Planning and Implementing Overseas Travel Classes for Executive MBA Students Camille P. Schuster Preparing students to meet the demands of a global marketplace is becoming an integral part of business programs. The author describes an overseas travel class that caters to the executive MBA student.
reparing students to meet the demands of a global marketplace is becoming an integral part of business programs. Whether the specific approach focuses on developing international courses or creating an international business degree or concentration, international travel courses often are one component of the program. Developing this type of course to meet the academic objectives of the curriculum within a reasonable budget presents a significant challenge to administrators and faculty members. Gordon and Smith (1992) provide great insight into the process of planning such a trip for students attending a "non-urban, medium-sized public institution." As all classes should be, this one was mission-driven, focusing on the educational needs of the students attending the institution. In addition to presenting the content of the course, Gordon and Smith (1992) also addressed many of the planning, logistical, and implementation issues involved in successfully running it. Explaining how and why decisions were made in the context of situational constraints presents a realistic look at the challenge of coordinating a class with unique demands. Given that international travel classes are developed within the context of each college or university's mission, they will vary in direction, focus, and intensity. My purpose is to describe the creation and implementation of an altemative international travel course to provide another perspective on how it can be designed to meet other objectives. The course described here was designed for executive MBA students in an urban university and for members of the business community.
P
Background Information The initial challenge presented to me as director of the Center for International Business and the Center's Advisory Board members was to develop an international travel course appropriate for executive MBA students. The Advisory Board members consisted of top executives from four area Fortune 500 U.S. companies, a Japanese firm, three CAMILLE P. SCHUSTER is an Associate Professor, Department of Marketing, Xavier University. The author gratefully acknowledges the members of the Advisory Board for the Center for International Business. Only with their support, ideas, and encouragement was this course created and designed.
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local international firms, the Dean of the College of Business, and the Director of the Executive MBA Program. The first step was to examine the kind of people who would be participating in the class and determine course objectives. Executive MBA students are mid-level executives with five to seven years' experience, who are perceived as having high career potential in their companies. Obviously, these are people who need training in international business. However, they also would not have an opportunity for a semester, summer, or even month abroad program because of their full-time work commitment. Therefore, one important constraint was that the travel portion could only last about ten days (a week and two weekends became the target). Discussions during the development period indicated that this course also would be beneficial for the regular MBA students at our institution (about 76% work full time) and for members of the business community interested in investigating the Asian and European markets. The first Doing Business in Asia class was offered to executive MBA students as an optional course. In addition, members of the business community, regular MBA students, and faculty members in the College of Business were invited to participate. This pilot class took place in June 1991 and included 18 people (6 MBA students, 6 businesspeople, and 6 faculty members). At the conclusion of the class, participants evaluated each speaker, accommodations, company visits, transportation, informal activities, faculty members, textbooks, and value of the class. The overall evaluation was 4.1 on a 5.0 scale. Written comments on the evaluation forms, such as those in Appendix A, provided evidence that this class did result in meaningful leaming. As a result of the success of the pilot program, the intemational travel course became a requirement of the executive MBA program. In 1992, 25 people participated in Doing Business in Asia, and 29 people participated in Doing Business in Europe, which was offered for the first time. After a great deal of discussion based on the evaluations of the 1991 pilot class, the Advisory Board agreed on a twofold course objective: (1) to learn about the most competitive business strategies in the world and (2) to understand the nature of global competition. The rationale was that the participants (executive MBAs and businesspeople) were already in the business world making decisions that have competitive consequences for their companies. There-
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Marketing Education Review fore, they should develop the ability to make decisions enabling their companies to be competitive in a global market. To meet these objectives, the Advisory Board decided not to have participants visit locations such as the People's Republic of China, Commonwealth of Independent States, Eastern/Central Europe, or South America at this time because the opportunity to be exposed to the most competitive global strategies would be limited. As a result, the two international travel courses developed for 1992 focused attention on the Pacific Rim and Europe. In these locations participants could learn the most innovative, competitive, and successful business strategies currently being used. The locations were to be reevaluated each year and changed when business conditions warranted. Another constraint on the course design was the underlying assumption that people learn most in a highly interactive environment. Therefore, the participants should be talking to people—asking questions, investigating issues, probing answers, and observing business as it takes place in a number of environments. This means that though everyone needed to have some common fundamental knowledge, the primary learning activities should involve small groups of people in interactive situations.
