International Educator - March/April 2012 - S4

“It is really amazing how quickly your language proficiency develops when you are fully immersed in a culture.”
Proficiency Level Verification Important to Business Schools
To verify during the admissions process that candidates for their global MBA programs are proficient in a second language, many business schools turn to the American Council on the Teaching of Foreign Languages (ACTFL). South Carolina’s Moore School requires all its students to pass an ACTFL examination and demonstrate competency in reading and writing another language as well as speaking it, says Roth. The University of Chicago’s Booth School of Business, where a foreign language requirement has been part of its international MBA program since the degree was launched in 1995, requires its students to provide official documentation from the ACTFL that they have passed its oral proficiency interview in one nonnative language, says David Comp, associate director of international programs at the school. Under some circumstances, he adds, a student can waive that requirement by submitting documentation from another accredited type of language proficiency examination. He cites the Modern Language Aptitude Test, Defense Language Proficiency Test, and Interagency Language Roundtable as examples. Not all MBA programs go that far. “Our verification is nominal,” Rao acknowledges at Texas. “If a student has coursework at the college level—say Spanish I, Spanish II—we accept that. If a student
INTERNATIONAL EDUCATOR | 2 0 12 L A N G UAG E S U P P L E M E N T

says its language component was one of its attractions to her. “With foreign markets becoming increasingly accessible, the ability to be proficient in another language is really invaluable,” she e-mailed from Spain, where she was ending a semester of study. “It is really amazing how quickly your language proficiency develops when you are fully immersed in a culture,” she added. Matthew Blomerth, a student in the Booth School’s international MBA program at the University of Chicago, says his proficiency in Spanish will be a big help in the job he has accepted from a major global chemical company. “My hope is to spend a significant amount of time working in Latin America,” he says, and although English is the standard language at the company, “my Spanish skills will help me interact with customers, better understand the regulatory and political climate of the countries where I do business, and also develop a stronger appreciation for my ex-pat home when I am abroad.” Esther Kim, a current MBA student at the University of Texas at San Antonio, was proficient in Filipino and English as well as her native Korean also knew some Chinese. She says that when she graduates, she plans to return to her former employer, a mining, automotive, real estate, and investment banking conglomerate in the Philippines, where she was assistant to the president. “A lot of Korean investors would like to buy houses in the Philippines, and Chinese buyers are coming for auto parts. I can use my language talents for them” as well as “conversing easily” with Filipinos, she says. The experiences of alumni of global MBA programs underscore what the students anticipate. Alexandre G. Mandy says he already was proficient in French, German, Dutch, and Japanese, as well as English, when he entered the University of South Carolina’s Moore School, where he also learned Spanish and earned his degree in 2008. Now based in Brussels, Belgium, he heads the customer service department for Europe, the Middle East, and Africa for Tenneco, a leading supplier in the automotive equipment market. “Being able to work in several languages” was a key factor in getting his job and “the ability to respond to many customers in their own language has proved to be an invaluable asset,” he e-mailed from Brussels. “There is no better way to understand how to work
PHOTO: VEER

when she entered the program. She

from the Middle East claims he knows Arabic or a Chinese student says she knows Mandarin, we take them at face value,” he explains. “We would like to have stronger verification,” he continues, but finding individuals qualified to interview applicants who claim proficiency in certain languages is difficult. “We can deal with Spanish, but Arabic and Mandarin would be a challenge,” he says. “As we have more qualified applicants, we will tighten the verification process. We would like them to be able to speak, read, and write, and particularly be able to do business correspondence in the foreign language.”

