Globalization in Management Education: Challenges and Strategies

International Journal of Arts and Sciences 3(7): 466 - 477 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org Globalization in Management Educ...
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International Journal of Arts and Sciences 3(7): 466 - 477 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

Globalization in Management Education: Challenges and Strategies Apoorva Bharadwaj, Indian Institute of Management Calcutta, India

Abstract: The paper discusses the implications of globalization for management education mapping the challenges that business schools face aspiring to go global. The paper also fathoms the scope of globalization for business schools and the strategic moves they can plan to make their presence felt across the globe powered by their package of curriculum, teaching, effective administration and teaching-learning processes which are not only international but truly global. Establishing a multi-site organization, offering trans-national educational programmes, engendering research work of global application, giving multi-cultural exposure in different environments, undertaking culture sensitivity programmes to manage multicultural diversity, offering courses in the study of cultures impacting management thinking and the cross-border adoption of management tools and techniques incubated in cultures other than one’s own, should define some of the hallmarks for a business school charting its ambitious errand on the global map. Keywords: globalization, management, curriculum, intercultural sensitivity, acculturation.

Introduction Management is a product of culture. In the realm of business education, the need is felt as never before of expanding the scope of the academic tutoring to encompass the entire world space as far as comprehending the role that socio-economic milieu plays in shaping the business of the diverse cultural entities of the world is concerned. The business schools which will show preparedness to rise to this challenge will only survive leading to the collapse of the schools which impart training of only national relevance. Given the framework of these trends towards globalization of management education, the paper discusses the challenges that business schools face and the strategic moves they can adopt to make their presence felt across the globe powered by their package of curriculum, teaching and administration functions which are not only international but truly global. Research Objectives: In this paper attempt has been made to decode the process of globalization for business schools. The thematic focus of the paper is on coining strategies for making the globalization programmes truly efficacious by sensitizing the faculty, staff and students towards the need of managing intercultural diversity, by revamping the curricula of all the functional areas uploading them with teaching materials and case studies which have global relevance and by inducting in faculty and student strength professionals and pupils of foreign origin. The paper also contemplates the possibility of holding joint action projects and other academic events in collaboration with foreign players who have credibility in the international market of management education.

Let’s first begin with the options that business schools have to upgrade their national status to the global platform. Globalization entails physical import of the international students on the campus. But this physical presence brings with it huge challenges of socio-cultural adaptability which many times incapacitates the teaching mechanisms of the business schools. This is primarily the offshoot of culturally incompatible teaching-learning processes that operate in different countries. One way of tackling this brain teasing poser is to develop IT infrastructure to facilitate distance education through IT-enabled services. To explore this option the business schools should have a very strong communication technology support which will make the virtual classroom a real experience. Several business schools from U.S., Australia and UK have invested in forming sibling campuses in diverse countries. But merely having international branch extensions are not enough but maintenance of quality standards assumes paramount importance in the genealogy of off-shore campuses. These campuses should display seamless operational management and should set stringent entry standards to get dedicated wards for their programs. Also these branch campuses should adopt that country’s teaching-learning styles so as to become effective in a given cultural construct. The business schools aspiring to go global should formulate strategies for effective collaborations and partnerships with the foreign players by registering their active participation not only in academic functions like teaching but also by outsourcing arranging of conferences, training programs, summer internships. Also twin programs can be hosted by two countries with one semester each in the two campuses across the national divide. A strong network should be built between the salient business schools of the world like the leading business schools of the US, INSEAD of France, London Business School in London, UK, Warwick Business School in UK, IMD in Switzerland, Rotterdam Business School in the Netherlands and Indian Institutes of Management in India. Every country has its own foothold in certain niche business competencies it has developed over a passage of time. Hence students should be sent to various countries under student exchange programmes to pick up the ace business skills that a particular business school commands. For example, it has been noted that European business schools are generally better equipped to sensitize their students into the role of cultural differences in international business because Europe is a continent with a great deal of cultural diversity. Asia is also a continent with its own share of hurdles owing to heterogeneous cultures co-existing. Thus business schools in these belts can impart better multi-cultural business training models as they combat herculean regional economic blocks for facilitating cultural integration while pursuing the path of globalization in their regions. However the richest channel of globalization is to attract students willing to take overseas route to fulfill their aspirations for quality education in a country other than their own. The host country should have business schools that should match international benchmarks of quality education. To attain this accomplishment the business schools with globalization high on their agenda should gear up for international accreditation and certifications to win global credibility. Globalization also involves adoption of surrogate management principles, techniques and tools incubated in the culture other than one’s own. Transferring management techniques and tools across cultures needs to be managed and this in turn depends on the understanding of the values