Course Development Given the general constraints, an intensive ten-day course in international business had to be created. The decisions and activities described as part of its development are interdependent and occurred simultaneously. However, they are presented as separate items here for ease of discussion. In the pilot course, the specific objective focused on two issues: the role of quality and cultural diversity as it affects adaptation of business strategies. In response to evaluation comments, in an attempt to include issues relevant to both Europe and Asia while maintaining a common focus, and in keeping with the overall goal of learning about the most competitive global strategies, the specific objectives were modified in Year 2 to include four issues: current business strategies, the role of quality, international business strategies, and the impact of cultural differences on employee issues. The Advisory Board decided that investigation of these topics would enable participants to learn about the most competitive business strategies around the world and to understand better the nature of global competition. Japan was selected because of its strong economy and Tokyo because of its importance as a worldwide economic center. Singapore was identified as another Asian site because of its regional position and multiple cultures. In Europe, Germany was included because of' the strength of its economy and its impact on the European Community. Britain was selected because of the large number of British firms investing in our metropolitan area. Frankfurt and London were the cities chosen because they are financial centers and home to many regional business headquarters. Brussels was included because of its importance in the development and administration of the European Community. To provide common fundamental knowledge, several general activities were developed. All participants attended a
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Pre-Departure Session, a variety of presentations during the trip, and a Post-Trip Session. During the Pre-Departure session, participants received cultural briefings, business briefings, travel information, and course requirements. In addition, they were involved in cultural sensitivity activities. Students going to Asia read Japan's Secret Weapon: The Kata Factor (DeMente 1990) and several articles on Southeast Asia before the trip, whereas students going to Europe read Understanding Europeans (Miller 1990) and several articles on the business environment in the European Economic Community. During the international trip, academic, business, and government leaders gave presentations to the whole group on topics related to the objectives of the course (see Appendix B for a list of speakers and topics). Unique to the program were the activities designed to foster in-depth, interactive investigation of the issues. In Tokyo, Singapore, London, and Frankfurt, the participants were divided into groups of about three people. Each small group visited a company for an afternoon, equipped with an interview guide that listed topics and the kind of information to be gathered (Appendix C). Participants were instructed to formulate questions designed to gather the appropriate information depending on the company they were visiting, type of industry, type of facility visited, and relationship developed with the company representatives. Each of the companies agreed to give the participants a tour of the facilities and time to talk with various executives regarding the questions on the interview guide. In addition, each agreed to take the participants out for dinner or "after five" so they could experience informal business activities. In each city, our university hosted a dinner or luncheon and invited representatives from the companies as well as the speakers to attend as a way of thanking them for their participation. Interspersed with the travel was a moderate amount of sightseeing designed to focus on some of the cultural traditions, for example, visiting Kamakura in Japan and tours of the ethnic neighborhoods in Singapore, historic sites in London, and the Rhine area in Germany. Participants also had about a day and a half of free time on the trip. After returning, participants had a month to assimilate the information obtained from the presentations, readings, interviews, and observations. Then they were required to prepare a report, following the guidelines in Appendix D, and make a presentation to the group during the Post-Trip Session. All the papers were edited and bound into a booklet, which was sent to all the business, academic, and government representatives involved in the trip. The booklets not only expressed our appreciation, but also demonstrated the significant impact that these representatives had on the participants' learning. The representatives have been very complimentary after reading the booklets, saying that they were impressed with the insight of the participants. To create the itinerary for the travel activities, develop the schedule of speakers and company visits, and prepare materials well in advance for the Pre-Departure Session requires a great deal of planning. The next section addresses that topic.
