Enhancing Relationships between Business Schools and Language Departments

1. Enhancing Relationships between Business Schools and Language Departments Orlando R. Kelm University of Texas at Austin http://www.laits.utexas.edu/orkelm/kelm.htm orkelm@mail.utexas.edu Kelm, CIBER 2005, Park City, Utah

2. Why We Address This Topic • Business Schools and Liberal Arts programs have traditionally looked at educational objectives differently. • Business School: preparation for employment • Liberal Arts: emphasis on global citizenship Kelm, CIBER 2005, Park City, Utah

3. Liberal Arts Mission Statements • The mission of the College of Liberal Arts is to make a free people wise, by educating its students in the ways of freedom, and by providing a model for education at other universities. The heart of a democracy is that the people must judge. Through education in the humanities and social sciences, the College of Liberal Arts will give its students the power and confidence to judge well... The College's central mission is to provide a good foundation in the humanities and social sciences to all its students, whether or not they are working towards pre-professional degrees. All students should know how to read critically, write cogently, and speak persuasively. All students should understand the basic methods of the sciences, and all should be conversant with mathematics. Kelm, CIBER 2005, Park City, Utah

4. Business School Mission Statement • The mission of the McCombs School of Business is to educate the business leaders of tomorrow while creating knowledge that has a critical significance for industry and society. Through innovative curriculum, excellent teaching, cutting-edge research, and involvement with industry, the school will bring together the highest quality faculty and students to provide the best educational programs and graduates of any public business school. We believe that to prepare students to become leaders in our very diverse, multicultural society, it is essential that they have the opportunity to become involved with students whose backgrounds differ from their own. To facilitate such an involvement the school wants to have a culturally and racially diverse student body. Kelm, CIBER 2005, Park City, Utah

5. Spanish Department Mission Statement • The main goal of our department is to guarantee that every student receives the highest quality education. Our general program is an integral part of the education provided by UT’s College of Liberal Arts and seeks to assist students to develop an informed appreciation for Luso-Hispanic languages, literatures and cultures as well as to acquire basic skills in critical thinking, effective writing, and oral communication in Spanish and Portuguese. Kelm, CIBER 2005, Park City, Utah

6. Accounting Department Mission Statement • The mission of the Department of Accounting of the University of Texas at Austin is to further excellence in the accounting discipline within the mission of the University and the College and Graduate School of Business. In the context of the Department this means: • To expand and create knowledge through scholarship of theoretical and practical impact, and • To communicate knowledge of the accounting discipline through teaching undergraduate and graduate students, training accounting scholars and educators, and interacting with the external business and policy-making community. Kelm, CIBER 2005, Park City, Utah

7. Business Schools Primary focus is domain specific skills (accounting, finance, marketing, etc.) Secondary focus is generic cognitive skills (problem solving, critical thinking, cultural competence) Liberal Arts Primary focus is generic cognitive skills (problem solving, critical thinking, cultural competence) Secondary focus is domain specific skills (morphology, phonology, etc.) …as a result: Kelm, CIBER 2005, Park City, Utah

8. Business Schools Continually modifying and adjusting program structure to respond to marketability of students. Liberal Arts Maintains program structure and resists modifications. … as a further result: Kelm, CIBER 2005, Park City, Utah

9. Example of Business School flexibility • WSJ Guide to Business Schools: Recruiters' Top Picks (2004, September 22). The Wall Street Journal, pp. R1-R10. • If a business school wants to be a leader in the next decade, it will have to redesign its curriculum and make it more career-oriented by incorporating a lot more specialized courses. • Knowing Spanish and English should be a requirement for every graduate in the world. • Getting hired requires writing skills, oral presentation skills, communication, teambuilding. Kelm, CIBER 2005, Park City, Utah

10. Example of Liberal Arts tradition • The Department of Foreign Languages and Literatures at XXX University invites applications for a generalist tenure-track assistant professor position in Spanish effective August 22, 2005. Candidates must have Ph.D. in Spanish in hand by time of appointment. Native or near-native fluency in Spanish and English required. Only candidates with specialization and/or teaching experience in one or more of the following areas will be considered: Trans-Atlantic Cultural Studies, Spanish for the Professions (medical, business or translation), Spanish American Colonial Literature, Golden Age Peninsular, and Spanish for Heritage speakers. The teaching load is… Kelm, CIBER 2005, Park City, Utah