Many Advantages to Proficiency
Students in global MBA programs cite the value to them of proficiency in multiple languages. Caitlin Eshelman, a current student in the University of North Florida’s Ibero-American MBA program,

4



Table of Contents for the Digital Edition of International Educator - March/April 2012

International Educator - March/April 2012
Contents
From the Editors
In Brief
Voices: University at Buffalo President Satish K. Tripathi
Overcoming Chaos
Degrees of Distinction
Macalester College
Foreign Student Affairs
A View from Out Here
In Focus
Language Supplement
The language of Business
Launching Pad: Community College Programs
Intensive English Language Directory
Intensive Foreign Language Directory
International Educator - March/April 2012 - International Educator - March/April 2012
International Educator - March/April 2012 - Cover2
International Educator - March/April 2012 - Contents
International Educator - March/April 2012 - From the Editors
International Educator - March/April 2012 - 3
International Educator - March/April 2012 - In Brief
International Educator - March/April 2012 - 5
International Educator - March/April 2012 - 6
International Educator - March/April 2012 - 7
International Educator - March/April 2012 - 8
International Educator - March/April 2012 - 9
International Educator - March/April 2012 - 10
International Educator - March/April 2012 - 11
International Educator - March/April 2012 - 12
International Educator - March/April 2012 - 13
International Educator - March/April 2012 - 14
International Educator - March/April 2012 - 15
International Educator - March/April 2012 - Voices: University at Buffalo President Satish K. Tripathi
International Educator - March/April 2012 - 17
International Educator - March/April 2012 - 18
International Educator - March/April 2012 - 19
International Educator - March/April 2012 - 20
International Educator - March/April 2012 - 21
International Educator - March/April 2012 - Overcoming Chaos
International Educator - March/April 2012 - 23
International Educator - March/April 2012 - 24
International Educator - March/April 2012 - 25
International Educator - March/April 2012 - 26
International Educator - March/April 2012 - 27
International Educator - March/April 2012 - 28
International Educator - March/April 2012 - 29
International Educator - March/April 2012 - 30
International Educator - March/April 2012 - 31
International Educator - March/April 2012 - Degrees of Distinction
International Educator - March/April 2012 - 33
International Educator - March/April 2012 - 34
International Educator - March/April 2012 - 35
International Educator - March/April 2012 - 36
International Educator - March/April 2012 - 37
International Educator - March/April 2012 - 38
International Educator - March/April 2012 - 39
International Educator - March/April 2012 - 40
International Educator - March/April 2012 - 41
International Educator - March/April 2012 - 42
International Educator - March/April 2012 - 43
International Educator - March/April 2012 - 44
International Educator - March/April 2012 - 45
International Educator - March/April 2012 - Macalester College
International Educator - March/April 2012 - 47
International Educator - March/April 2012 - 48
International Educator - March/April 2012 - 49
International Educator - March/April 2012 - 50
International Educator - March/April 2012 - 51
International Educator - March/April 2012 - 52
International Educator - March/April 2012 - 53
International Educator - March/April 2012 - 54
International Educator - March/April 2012 - 55
International Educator - March/April 2012 - Foreign Student Affairs
International Educator - March/April 2012 - 57
International Educator - March/April 2012 - 58
International Educator - March/April 2012 - 59
International Educator - March/April 2012 - A View from Out Here
International Educator - March/April 2012 - 61
International Educator - March/April 2012 - 62
International Educator - March/April 2012 - 63
International Educator - March/April 2012 - In Focus
International Educator - March/April 2012 - Cover3
International Educator - March/April 2012 - Cover4
International Educator - March/April 2012 - Language Supplement
International Educator - March/April 2012 - BB2
International Educator - March/April 2012 - SCover1
International Educator - March/April 2012 - SCover2
International Educator - March/April 2012 - The language of Business
International Educator - March/April 2012 - S2
International Educator - March/April 2012 - S3
International Educator - March/April 2012 - S4
International Educator - March/April 2012 - S5
International Educator - March/April 2012 - S6
International Educator - March/April 2012 - S7
International Educator - March/April 2012 - S8
International Educator - March/April 2012 - Launching Pad: Community College Programs
International Educator - March/April 2012 - S10
International Educator - March/April 2012 - S11
International Educator - March/April 2012 - S12
International Educator - March/April 2012 - S13
International Educator - March/April 2012 - Intensive English Language Directory
International Educator - March/April 2012 - S15
International Educator - March/April 2012 - S16
International Educator - March/April 2012 - S17
International Educator - March/April 2012 - Intensive Foreign Language Directory
International Educator - March/April 2012 - S19
International Educator - March/April 2012 - S20
International Educator - March/April 2012 - SCover3
International Educator - March/April 2012 - SCover4
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