NCCRESt

part of the Education Reform Networks

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International Trade

• A Structured Debriefing Process for International Business Culture Simulations
  Outlines a nine-step structure for debriefing an international business culture simulation. Stresses the need to address three stages in the experiential learning cycle: reflection, processing, and transfer.
• Intercultural and Multicultural Education as Cultural Encounter and Reflection: Innovative Programs at the International Center for the Study of Education Policy and Human Values
  Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials.
• Internationalizing the Business School--Responding to the Customer's Needs
  Efforts to internationalize the business curriculum in the United States must be supported by strong institutional commitment and implementation, and reflect the world business community and the country's multicultural business environment. Programs should conform to new accreditation standards and respond to client demand concerning emerging markets, international competition, and economic, social, political, and technological trends.
• Meeting Today's Challenges: Two New Majors for the Language Student
  The Department of Modern Languages and Cultures at Pace University (New York) has responded to uneven language enrollments by developing two new majors: (1) modern languages and cultures, in which students must demonstrate proficiency in any two modern languages offered, and (2) language, culture, and world trade, an interdisciplinary applied humanities program. Both address the need for multicultural education.