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Overseas Travel Classes
Administrative Concerns This class requires that 20-30 people travel into and out of two to three cities on the other side of both the Atlantic and Pacific Oceans, speakers be obtained, meeting places be arranged, about 12 businesses in each city agree to host two to three participants for an afternoon and dinner, travel arrangements be made, meals and transportation be arranged, a detailed itinerary be prepared, and everyone receive the information needed to perform their function in a timely manner. The Advisory Board members were the first contacts consulted for help in identifying names of interested individuals and companies. A local coordinator was identified in each city—that person was briefed fully on the trip, kept current on the itinerary, and kept available as a local resource or testimonial for companies being asked to participate in the program. The local coordinator also helped identify potential speakers, companies, and contacts. A planning trip to each city was necessary to examine potential meeting sites and hotels, explain the program and answer any questions the local coordinator might have, and meet with as many of the interested individuals and company representatives as possible. A one-page explanation of the activities associated with hosting participants or making a presentation to the group was prepared and distributed to anyone being recruited for either of these activities. As this ever-expanding network of potential presenters and hosts was being developed, an attempt was made to involve as many Asian- or European-owned companies as possible. We also asked multinational companies to allow us to visit more than one of their overseas facilities (for example, Unisys in Tokyo and Frankfurt; Procter & Gamble in Singapore, Brussels, and Frankfurt; Cincom Systems in Frankfurt, Tokyo, and Singapore). In addition, we tried to include the sales or manufacturing facilities of companies in various industries. At the Post-Trip Session, the discussion included an analysis of what type of strategies were peculiar to an industry as well as how home office strategies were modified to accomplish company objectives in different countries. Some of the recruiting of academic, business, and government representatives was done in person, but much of it was done indirectly. The local coordinator or an Advisory Board member would make contact with someone who might be interested in participating. Then the director of the Center for International Business would send a formal request with the appropriate one-page description and proposed itinerary. About 900 such letters were sent to prepare for the 1992 trip. The person coordinating the trip needs a variety of skills. For instance, it is important to be able to negotiate with business, academic, and government representatives in different cultures—knowing how to solicit participation, what approach will be persuasive, what information is needed to make a decision, how important organization is, and how the local coordinator will function in a particular country. In addition to knowing all the details of the current plan (e.g., maps, locations, names, times, events), the trip coordinator must have contingency plans.
Flexibility is critical for success. On the one hand, a detailed schedule is necessary to move 20-30 people through all the appointments and travel schedules. On the other, the participants are mid-level executives who are used to being in decision-making positions even though they are now also participants in a class. This conflicting demand requires some accommodation. The trip coordinator must be able to manage the human relations issues that arise when 20-30 people live in close proximity for ten days. Last, but not least, the trip coordinator must be able to respond to any last-minute changes in plans. For this program a local travel agency was used for completing the trip logistics. Because moving a large group of people performing so many activities in such a short time is a primary concern, it was necessary to keep the group on the same schedule for most of the trip (see Appendix E for a schedule of each trip). The trip coordinator determined all specifications for hotels, meeting rooms, timing, transportation, and scheduling. The price of the trip included tuition, transportation, hotels, and all meals except three on each trip. The travel agency made the plane, hotel, meal, and transportation arrangements for the group. Because of their expertise and volume of business, the travel agency had the necessary contacts and ability to negotiate good prices.
