland. But whether a program targets an industry or choos- es a more flexible approach, it should be designed around a course of study in which location is a means to the academ- ic objective, not an end. Choose the Right Model Once a theme or industry focus is chosen, the real work of program design begins. Most study programs are based on one of three basic models, each with its own advantages and disadvantages. Choosing the model that's right for a specific school depends on individual policies, resources, and the overall purpose of the international residency or tour. The managed tour is the most typical model for a study program. Under this model, a study tour combines a variety of com- pany visits, presentations, and panel discussions, each of which addresses a different topic within a chosen theme. A typical day's activities might include a presentation in the morning and a site visit in the afternoon that complements the morning's topic. Itineraries can be designed so that the knowledge acquired on "day one" feeds into the topics ever. With full teaching and research schedules, faculty may find it difficult and time-consuming to navigate through the minefield of potential disasters, especially if they are not familiar with the destination or haven't managed such a pro- gram before. In addition, students may see their role in this model as somewhat passive—they may not feel directly involved in how the trip progresses. Consequently, behavioral or disciplinary problems can arise. Yes, even EMBA students fall asleep dur- ing company visits, are late to the bus, or come unprepared to ask questions or engage in discussions. It takes vigilance and preparation on the part of faculty to minimize these concerns. The consultancy project is one of the most popular models for international study. The disadvantages of the managed tour have led many schools to opt for the consultancy project model, which demands more involvement from student partic- ipants. Under this model, student teams are matched to a com- pany and given a specific problem within the company to resolve. Problems range from a product launch in a new mar- ket to improving communication within an organization. Acting as consultants, students carry out research and meet with relevant employees. They must quickly adjust to company and local cultures and devise viable and practicable solutions. The advantage of this model is that students gain an immediate and often intimate insight into the ways certain problems have manifested themselves in a company. They also can gain practical experience and a sense of achievement. BizEd JANUARY/FEBRUARY 2003 39