11. Communication Misunderstandings: Business • Language Departments will jump at the chance to teach business language. • If you can teach language, you can teach business language. • One semester of language should solve the problem. • Role of English in business. Kelm, CIBER 2005, Park City, Utah

12. Communication Misunderstandings: Lib. Arts • “We have a more noble mission.” • Business schools have all the money so they should pay for it. • Business language means business vocabulary. • Spanish speakers go to Latin America. Kelm, CIBER 2005, Park City, Utah

13. What can we really learn from one another? Kelm, CIBER 2005, Park City, Utah

14. From Liberal Arts What sets the really good business professionals apart from the others are the generic cognitive skills, precisely the strength of liberal arts. Consequently business language should focus on the development of generic cognitive skills. The whole proficiency emphasis of the 5 C's (communication, connections, culture, comparisons, communities) fits right in with the need to focus on cognitive skills. If we follow the standards of foreign language learning, we are teaching language for special purposes. It is impossible to truly incorporate the 5C's without also identifying the role of foreign language within the context of a specific purpose. Kelm, CIBER 2005, Park City, Utah

15. From Business Schools • Techniques that are used to teach business in general can be modified to teach business language too. For example: • Case Study Method • Mental Maps • Laddering Technique Kelm, CIBER 2005, Park City, Utah

16. Case Study Method: Executive Summary • Introduction: A brief, one paragraph, description of the major issues presented in the case. This should include any economic, political, social or competitive issues. It may include organization issues, technical issues, financial issues, ethical issues, policy considerations, etc. • Problem Statement: A specific statement of the problem or issue, usually not to exceed two sentences. Remember this is not a question, but a statement of the situation. • Analysis: This is the most critical component of the summary. Readings, frameworks, class presentations, etc. must be used to analyze (not merely describe) the critical issues in the case. The analysis should serve as the foundation for alternatives and recommendations. • Alternative strategies: Possible alternative solutions to solve the problem should be given. These should be based upon the analysis and should be distinct from one another. Briefly note the advantages and disadvantages of each alternative. • Recommendations: Based upon the analysis, a specific recommendation must be made. Explain your recommended strategy, why you selected that particular one and how it solves the problem. Be sure that your recommendation can be supported by the analysis. Kelm, CIBER 2005, Park City, Utah

17. Mental Maps • By mental map we mean a brief one-page diagram or flowchart that shows the relationship among the words, phrases and concepts that are presented in the body of the text. In this way one may systematically show the relationship among the subordinate and main ideas. The first step of the mental map is to carefully read and analyze the text, focusing on the various elements, concepts, and theories, etc. Second, synthesize these elements into diagrams, drawings, or flowcharts. The mental map becomes a powerful tool in being able to organize information and in outlining the concepts and content from the readings. The mental map should be created on a single slide of a presentation program. (Carlos Romero Uscanga, ITESM) Kelm, CIBER 2005, Park City, Utah