Results The international travel course was designed specifically for executive MBA students who were used to intense courses and had severe restrictions on the amount of time available for international travel. In addition, the course was designed to have participants understand the best and most competitive business strategies being used around the world. As a result, it required that the participants be dedicated graduate students, faculty members, or businesspeople who were willing to make a significant commitment. Preparation of the participants before the trip is critical so that they begin the trip with an appropriate set of expectations and are ready to be involved in activities from the beginning. The trip coordinator should mix some free time into the schedule to keep participants' energy level high— the intense activity is exhausting so people need time to relax. The intensity and variety of the course challenges participants to stretch their limits and horizons. However, being pushed, prodded, encouraged, and coaxed through all these activities is not enough for meaningful learning to occur. It is imperative that the participants have the opportunity to reflect on what they have done, experienced, and learned. On their return, participants have an opportunity to recover from jet lag, spend time with their family, attend to pressing business matters, and answer questions about the trip from friends and colleagues before turning in their paper. This allows some time for reflection. Participants said they were glad a paper had to be written because it forced them to assimilate all their experiences and put the trip into perspective. They also said it was important and useful to hear how everyone else assimilated their trip experiences during the presentations at the Post-Trip Session. The pre-trip activities are critical for setting realistic expecta-
Marketing Education Review tions, and the post-trip activities are critical for dehriefing and facilitating the learning process. Without the papers and presentations the trip would have been just a set of activities that generated a lot of great memories, but not necessarily a good learning experience. Participants completed very specific evaluation forms at the end of each trip. The overall 1992 evaluations were, on a 5point scale, 4.3 for the Asian trip and 4.1 for the European trip. The average evaluation for all classes in the Executive MBA Program is 3.91, so the ratings for both international travel classes were higher than average. The individual
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events, speakers, or activities that received lower evaluations were reconsidered for inclusion in the next trip. To determine the impact of the Doing Business in Asia and Doing Business in Europe classes, participants were asked to complete a pre- and post-trip questionnaire on which they responded to a series of statements regarding international business (5 = strongly agree and 1 = strongly disagree). Exhibit 1 lists those statements for which the most attitude change occurred. With eight of the ten statements appearing on both lists, the attitude change was very similar regardless of whether the participants went to Europe or Asia.
Exhibit 1. Statements With Largest Attitude Changes
Statement Asia Entering a foreign market to do business is very difficult.**
Pre-Trip* Means
Post-Trip Change
Significance Level
4.30
-.75
.05
I would feel comfortable being part of a team sent by my company to set up business in Asia.**
3.70
+.65
.01
Reading books is an appropriate way to learn how to do business in Asia.
3.35
-.30
N.S.
The Asians' indirect style of communication makes it easy for them to mislead other people.
3.20
+.30
N.S.
Trade barriers make it almost impossible to do business with Japan.**
2.80
-.95
.01
I would feel comfortable being the primary representative of my company to set up business in Asia.**
2.55
+.75
.05
I feel comfortable developing my company's strategy for competing with Japanese companies.**
2.16
+1.04
.01
I feel comfortable developing my company's strategy for competing with companies in Asia.**
2.11
+.99
.01
Management practices are fundamentally the same around the world.**
1.60
+.40
N.S.
Negotiating with business people in the United States is very similar to negotiating with business people in other countries.**
1.30
+.35
.05
Europe Entering a foreign market to do business is very difficult.**
3.92
-.54
.05
Speaking the official language of a country is important for success in business.
3.75
+.54
.05
I would feel comfortable being part of a team sent by my company to set up business in Europe.**
3.46
+.54
.05
I would feel comfortable being the primary representative of my company to set up business in Europe.**
2.58
+.46
.10
I feel comfortable developing my company's strategy for competing with companies in Europe.**
2.46
+1.00
.01
Informal behavior is appropriate for doing business in Europe.
2.46
-.33
N.S.
I feel comfortable developing my company's strategy for competing with European companies.**
2.42
+.87
.01
Trade barriers established by the European Community will make it almost impossible to enter the market after 1992.**
2.08
-.54
.05
Management practices are fundamentally the same around the world.**
1.58
+.80
.01
Negotiating with business people in the United States is very similar to negotiating with business people in other countries.**
1.54
+.50
.05
*The scale ranged from "strongly agree" (5) to "strongly disagree" (1). **These statements are common to both the Asian and European list.
