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Title: 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_at_mail.utexas.edu

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

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.

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.

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 UTs 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.

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.

7
as a result
  • 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.)

8
as a further result
  • Business Schools
  • Continually modifying and adjusting program
    structure to respond to marketability of students.
  • Liberal Arts
  • Maintains program structure and resists
    modifications.

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.

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

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.

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.

13
What can we really learn from one another?
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.

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

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.

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)

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
  • Socialbeneficiaron 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.2002Bimbo, 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
BENEFICIOS
ALIANZAS.



Relación entre las empresas y ONGs 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.

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.

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).

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?

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.
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