of the culture where a particular management concept or tool is developed and also on the culture adopting that management model to be operated in its cultural environment. The West has learnt from Japan management tools and practices such as Just in Time, Kaizen, Kanban, etc. likewise, Chinese are learning from the US approaches such as 360, six sigma, balanced score card, etc. In each culture in Asia, managerial effectiveness through transfer of management know-how requires insight into the values of the host country to acculturate the process of transfer. It entails a full awareness of the values embedded into the particular model, tool or practice one wants to transfer within the national or corporate culture from where it comes. The long chronicle of joint venture debacles in Asia demonstrates how challenging this transfer process can be. If you take an intellectual sightseeing across the different sectors of globe, a case that can be viewed through the lenses of cultural review is that of the West adopting the Japanese management tenets like Quality Circles and Total Quality Control. The case exemplifies how these management systems were first adopted with gospel fetish and then abandoned narrating the saga of failure of crossfertilization of management thinking without intellectual investment into understanding culture as an important factor in globalization.

The Tripartite Strategy Administrative Structures

for

Globalization:

Revamping

Curriculum,

Teaching,

Since many international students undertake paid work for financial support with their education, the course package imparted to them should be appropriately scaled down. This strip down version of regular course should be the upshot of careful thought investment. It should not tantamount to a mechanical chopping of courses dished out in an unstructured sequence. This is all the more relevant for the Indian students going abroad who find it to difficult to ‘dollar’ their tuition fees and other expenses in absence of a sufficient bursary cover for all the expenditure involved in the western education system. Some credits should be reserved for some work-oriented field training so that students get exposure to the external environment of work along with the theoretical dose of classroom pedagogy. If possible they should be given an opportunity to work in multi-cultural ambience where they need to work in unison with people from diverse cultures bringing in the bag and baggage of their country’s working style. Insert new courses in the curriculum relating to international aspects of all functional areas viz., marketing, finance, human resource management. Prepare an introductory course exclusively

dealing with international business, introduce international business as a vertical. Instead of dealing with international aspect of management and business as a chapter in a textbook, discuss all the topics with international approach woven throughout. Teach an international component in every course offered, use course material and case studies of intercultural business environments, use international cases (of Harvard business school), simulation exercises customized in consonance with the needs of the native industry, introduce study-abroad programs and international internships, incorporate a compulsory course on cross-cultural management and intercultural business communication into the curricular body, cultivate global awareness (increased knowledge about the various regions of the world including their economic, historical, and cultural geography),Develop increased global understanding (increased insights into the functioning of the various societies coupled with cultural sensitivities), enhance global competence (developing effective global mindsets and various behavioral skills).

Thus a great deal of interest should be evinced by the academic practitioners at fostering in the students ability to understand the various institutional, cultural, and societal forces at play in various countries that have emerged as major players in the global economy. The teachers who act as content providers should plan a blend of dyadic interaction along with technology enabled learning experience. But the academicians, as far as possible, should give greater thrust to face-to-face discussions with moderate dose of ‘soft’ online assignments. Experiential exercises and computer-based games with international focus can be used. “INSEAD has developed and used computer programs as Markstrat – which simulates the process of running an effective marketing strategy – and Sigma – which simulates aspects of international management. At the university of Hawaii, a multinational management game has been used extensively. The game was designed as a top-management decision-making exercise. It has gained so much popularity that the game is currently being used at the Pacific Asian Management Institute, the Japan-American Institute of Management Science, and the Korean Management Programme(20). Popular business simulation games used in the USA include INTOP, TIMS, BSG, SPLAN, MMG and WISE.” (Sharma, Basu, Roy, Ann, 1996). If a business school is running an offshore campus, it should ensure execution of a new set of HR polices to make the work for the people of that country a hassle-free experience thereby facilitating their interjection into the domestic system a rewarding bargain for them. A new package of administrative procedures should be designated for the working of these campuses which are user-friendly in the given culture. The institute should undertake research, examining culture, behavior, practices as value drivers in companies operating in foreign countries and present to the students their comparative analyses. Since the shelf-life of a PGDM program is limited executive education programs become important products of a business school. Even these programs should display international focus. A first-hand experience of interacting with business people overseas should always be a preferred mode of globalization. Some forms of such global programs can be practiced in the following ways: undertake joint ventures involving partners based in two countries; promote international student and faculty exchanges; develop education and business networks through faculty travel overseas; work on multidisciplinary action projects necessitating multicultural approaches. “A joint venture between two business schools in two countries has already appeared as the most potent emerging form of global management education. Ventures between Dartmouth College’s Amos Tuck School (New Hampshire, USA) and the International University of Japan, between the University of California at Berkeley’s Haas School and the Nomura School of Advanced Management, between Stanford University (California, USA) and the National University Of Singapore, and between the UK’s Cranfield School of Management and the Sofia School of Management in Bulgaria are some of the examples in this respect. These ventures take different forms depending on institutional strengths and preferences. However, one thing which is common to all is that there is involvement of faculty from both the participating institutions.” (Sharma, Basu, Roy, Ann, 1996).

