CENTERS FOR INTERNATIONAL BUSINESS EDUCATION AND RESEARCH Authorized under Title VI, part B of the Higher Education Act COMPILATION OF GRANT PROPOSAL ABSTRACTS 2002-2006 International Education and Graduate Programs Service U.S. Department of Education Washington, D.C. 20202-5331 1990 K Street, NW Washington, D.C. 20006-8521 Susanna C. Easton, Program Administrator LIST OF FUNDED CIBERS Brigham Young University Columbia University Duke University Florida International University Georgia Institute of Technology Indiana University Michigan State University Ohio State University Purdue University San Diego State University Temple University Texas A&M University Thunderbird, The American Graduate School of International Management University of California at Los Angeles University of Colorado at Denver University of Connecticut University of Florida University of Hawai’i at Manoa University of Illinois at Urbana-Champaign University of Kansas University of Memphis University of Michigan University of North Carolina-Chapel Hill University of Pennsylvania University of Pittsburgh University of South Carolina University of Southern California University of Texas-Austin University of Washington University of Wisconsin-Madison i BRIGHAM YOUNG UNIVERSITY CENTER FOR INTERNATIONAL BUSINESS EDUCATION AND RESEARCH BRIGHAM YOUNG UNIVERSITY ABSTRACT A special Business Week issue on management education (May 7, 2001, 68-69) contends that globalization is one of the five key curricular issues of U.S. business schools. However, business schools should “skip the lip service and put professors and students on the ground in lesser known countries.” Current and future global managers must address the critical issues of poverty in the Third World, human rights differences, open and free trade, respect for regulations and laws, terrorism prevention, and the use of technology to generate growth. Management of these daunting challenges facing American business leaders in the upcoming decade will contribute significantly to our nation’s international economic success. The events of September 11th emphasized and attracted world attention to the need for improved cross-cultural communication and sensitivity. Misunderstanding, founded in fear and hatred, has impacted the lives of individuals in virtually all countries of the world. In addition to the effect on individual lives, businesses also face challenges in this same world of increasing uncertainty. Appropriate management of U.S. international business can strengthen the U.S. economy while concurrently building global relationships that improve the lives of individuals here and abroad. Our economic survival and social stability, therefore, depend upon greater understanding among the peoples of the world. Brigham Young University (BYU) is meeting these challenges by developing global leadership and extending outward. Situated in Provo, Utah, part of the metropolitan area of Salt Lake City, BYU is in an ideal position to provide business education leadership in the Rocky Mountain region. The Rocky Mountain CIBER Network (RMCIBER), proposed by the BYU and Colorado (Denver) CIBERs, will impact the entire six-state region and beyond. As a national and increasingly international institution, BYU’s influence extends beyond the region and the nation. More than 60 languages are taught on the BYU Provo campus. At the Marriott School of Management, 82% of all MBA students and 64% of American MBA students speak a second language other than English. Forty-nine percent of Marriott School graduate students have lived outside the USA for a year or more, and 73% of Marriott School faculty speak a second language. BYU students and faculty travel the globe participating in field studies, consulting projects, internships, case writing and humanitarian service projects—many of these in the language of the country. One-hundred twenty-four full-time BYU faculty have taken 155 trips abroad in the past two years. They are truly “... on the ground in lesser known countries.” Founded in 1875, Brigham Young University is the largest private university in the United States. With campuses in Hawai’i (8,000 students) and Idaho (14,000 students), the main BYU campus in Provo, Utah serves 30,000 students in 13 schools and colleges and offers 115 masters and 29 doctoral degrees. Students come from all 50 states and the District of Columbia; only 30% come from Utah. About 8% of BYU students are from outside the USA, but 20% of all graduate business students are international. About 72% of BYU students speak a language other than English and most of these have lived abroad, some in distant parts of the world. The Marriott School of Management at BYU has 1,700 junior and senior undergraduates and over 800 Masters level students in the following programs: MBAs, Executive MBAs, Masters of Public Administration (MPA), Masters of Accountancy (MAcc), Masters of Organizational Behavior (MOB) and Masters of Information Systems (MIS) students. Ranked 1 44th in the U.S. News and World Report survey of American business schools in 2001, the MBA program was recently ranked by Business Week as the best value, with the fastest payback period of any MBA program in the nation. The Wall Street Journal recently called the Marriott School MBA one of five “hidden gems” among U.S. business schools. The Marriott School program in Accounting was ranked 2nd nationally by the Annual Survey of Accounting Professors. Over 70% of Marriott School graduate students take their first job outside of Utah. BYU has been part of the BYU/University of Utah Joint CIBER since 1991 and has already launched numerous international business programs. The University of Utah has decided neither to continue this relationship nor to apply alone for a CIBER grant. Therefore, the activities contained in this proposal are new undertakings that build on our past experiences. BYU proposes to meet the purposes of the authorizing statute while addressing the challenges facing international business education and research. To do so, six key objectives and 56 corresponding activities are listed below. Each objective and supporting activity is established to build local and regional capacity in international business, while serving as a national resource for students, faculty, and business. MAJOR OBJECTIVES OF THE BYU PROPOSAL A: PROVIDE SIGNIFICANT INTERNATIONAL BUSINESS EDUCATION AND DEVELOPMENT FOR STUDENTS AND FACULTY The Marriott School of Management at BYU has, via its strategic planning document, committed that, by 2006, 100% of all graduate students will have a strong international foundation in their programs, that 70% will take international-specific classes, and that 30% of all faculty at the school will participate in activities of the International Center annually. The activities that will help provide international business education and development are divided into sections for: (I) undergraduate students, (II) full-time Masters students, (III) Executive students, (IV) terminal degree students, and (V) faculty. I. For Undergraduate Students BYU has a very impressive undergraduate business program comprised of 1,700 upper division students. Over 1,200 students with a minimum grade point average of 3.0 apply for the program each year and about 800 are admitted. Eight activities are proposed to provide international business education and development opportunities for undergraduate students. We will extend business language courses to the undergraduate level while developing certificate program in international management and business language for upper division students. We will create new and enhanced international study programs in the areas of study abroad, internships, mentoring programs, and service learning projects. Case materials will also be developed to support curriculum internationalization. II. For Full-time Masters Degree Students: MBA, MAcc, MPA, MISM, MOB Since a large number of Masters students are bilingual and have international experience when entering our programs, the Masters programs have been the primary targets of internationalization efforts thus far in the Marriott School. The Masters level international efforts allow students to build their global business expertise while strengthening their language skills and understanding of culture in a business setting. 2 The activities of Objective A geared toward Masters students offer opportunities to perform in global business settings using their language skills through consulting projects, internship programs, and through receiving functional business instruction in language. The Eccles scholarship program, new joint degree program, certificate program, and program with the engineering school strengthen curricula to allow students to explore business topics from a global perspective while significantly raising the level of their global expertise. III. For Graduate Students: Executive MBAs Executive MBA students are business leaders in the major industries in the region. The majority of these executives are seeking global expansion for their businesses. The activity oriented to EMBA students is geared to address that need. IV. Terminal Degree Students: PhDs, JDs, EdDs The global business training and international awareness of future students depends on current training of terminal degree students. The activities proposed in this section will prepare future teachers to enable students to strengthen U.S. international business. V. Faculty and PhDs In a constantly changing world, faculty skill must be