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Preparing Global Managers and Consultants: A Justification and Framework for International Exchange Programs in Higher Education

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Internationalizing the Curriculum in Organizational Psychology

Abstract

International trade continues to grow and, likewise, organizations conduct business in an increasingly globally interconnected environment. Business leaders view academia as responsible for training competent global leaders who can thrive in this environment. In this chapter, we discuss the justification for, and important nuances of, establishing effective international exchange programs in higher education. There is extensive evidence for the educational benefit of a more diverse student population. In short, more diverse classrooms and campuses result in more innovative group decision making, a higher degree of critical analysis by way of multiple diverse viewpoints, as well as greater cognitive development, satisfaction, and improved leadership abilities. Many institutions of higher education have, at least to some degree, adapted to the requirements of the global business arena and have internationalized, or are beginning to internationalize, their curriculum to develop competencies related to Intercultural Competence. Therefore, in this chapter, we provide a framework for establishing and managing an international exchange program. We have drawn recommendations from a wide variety of resources, such as national organizations on higher education, scholarly literature, exemplar institutions, case examples, and our own experience, to provide a framework for developing and sustaining an international exchange program and these recommendations are grouped into the following categories—(1) institutional commitment, (2) study abroad infrastructure, (3) adequate resources, (4) clarity and accountability, (5) student preparation, and finally, (6) student repatriation.

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Notes

  1. 1.

    The HEA continues to evolve and was amended in 1998, discontinued in 2003, and then reauthorized in 2008.

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Author information

Authors and Affiliations

  1. Pacific Lutheran University, 98447, Tacoma, WA, USA

    Matthew J. Monnot PhD, Thad Barnowe PhD & Gregory Youtz PhD

Authors
  1. Matthew J. Monnot PhD
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  2. Thad Barnowe PhD
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  3. Gregory Youtz PhD
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Corresponding author

Correspondence to Matthew J. Monnot PhD .

Editor information

Editors and Affiliations

  1. Institute for Cross Cultural Management, The Florida Institute of Technology, Melbourne, Florida, USA

    Richard L. Griffith

  2. North Carolina State University, Raleigh, North Carolina, USA

    Lori Foster Thompson

  3. The Florida Institute of Technology, Melbourne, Florida, USA

    Brigitte K. Armon

Appendices

Appendix

Checklist for establishing and sustaining a unique international exchange program

  1. 1.

    Institutional Commitment

    • The study abroad program has been designed in accord with the department, school, or university educational strategy

    • There is clear overlap between the internationalization efforts of the department or school and the university

    • The educational institution has established study abroad as a key element of the educational process

    • There are financially sustainable plans to support study abroad

    • The exchange program is an integral part of academic life

    • There are necessary systems and processes to provide institutional oversight

  2. 2.

    Study Abroad Infrastructure

    • Institutional barriers (such as inflexible major curricula) that restrict student access to study abroad have been identified and removed

    • A study abroad management office has been established

    • A structured approach to planning for course approval and credit transfer is in place

    • Policies have been established to guide credit transfer

    • A process is in place to review exchange program options and respond to academic opportunity and student need

    • Systems for international faculty (i.e., faculty of study abroad courses, program leaders, and site directors) selection, training, support, and debriefing have been established

    • Systems have been established to manage the health and safety of students (and participating faculty) abroad

    • Systems have been established to manage institutional risk of having students abroad

    • A regular program evaluation has been established for the purpose of continuous program improvement

  3. 3.

    Adequate Resources

    • There are experienced personnel to lead a study abroad office

    • Financial aid opportunities have been established to encourage student participation

    • Fundraising opportunities have been established to encourage student participation

    • Policies have been put in place to control the costs (at least maintaining “cost-neutral”) associated with the program

    • Secondary revenue-generating possibilities (e.g., marketing program for use by other institutions) of the program have been identified

    • A system for replacing outgoing faculty, academically and financially, is in place

  4. 4.

    Clarity and Accountability

    • Key stakeholders, who have an interest in the successful exchange program, have been identified

    • Metrics have been established for regular assessment of program effectiveness (e.g., net cost, academic quality and content, student and staff experiences)

    • A plan has been designed for communicating critical information related to the program needs to relevant stakeholders

    • Clear contracting and auditing procedures are in place to guard against issues such as conflict of interest

  5. 5.

    Student Preparation

    • A process has been established for selecting students who will be successful in the study abroad program

    • A cross-cultural training program is in place to enable students to develop competencies to effectively adjust to studying abroad

    • A predeparture training has been designed to prepare students for the logistics of the program

    • A support system (e.g., emergency numbers and study abroad office personnel) is available at the home intuition for students while abroad

    • Resources are available for students to receive debriefing at a minimum and counseling upon returning

  6. 6.

    Student Repatriation

    • Support staff are available for returning students

    • Information sharing is available for returning students to validate their experiences

    • A knowledge management system has been designed, with specific codification systems, to facilitate student learning

A Note on Outsourcing

The above checklist is designed for institutions that will develop and manage their own exchange program. There are established third-party organizations that offer for-fee program management services. Institutional strategy and resources will dictate the decision to outsource; however, one should take into account the costs and benefits associated with developing a program without a third party. The costs of designing, delivering, sustaining an exchange program may seem unwieldy. Indeed, the costs are many; time, money, expertise, focus, and risk management that could be used elsewhere. However, there are many benefits to managing the program at one’s own institution: tuition dollars and tuition discounts kept within the institutional budget, seamless integration of study abroad experiences with university curriculum and mission, greater opportunity for “internationalization of the campus,” faculty development opportunities to enrich teaching, learning, and research, unique programs as positive marketing brands for the university, marketing of study abroad programs to students at other universities to bring in external revenue, to name a few.

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Monnot, M., Barnowe, T., Youtz, G. (2014). Preparing Global Managers and Consultants: A Justification and Framework for International Exchange Programs in Higher Education. In: Griffith, R., Thompson, L., Armon, B. (eds) Internationalizing the Curriculum in Organizational Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9402-7_7

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