Inducting international faculty as core members can serve as an intellectual motor for business school planning operations on a global scale. INSEAD in France is an exemplary model in this regard with the enrolment of students hailing from as many as 35 countries and faculty also being drawn from different national entities. Business schools should offer attractive compensation packages to allure the best faculty from abroad. Also native professionals who have done their doctoral studies in foreign universities should be inducted so that with their experience they can give exposure to students regarding business management in the international context. To entice students from diverse countries business schools should offer attractive scholarships so that promising pupils can be lured to the campus for enriching intellectual experience and also later when they go back to their first culture they become brand ambassadors of their alma mater abroad. Faculty should be encouraged and recognized for incorporating international issues dealing with various aspects of globalization and the global economy in various functional areas of business. Deans and administrators of business schools as well as the university presidents should actively participate in the process. Also faculty should be awarded grants to develop additional scholarship and insights into the international aspects of their disciplines. Courses in international and global management, international marketing, international finance, etc., should be developed and leading research efforts in these global areas of global studies should be recognized. Some marketing strategies should be developed exclusively for the international brand building of the business school. For this expertise can be hired from PR agencies which operate internationally. A faculty team comprising members from different disciplines can work together on a collaborative teaching model, integrating their knowledge base to give students a strong foundation in a given management area. Then executives from well-known multinational companies can be invited to give students a hands-on experience on working on this classroom teaching, thereby recasting it into an action project. If in this process faculty and company executives from different countries are involved, the students will be able to carry out these multi-disciplinary action projects on a global compass. As the final outcome, basing their recommendations on the subject inputs given by the faculty and insights into working mechanisms given by the people of industry, students give presentations to their faculty and the companies sponsoring the projects on how a particular operation can be executed with the worldclass finesse. In the process, the students get tutored in integrative management, teamwork in the globalized settings. The School of Business Administration at the University of Michigan has pioneered this methodology. The business schools need to gear up to face increasing menace of competition from other global education providers. As a strategy business schools are increasingly setting up off-shore campuses. For example, INSEAD has established its sibling campus in Singapore. The university of Pittsburgh in an endeavour to globalize its stature has set-up its international counterpart model in Manchester.

Also business schools need to work more now in collaboration with business leaders across the globe. The Lancaster Leadership Centre exemplifies such collaboration. Forming multi-lateral alliances with international peers can act as impetus to a business school’s globalization processes. Cross-fertilization with the international faculty and business experts becomes easier if one establishes an offshore campus because this ensures easy accessibility to that country’s human resources. Foreign students usually face monumental problems pertaining to adjustment and adaptability to new environmental forces when they relocate to off-shore campuses. Hence, business schools which aspire to rank high on the scale of globalization, should also design orientation packages to enable international students acclimatize with the host culture. These students should be given a sort of acculturation training before the commencement of the program so that they do not find themselves wrestling all alone with posers like ethnocentrism, discrimination, alienation, difficulty in understanding classroom examples which are local in application, the teaching styles, the education setup, the course evaluation patterns, the curriculum development, the learnware, the classroom code of conduct and such other aspects which have strong cultural influences. For example, in China the business school education process is still rooted in the conventional academic model where learning takes place through lectures in large classes. In a study it was found that the educational goals pursued by the Chinese students were totally different from the perspective undertaken by the New Zealand students who had different set of goals in their post-graduate management programmes.“….the most important educational objective for the European students is “to learn new skills so that I can change my career”, but for the Chinese students it is “to obtain a qualification essential to my career”(Selvarajah, 2006). The study goes on to demonstrate the students belonging to different nationalities will respond to educational styles differently. Thus care should be taken while formulating course packages, evaluation and other such academic policies when enrolling international students in management programmes so that they are not cast in the same mould as the native students. Research Contribution: Customizing Management Education for Managing Multi-cultural Diversity Business and management are not same everywhere. There is marked difference between the economic environment of developed countries and that of developing countries. In some countries even political environment affects the operations of a business. For example marketing strategy may be important for Americans, but it may not be a pivotal factor in India. In India connections with government may play a more important role than the tenets of competition management. Thus bureaucracy might trigger diverse developments overpowering the factor of market positioning of a business. Thus when attempt is made to globalize management education attempt should be made to teach about such dimensions like government relations, networking and the ethical issues of lobbying government which may have an indelible impact on business in some developing countries. The countries in major economic transition or which are still developing should develop a different course package instead of copying the ‘westernized’ syllabi of illustrious B-schools like Harvard Business School. Teaching micro finance, adopting the study of supply chain