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In general, after the trip participants believed that entering foreign markets was not as difficult as originally thought, trade barriers are less troublesome than previously perceived, they would be comfortable being part of their company's team to set up business in that market, and they would feel comfortable developing company strategy to compete in that market. Even though ten days is a short time period, the combination of activities resulted in valuable learning. This group of mid-level executives not only perceived the opportunities of doing business in Asia and Europe as more possible, but also had more interest in being involved in those markets and more confidence in their ability to compete there. This class did achieve at least partially the objectives of having participants learn and understand the nature of global competition. Just as important, it also helped create a mindset of being capable of participating in international business activities. Excerpts from some of the evaluation forms highlight the participants' perception of the learning experience: • "The absolute, without a doubt, best parts of the trip were the presentations and the company visits. I would never have had entrees to any of this on my own." • ' 'The overall experience was fantastic. I feel like I learned so much, yet still know so little about Europe. It was quite overwhelming. Several of the speakers were excellent and the company visits were integral to the experience." • "The part I liked best about the trip was the variety and wealth of information that was presented to us in such a short period of time. The diversity of the cities chosen, backgrounds and expertise of the speakers, as well as the aggressive schedule provided for a learning experience that cannot be duplicated in the classroom. For almost two weeks, we actually live this learning experience with no distractions from the outside (work, family responsibilities, and MBA homework assignments)." • "If I had to pick out one thing I would say the interaction between our hosts and us at the company. After Five, and the banquet. This one-on-one activity gave some special insight into the Asian people as individuals and I thought it was special." • ' 'The speakers and corporate visits were a wonderful, wonderful experience which I will always be thankful for. They were so honest and willing to help us learn how to do business."
The booklets prepared from the participants' reports demonstrate what can be learned from the interviews, presentations, and cultural activities. These are useful documents: The participants have something tangible to show how beneficial the trip was, the booklets are good recruiting tools for attracting interested participants, employers or business people can see the results of sending someone or participating in the trip, speakers and company representatives hosting participants receive feedback on their effort, and the local coordinators can use them to recruit additional companies as the program grows.
Conclusion My purpose was to provide an alternative perspective on international travel courses. Though the benefits from this trip are tremendous, it is extremely difficult to manage and the activities involved are not suitable for undergraduate students. Depending on a university's mission, the type of stu-
dents involved, and the objective of the course, a number of alternatives are available for structuring an international travel course. Though the class described here is different from the one designed by Gordon and Smith (1992), one result at least is similar: "It is very important for business school students to experience first hand international business and competition, as well as cultural diversity,'' and the ' 'participating students have been impacted by our course." Whatever commitment is required by faculty or administrators to support, prepare, coordinate, and implement the course is worthwhile; the course does generate significant professional learning on the part of everyone involved. Regardless of the specific format used, the inclusion of international travel classes will add significant value to business education programs. The benefits are not only for the students, but also the faculty members, administrators, and members of the business community. Appendix A.
Comments from Participants in Pilot Class
• "You can't develop cultural empathy and gain a 'feel' for the culture without being there." • "[I learned] that there is not one way of doing business in Asia anymore than there is in the U.S." • ' 'I learned valuable information from the host countries' presenters about cultural business practices that are culturally different from American business practices. The American instructors could tell us that they think relative to this experience, but the Japanese and Singaporean people could share with us what they know. Many nuances are missed through [University] instruction. No one can speak as authoritatively about a culture as a member o/that culture." • "[I learned] about the diversity that exists within each culture. It is too easy for us to categorize/stereotype foreign cultures. Often practices we read about are now obsolete. You come to understand the culture by experiencing it through several individual perspectives." • "[I appreciated] the multi-faceted approach that was taken. We examined quality, economics, business and social practices, foods, religion, politics. . . . The contrasts of Tokyo, Kyoto, and Singapore were enlightening as well." • ' 'The overall balance between lectures, on-site, cultural and leisure was achieved only by good planning." • "Too much in too little time, but there is not much I'd give up." Appendix B.
