This paper's objectives are to present and identify successful strategies for planning, designing and implementing a global business travel trip with a pre- and post-academic class schedule. The courses’ destination changes annually. The information gathered and presented is from four regional business trips. The discussion will center on strategies in building a successful travel program at a small university, course content, business visit selection, recruiting, and selecting a flexible mix of students and alumni. Travel programs require additional resources in terms of commitment, funding, and assistance from various departments. The key to a successful Global Business Course with a travel trip componen by the faculty team leader and enthusiasm.
Many universities are offering study abroad programs which center on spending a full semester at an international university. This is a wonderful opportunity and requires the university to be actively involved in an alliance relationship outside the US. For many smaller universities, this is not a realistic scenario in terms of exchange students, economies of scale and possible accreditation issues. Allan E. Goodman, President and CEO of the Institute of International Education, noted that the experiences afforded through study abroad provide American students with the skills needed to live in today’s world. Dr. Goodman in an article published in Open Doors (2008) states the following “International experience needs to be a component of every student’s education, equipping them for 21st century careers and for global citizenship.”
International knowledge and experience are essential for students as they prepare for the global business economy (Open Doors, 2006). International educators must continue reminding campus leaders about the value of gaining a global perspective (Fischer, 2009). Martha Johnson (2009) discusses the need for graduates to develop a competitive edge by expanding their knowledge of global cultures and multinational businesses through participation in study abroad programs.
Some universities have accelerated efforts to expose students to the global environment by requiring an international focus on the business curriculum. This stronger focus on integrating the international business component into the business courses is a direct result of the Association to Advance Collegiate Schools of Business (AACSB) requirements and accreditation standards (Marklein, 1999).
This paper’s focus is on designing a quality international business course which incorporates a travel component during the 15 or 8 week semester and can be customized for smaller universities. Discussion and recommendations for assessing academic credits, course design, curriculum development, trip destination choice, promotion, and pricing from travel trip arranged by the Rinker School of Business will be discussed and analyzed. A well-designed program is an invaluable experience for both undergraduate and graduate students, as well as for the faculty.
The paper’s second objective is to identify a simplified model that professors in smaller universities and colleges may use as a guideline to design a quality global business trip in their respective business schools. Private universities and colleges which are not ranked in the same manner as the state universities sometimes are at a disadvantage in offering global business trips. The primary reason is that without a fully devoted multicultural administrative organization at the university, the planning and trip implementation may become overwhelming for faculty.
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Designing and marketing a global business travel course