management according to the needs of a country are some of the measures prescribed. Similarly, human resource problems also vary from country to country. Local customs, local folklore impact human resource management, the aspect which an American book on human resource management may not discuss. Handling corruption should also be dealt with in business curricula. The American business gurus who have authored their business sagacity have worked in an ambience totally different from that of evolving countries hence their text experiences may not be relevant to the developing economies like that of India. In countries where access to information is limited and control mechanisms are non-existent, business thrives on trust and family contacts. The western businessmen rely on legal machinery but in countries where legal system is not efficient people undertake business only with the people whom they trust. Thus business schools should teach networking to engender such circuits of trust. Thus if globalization means invasion of American education system and western universities’ interjection into foreign markets through the opening of sibling campuses with the teaching-learning models that are based on individualistic, elitist, non-democratic management systems, it will just beget snobbish culture of imported education de-linked with the local business practices. Thus if globalization of business schools entails teaching and practicing western and particularly American theories of management then it is just a façade. People opine that American business is successful owing to its sterling management practices. But the truth is that there are companies in America which are so badly managed that elsewhere in the world they would have collapsed. Despite, abysmal management they have succeeded because American markets are opulent and the facilities enormous. In developing countries where there are problems pertaining to even electricity, phone service, corruption, bureaucracy, universal education, there are serious managerial hiccups. To do business in such constrained environments requirements needs, intelligence, creativity, ingenuity, team work, in nutshell a sharp managerial acumen. Thus in mad race of globalization developing countries like India should not demonstrate fetish for western theories or case studies of management but should develop their own course material and case studies which are in consonance with their specific needs and work culture. Here Professor Ichak Adizes, President, Adizes Institute, a worldwide management development and consulting organization, has some interesting observations to make: “In Israel, I suggested they teach more (A)dministration: systems, order procedures, rules, discipline – all skills that (E)ntrepreneurs are weak at. To teach (E)ntrepreneurship in Israel, or how to start a business, is easy. It fits the culture and is in demand. But that is not what Israelis need. The Japanese, on the other hand, need to learn (E)ntrepreneurship. They need to revamp their whole educational system, which is based on learning to know, rather than knowing how to learn. They need to develop individual creativity and learn to tolerate dissension. If the Japanese cannot learn to think (E)ntrepreneurially, they will end up having to import their top management from abroad. (Both Nissan and Sony already do this.) What about the Balkans? We know that if anything characterizes the Balkans, it is paranoia. It would be amusing, if it weren’t so sad, to watch Balkan executives explain their problem to you. There is always some collusion somewhere. Someone is trying to undermine, to destroy someone else. There is always a villain … Thus, the solution is always to get rid of that imaginary villain and we all know it does not work because a new one will promptly emerge to take the place of the last one. The problem was systemic. What is definite is that in the Balkans, they need to learn and teach trust and mutual respect and how to run civilized meetings.”