List of Speakers and Topics
Europe Mr. Keith Heal, Vice President, Personnel Resources, SDRC, "Welcome and Orientation to Business in the United Kingdom" Mr. Alan Murdoch, Director of Personnel Resources, NCR, ' 'The NCR ATM Business—Becoming Number 1 and Staying There" Dr. Richard Welford, Coordinator—Work Organization Research Unit, University of Bradford Management Center, "Key Issues in the Integration of the New Europe" Mr. James Barrett, Business Development Manager, General Electric Aircraft Engines, "International Cooperative Ventures"
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Mr. Michael Kashty, East European Division, Ernst and Young, "Investment in Central and Eastern Europe"
Ms. Mung Hing Chiu, Cost Accountant, Becton and Dickinson, "Career Women in Singapore"
Ms. Sylvia Heal, Former Member of Parliament, "Relationship Between Business and Government''
Mr. Chey Wan Chiew, Sales Manager, Sandvik, "Marketing in Singapore"
Ms. Liliana Brykman, DGI External Relations, European Commission, "Creation of a European Market"
Mr. Vikram SriHari, General Manager, Scotts Holding Company, "Adapting to the Business Environment in Southeast Asia"
Mr. Gaston Michaud, Director of European Committee for Standardization, "What Does Standardization Mean?"
Mr. Loh Yoon Kian, Senior Industry Officer, Economic Development Board, "Doing Business in Singapore"
Mr. Ronny VanSteenkiste, Director of Industrial Training and Development, Seagrams, "Employee Relations in Europe"
Mr. Raymond Van Wagener, Jr., Managing Director, Procter & Gamble, "Myths and Realities of Doing Business in Singapore"
Mr. Ludo Deklerck, Thompson, Hine and Hory, ' 'Current/Future Relations Among Europe, U.S., Japan, and Eastern Europe" Mr. David E. Veitch, Public Affairs for Europe, Procter & Gamble, ' 'Marketing in a Single European Market'' Mr. Roger Losekamp, Director of Finance for Europe, Cincom Systems, "Financial Practices in Europe" Mr. James Blow, Minister of the Counselor for Commercial Affairs, U.S. Mission to the European Community, "What U.S. Companies Need to Know to do Business in the European Community" Dr. Ludo Lambrechts, Dean, European University, "The Financial Services Industry in a Hirbulent New Decade'' Professor Guy Knapton, European University, ' 'The Disunity of European Union" Mr. Helmut Fischer, Managing Director, Procter & Gamble in Germany, "Differences When Doing Business in Europe/Germany' ' Tour and Presentation at the Frankfurt Stock Exchange Mr. E. L. Wolf, I.G. Chemie Trade Union, "Workers' Councils, Unions, and Co-Determination"
Appendix C.
Interview Guide Internationai Travei Course 1992
Background Company: History, Industry, Mission/Philosophy, Growth, Countries of Operation Respondent: Position, Length of Time with Company, Current Responsibilities, Knowledge of U.S. Business Practices Role of Quality Centrality: Part of Mission, Impact on Management Strategy, Decision Making Implementation: Participation, Training, Customer Research, Customer Satisfaction, International Implications Business Strategies Growth: Criteria (Profits, Stockholders, Market Share), Product Line (Size, Diversification), Employees (Number, Skill, Training) Expansion: Industries, Products, Markets, Countries
Mr. William D. Harter, General Manager, Procter & Gamble in Czechoslovakia, "Marketing in Eastern Europe"
International: Importance, Strategy, Approach to Management, Degree of Autonomy vs. Central Direction, Europe 1992 or Pacific Rim
Asia Mr. Peter Hamaguchi, President, Hiroya, ' 'Welcome and Orientation to Doing Business in Japan''
Cultural Adaptation Employees: Role in Decision-Making, Rewards, Motivation, Employment Obligations, Education, Skills, Training, Expatriation
Mr. Yoshitami Arai, Chairman, Systems International, Inc., "Customer Relations and Customer Satisfaction in Japan''
Adaptation: Attitudes, Values, Business Practices, Negotiation, Decision-Making
Mr. Hiroshi Kodaira, Vice President and Country Manager for Japan, SDRC, "Entering the Japanese Market"
Appendix D.