18. INICIATIVA CON FIRMAS EN MEXICO MEXICO CULTURA DE AYUDA EN LAS EMPRESAS EMPRESAS DANONE-PIONERA • Resultados de la encuesta a 360 empresas: • No demuestran un compromiso 100%. • Van avanzando en responsabilidad social. • Poca ética profesional en sus empleados. Para tener éxito necesita convivir en una sociedad saludable. Mejorar la calidad vida PROYECTOS RECONOCIDOS • 1966"Construyamos sus Sueños " • DANONE - OBJETIVOS • Crearon un vínculo emocional entre • comunidades y productos • Aumentó la fidelidad de comunidad • Cumplieron responsabilidad social • Mejoraron la imagen por 6 años • Social:beneficiaron a la niñez. • Económico: lograron reunir más de • 50 millones pesos, niños con cancer FILANTROPIA EMPRESARIAL Evaluadas por INFORMACION RESPONSABILIDAD SOCIAL CEMEFI,USEM,DESEM,COPARMEX Ellos son EMPRESAS SOCIALMENTE RESPONSABLES -Filantropía Estratégica Involucra alianzas entre la empresa y la causa que vamás alla de una donación de dinero o en especie. -Mercadeo Relacionado con Causa Social Empresas y organizaciones crean una alian- za mutua: comunicación, recursos humanos, mercadeo y relaciones públicas • 2001-2002, 45 empresas en total : • ALFA Corporativo, Andersen México • Nestlé México, Grupo Apasco • Coca-Cola de México, Grupo Bimbo,etc • Incremento de más del 50%. CONCLUSIONES 10 MAS ADMIRADAS EN MEXICO Ellos son • Boom de ayuda comunitaria: • fundaciones,organizaciones y • personajes para ayudar a la causa • Ejemplos para otras empresas • destacado por el presidente de la • fundación televisa, E.Azcárraga. • Es más facil ayudar a cualquier causa, personas y empresas. • Responsabilidad social se tradu- • ce en publicidad, reconocimiento del mercado y reputación • Beneficio para la sociedad. CEMEFI-CTRO.DE FILANTROPIA 2001: Cemex, Bimbo, Telmex, Grupo Modelo, Grupo Carso, Fomento Económico,Nestlé, Banamex, Procter Gamble.2002:Bimbo, Cemex, Telmex, Infored, Grupo Modelo, TV Azteca, FEMSA, Grupo Reforma, DHL, Wal-Mart Responsabilidad Social está determinada por compromisos que buscan el éxito del negocio POPULARIDAD DEL MARKETING Siguieron el ejemplo de ALIANZAS. BENEFICIOS Relación entre las empresas y ONG´s 1. Fortalece la imágen de la empresa 2. Refuerza el reconocimiento de marca 3. Aumenta moral y motivación personal 4. Establece credibilidad ante la sociedad • Unión entre empresas y sociedad • han demostrado generar mayor • sustentabilidad que la filantropía • tradicional y de beneficencia

19. Laddering Technique (Wansink, 2000) • The laddering interview will be like playing psychologist with your interviewee acting as the "patient." You will be analyzing the consumer's purchase through a series of questions in an attempt to reveal the personal reasons for which the consumer made his purchase. • The first step in effective laddering is to choose a brand champion… The purpose of initially interviewing brand champions is that they are uniquely capable of articulating the key aspects of the product they most like. Knowing this can show how to turn moderate consumers into champions. • Good questions to start out with are ones that get the customer talking about the product. You may or may not gain any insights other than what you can see by the physical properties of the product, but it will help put your brand champion at ease and get them accustomed to answering your questions about the product in question. Kelm, CIBER 2005, Park City, Utah

20. Laddering Technique, cont. • The whole purpose of this first round of questions is to find what properties of the product caused the interviewee to purchase and champion that brand. Once you have identified several attributes of the product and answers begin to become repetitive, it is time to move on. • Your questions should always link to the previous response given by the interviewee. In this manner, you begin to construct a ladder establishing links between the attributes, consequences, and values. The second round of questions is a good time to begin asking why certain attributes are important. When a consequence is found, sometimes it is good to keep delving deeper into that consequence toward finding the underlying value--the real reason the purchased is made. This requires the interviewee to reflect upon the purchase and, therefore, it's important to keep rolling with the idea. Stopping and returning to a consequence at a later time will often result in the interviewee losing their train of thought about a given consequence. This can make it difficult for both you and the interviewee. • The ultimate goal of laddering is to develop an insightful and extraordinarily effective marketing campaign. Laddering is an excellent tool for discovering why customers really buy and also for developing a list of key insights that will be the platform from which a marketing campaign can be built. Kelm, CIBER 2005, Park City, Utah

21. Recommendations • Take on the role of consultant. Find out the needs of the business school and work from there. • Provide realistic expectations about language learning. • Observe techniques in business training and adapt for language purposes. • Take advantage of experience in teaching generic cognitive skills (problem solving, critical thinking, cultural competence). Kelm, CIBER 2005, Park City, Utah

22. Unresolved Issues • Who should teach business language courses? • What kind of course structure works for less-commonly taught languages? • How do we resolve the time necessary to develop proficiency versus the limited time students have to work on language? Kelm, CIBER 2005, Park City, Utah

23. References • Wansink, B. (2000, Summer). New techniques to generate key marketing insights. Marketing Research, 12(2), 28-37. • WSJ Guide to Business Schools: Recruiters' Top Picks (2004, September 22). The Wall Street Journal, pp. R1-R10. Kelm, CIBER 2005, Park City, Utah