Thus which managerial skill set should be indoctrinated into the business school teaching structure should depend on the need of that country. Hence globalization should not mean copying and pasting the scrolls of erudition of eminent international gurus of management but adopting their studies and customizing them to fit local business needs. Thus thought should be invested in planning an internationalization strategy that encompasses the interests of western business schools as well as those of the host countries. Also the problems and challenges that the “progenitor” and the “host country” face in collaborating for instituting joint ventures need further deliberations. Teaching styles have to be adopted in congruence to the cultural needs of intercultural students. For example, Danish students were found to be very serious even with non-credit courses according to a survey conducted in Copenhagen Business School because in their country knowledge and intellectual competence enhances one’s social prestige. Whereas the natives considered passing with flying colours without much investment of intellectual labour as a ‘smart’ act (Kragh, Djursaa, 2006). These traits get inculcated in students owing to their social conditioning which in turn makes adaptability to the teaching-learning processes of foreign business school system a more daunting task. In some cultures students are supposed to be more interactive with the teachers whereas in other cultures it is considered offensive if students disagree or debate with the teachers. In a research conducted on ethnic Chinese students studying in a western (New Zealand) learning environment brought to the fore the remarkable differences that underlie the communication and learning patterns embraced in their first culture and the host culture. The Chinese students were at disadvantage because their high-context culture dissuaded open communication with the teachers which they found ‘shockingly’ prevalent in New Zealand learning environment (Holmes, 2004). Other studies also expose the cultural differences impacting teaching –learning styles. “A French student thus argued that ‘people in general are lazy and therefore must be pressured to work’, drawing a clear causal connection between low commitment and authority. A Danish student, also studying in France, observed that the ‘French students work very hard to get into the prestigious schools, but once they are inside, the study as such doesn’t matter very much’. Her own experience with group work at the French university illustrates the link between commitment and authority. Having been to a couple of meetings where most of the time had been spent on conversations about things that were irrelevant to the project, she felt she had to take charge of the process and simply put the other members to work.” (Kragh, Djursaa, 2006). Here it has to be noted that in countries where business school students are empowered, people feel that they can preside over their lives, whereas in countries where business school teaching is authoritarian people feel that they cannot exercise full control over their lives. In such business schools there is little or almost negligible interactive teaching. Socio-cultural factors, the political, economic, civic milieu of a country, the family and in-group values have an enormous impact on the education of a country (Kragh, Djursaa, 2006). Globalization should not destroy the host country’s national identity, but on the contrary should reinforce it. The true meaning of being global should not be misconstrued as becoming an American in the American business environment, but to retain one’s cultural roots yet adopting flexibility to learn and work effectively in a cross-cultural setting. “The opponents of globalization believe that it will destroy the indigenous economic strengths of smaller countries,

especially countries that are not heavily influenced by the cultures of Western Europe and the US.” (Kedia, 2006). Thus do not develop a clone model when it comes to the transfer of best management practices across the East and the West, but learn to share and adopt them profiling the local client requirements. International management should be taught in all functional disciplines like finance, marketing, human resource management. There can be two approaches – one approach is incorporating a general international business course for all disciplines at the first year level, the other approach is customizing this course to be administered to different functional disciplines separately. Also complete diploma programs can be formulated bearing the designation of post-graduate diploma in international business. Aspects of business like marketing research, taxation, human resources management and organizational behavior should be taught from an ethnocentric angle. Applicability to the home country should be considered in conjunction with universal relevance so that curricula become flexible enough to complement local skills with skills required on the global platform for immaculate management style. Foreign languages should be taught depending on the major overseas job markets available for the management graduates of that country. Also, cultural sensitivity programs should be conducted to make the students culturally compatible with the work environments of these countries. Thus world citizenship is what the business schools should aspire to give to their students. “It is critical that faculty in business schools attempt to provide sustained knowledge and insights into the various facets of globalization as it interacts with the cultures of the world. Despite the claim of some authors that globalization is likely to produce homogeneity in various cultures of the world, there is not a great deal of evidence supporting this notion. In fact Huntingon (1996) has argued, different civilizations of the world will reassert themselves to preserve their cultural heritages. While globalization of the economic variety will have beneficial effects in different parts of the world, different civilizations will absorb and diffuse them in different manners.” (Kedia, 2006). The business schools which aim at elevating their status in the world business school rankings by positioning their brand in the competitive market of management education need to establish special committees that will formulate a blue print programme for globalizing the academic practices of the school in commensurate with the benchmarks set by international bodies of accreditation. These committees should be entrusted with the task of forming a data pool of the special drives which some of the eminent business schools have undertaken to become the global face of high quality management education. These committees should research on the developments on the international front and come up with recommendations to be presented to the top management. Based on these recommendations a centre for international relations can be constituted which should especially comprise professors who have vast exposure of studying and working abroad. Professors who have earned their own degrees from foreign universities will be in a position to supervise the activities of this centre. They will also be in a position to leverage their cross-border professional networks in introducing new processes of internationalization in the business schools which will help in restructuring the academic and research functions of the business school. Also faculty should be sent to eminent business schools abroad for faculty development programmes and case study workshops to learn new methodologies of classroom delivery. These faculty members should, then, on their return conduct workshops and training modules for the