Dr. James Abegglen, Chairman, Gemini Consulting, "The Business Environment in Japan" Professor Okuda, Economics Department, Sophia University, ' 'Competitive Cooperation in Japanese Industry'' Mr. Hiromi Yano, Deputy Director, Overseas Public Office, Ministry of International Trade and Industry, "Relationship Between Business and Government" Fr. Robert Ballon, Director of International Management Development Seminars, Sophia University, "Stakeholders and Human Resources" Mr. David Bodkin, Director of Asian Public Affairs, General Motors, "Business in Japan" Mr. Yotaro Kobayashi, President, Fuji Xerox, "Business Relationships Between Japan and the U.S." Dr. Chong Li Choy, Associate Professor of Management, National University of Singapore, "Social, Political, and Economic Environment in Singapore''
Paper Description
After reading the book assigned for your class, listening to the presentations, interviewing company officials, talking informally with a number of people, you must to write a paper that presents your recommendations for what a U.S. business needs to do to succeed in doing business in Europe. Though just listing recommendations may partially fulfill the assignment, you must make this paper persuasive to U.S. business officials. Why should they believe you? All the recommendations need to be sufficiently justified. Interview data, notes taken during presentations, your observations, the course textbook, or any other resources may be used as a basis for your justifications. Remember to cite your sources and use a correct reference format. If you are not sure about what format is correct, ask either of the course instructors. The papers should be between 7-10 pages double spaced with one inch margins with either elite type or a size 12 font. The papers must be turned in as a typed/printed paper accompanied by a diskette. The paper should be on the diskette either in Wordperfect or an ASCII file.
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The paper will be graded and edited to be bound in a booklet that will be sent to all companies participating in the course. Due Date: July 25, 1992
July 25
May 1
Pre-Departure Session
Appendix E.
June 6
Leave for Tokyo
June 7
Arrive in Tokyo Check in at Hotel and Have Dinner Welcome and Two Speakers in Moming Take Bus to Kamakura and Tour Temples and Shrines
Schedules for International Travel Trips
Doing Business in Europe May 1 Pre-Departure Session June 5
Leave for London
June 6
Arrive Gatwick Airport Panoramic Tour of City Check in at Hotel and Have Dinner
June 7
Free Day
June 8
Welcome and Three Speakers in Moming Lunch at Hotel with Speaker Company Visits in Aftemoon and Evening
June 9
Two Speakers in Moming Take Bus to Dover, Take Jetfoil Across the Channel Take Bus to Brugges: Walking Tour and Dinner Take Bus to Brussels and Check in at Hotel
June 10 Have Seven Speakers During the Day City Tour in Late Aftemoon Evening Free June 11 Two Speakers in Moming Lunch at European University in Antwerp Tour of Antwerp Take Bus to Frankfurt and Check in at Hotel June 12 Welcome and One Speaker in Moming Speaker at Stock Exchange Company Visits in Aftemoon and Evening June 13 Tour of Frankfurt Free Aftemoon June 14 Tour of Rhine Valley June 15 One Speaker in Moming Students Prepare Reports in Aftemoon Banquet in Evening with Guest Speaker and Student Presentations June 16 Leave Frankfurt
Post Trip Session
Doing Business in Asia
June 8 June 9
Three Speakers in Moming Company Visits in Aftemoon and Evening
June 10 Two Speakers in Moming Free Time in Aftemoon "Arigato" Banquet in Evening June 11 Leave Tokyo Arrive in Singapore and Check in at Hotel June 12 Welcome and Two Speakers Company Visits in Aftemoon and Evening June 13 Tour of Singapore in Moming Free Time in Aftemoon June 14 Free Day June 15 Three Speakers in Moming Students Prepare Reports in Aftemoon Banquet with Speaker and Student Presentations June 16 Leave Tokyo July 25
Post Trip Session
References DeMente, Boye Lafayette (1990), Japan's Secret Weapon: The Kata Factor. Phoenix, AZ: Phoenix Books. Gordon, Peter and D. K. Smith (1992), "Planning, Organizing, and Executing Short Term Intemational Exposures for U.S. Students of Marketing and Business," Marketing Education Review, 2 (1), pp. 47-53. Miller, Stuart (1990), Understanding Europeans. Santa Fe, NM: John Muir Publications.