rest of the teachers. Also they should share their experiences even with the administration staff to apprise them of the ways administration processes have been shaped up in these business schools for the seamless operation across the shores. However the following steps can help a business school in enhancing its globalization quotient: For capacity building students should be sent abroad so that teaching and research capabilities can be imported. China and Singapore have adopted such intellectual importing mechanisms to promote and facilitate dissemination of globalization. Subsidize tuition fees to attract international students seeking admissions in the home universities. Formulate schemes to attract students from diverse cultural backgrounds so that there is no preponderance of only students from one country. Recruit faculty from around the world to bring diversity not only in student body but also in the faculty strength as well.Institute funds to give faculty international exposure – sponsor faculty travels abroad by funding their attendance in international conferences, granting offshore sabbaticals, arranging faculty exchanges with foreign business schools, undertake research and consultancy work with companies which operate internationally. Tutor students in principles of management developed indigenously but pick international examples of the countries specializing in certain niche domains like taking up case studies of customer service from Singapore, new product development from Japan, retailing from France. Then teach how to adopt the learning from these case studies in the national context by local application. This will also pave way for critical thinking since though principles of management are generic and universal but their implementation is highly context sensitive.Give students international exposure by arranging for their foreign campus visits, summer internships in companies abroad, make learning foreign languages compulsory.Adopt diverse styles of teaching and diverse pedagogies developed in different parts of the world.

Conclusions Thus there is a yawning gap between the desired model of globalization and the current status of globalization in the business schools. The business schools which put globalization on their ambitious agenda should first brainstorm and come up with a globalization strategy that will be effective in giving the stamp of international standards to academic systems. Business schools should freeze their mechanisms in terms of internationalizing their faculty bodies and the student strengths and should also take steps to revamp their business curriculum so as to impart it veracious global quality. Here the globalization strategy of the Joseph H. Lauder Institute of Management and International Studies is noteworthy. Their globalization scheme includes 25% of program time outside the U.S, focus on language and culture, foreign internship, integration of the M.A. in international studies and the internationalized MBA.

Figure 1 – Coining Globalization Strategies For Management Education: Processes And Functions

Such globalization measures bring rich diversity into the classroom discussions, a global network of professionals and a definite edge in a world where recruiters are seeking managers who understand the essence of being global. Thus a business schools should strive to offer an exceptional multi-cultural learning environment by launching programmes characterized by trans-national content and by enrolling participation from around the world. Moreover a continuous exposure through mobility programmes ensures adaptation and assimilation of crossborder thinking and practices in the existing education system. Though the paper has exhaustively dealt with the process of globalization, the current trends, challenges and strategies, yet avenues are open for future scholarship to base its work. Further, work can be done on taking up case studies of business schools which have a strong global presence by dint of their multicultural faculty and student body, off-shore campuses and pedagogy with global application. Questionnaires can be administered to the students and faculty migrating to campuses other than their native countries to gauge the scale of difference they find in the education systems in their first culture and the academic structures of the host culture. Also attempt should be made to explore how the gap can be bridged by adopting certain intercultural sensitivity training which will enable the functioning of these business schools in multicultural environment a rewarding experience both for the native faculty and students as well as for the expatriate faculty and students who migrate to these campuses with an aim of earning enlightening erudition. Also work can be done on exploring other ways to globalize the academic

functions of the business schools aspiring to rise on the international platform. However care should be taken to see that these globalization strategies are also in sync with the local business requirements so that equilibrium can be attained between thinking local and acting global. Also research should be done on what internationalization strategies can work in bridging the gap between western business schools and the South-east Asia market of management education. Future research and teaching in diverse domains of international management and business should sensitize the upcoming generations of managers in appreciating the dynamics of the ceaseless interplay between various trends in world cultures and the process of globalization. Global managers are expected to be not only concerned with the cutting-edge competitiveness of their companies but also with the knowledge that the global corporations will perhaps operate better when they are in rhythm with the cultural dynamics of the various parts of the globe.

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