Study Abroad on the Résumé

• Published date: 01 December 2019
• Author: William K. Templeton,Kimberlee D. Goad,Robert B. Bennett
• Date: 01 December 2019
• DOI: http://doi.org/10.1111/jlse.12085

Journal of Legal Studies Education

Volume 36, Issue 1, 83–102, Winter 2019

Study Abroad on the R´

esum´

e

William K. Templeton,∗Robert B. Bennett, Jr.,∗∗

and Kimberlee D. Goad∗∗∗

I. INTRODUCTION

Business law professors with teaching responsibilities in undergraduate busi-

ness programs generally are asked to advise and mentor students, both for-

mally and informally, on academic and career development matters. Students

may choose among a myriad of opportunities, all of which may have a posi-

tive impact on their academic experiences and ultimate career opportunities.

Among those opportunities, the Lacy School of Business at Butler Univer-

sity has long encouraged its undergraduate students to study abroad. The

societal,1institutional,2and individual developmental benefits to students

of studying abroad3have been explored and endorsed by previous studies.

Society and businesses are increasingly global in nature and educational in-

stitutions need to reflect these changes in order to prepare their students

∗Associate Dean and Professor of Finance, Butler University Lacy School of Business.

∗∗Professor of Business Law, Butler University Lacy School of Business.

∗∗∗

Director of Career Development, Butler University Lacy School of Business.

1E.g., Mark H. Salisbury et al., Going Global: Understanding the Choice Process of the Intent to Study

Abroad, 50 RES.HIGHER EDUC. 119, 120 (2009) (arguing that study abroad promotes student

understanding and respect for global issues and increases the nation’s security, economic pros-

perity, and global leadership).

2E.g., Tammy Orahood et al., Study Abroad and Career Paths of Business Students,17FRONTIERS133,

133–35 (2008) (arguing that “Increasingly, being a corporate leader demands an international

background”). Id. at 133. The authors discuss the attempt of the Kelley School of Business to

respond to the need for international experiences for its students.

3E.g., Mary M. Dwyer & Courtney K. Peters, The Benefits of Study Abroad, IES ABROAD,

https://www.iesabroad.org/study-abroad/news/benefits-study-abroad#sthash.dXUNP0JX.dpbs

(last visited July 17, 2018); and Pankaj Ghemawat & Phillip Bastian, Anti-Globalization and

Higher Education, BIZED, at 41 (July 3, 2017), http://bized.aacsb.edu/articles/2017/07/anti-

globalization-and-higher-education (citing various personal development benefits including

increased cross-cultural skills).

C2019 The Authors

Journal of Legal Studies Education C2019 Academy of Legal Studies in Business

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84 Vol. 36 / The Jour nal of Legal Studies Education

to meet the demands of a global marketplace.4The student developmental

benefits include such qualities as adaptability and willingness to take risks.

They also include skills such as working under pressure and operating well in

intercultural situations,5not to mention the opportunity to learn or develop

foreign language skills. Business students would do well to develop these

qualities and skills.

On a recent study trip, Lacy School students were guests at the London

office of Ernst & Young Global Limited (E&Y), where a manager informed

them that the number one quality the E&Y CEO values in new hires is a

“global mindset.”6An E&Y Director noted the absolute necessity for employ-

ees to be able to work effectively in teams with others from diverse national,

cultural, and ethnic backgrounds.7Similarly, at a recent conference of the As-

sociation to Advance Collegiate Schools of Business (AACSB)International,

the top accrediting body for business schools, an executive from another top,

multinational professional services firm cited international experience as one

of the most desired qualities in those seeking strategy roles with his company.8

If these examples are at all representative of the business world, many more

students should include a study abroad experience in their undergraduate

business education.

While a number of formats are available to Lacy School students, faculty

advisors have particularly endorsed semester-long study abroad experiences.

Efforts to encourage study abroad have been successful by many measures.

For example, nationwide, less than two percent of students enrolled in insti-

tutions of higher education studied abroad in the 2009–10 academic year.

4Salisbury et al., supra note 1, at 120.

5Joanna Elizabeth Crossman & Marilyn Clarke, International Experience and Graduate Employability:

Stakeholder Perceptions on the Connection,59H

IGHER EDUC. 599 (2010), https://link.springer.com/

article/10.1007/s10734-009-9268-z.

6Remarks of Kashif Khanani, Manager—Technology, Media and Telecommunications, Ernst &

Young Global Limited, London Office (May 18, 2017) (notes on file with the authors). Among his

recommendations for developing a global mindset were to “get to know international students

on campus;” “work, study or travel abroad;” and “learn another language.”

7Remarks of Maria Kepa, Audit Director, Ernst & Young Global Limited, London Office (May

18, 2017) (notes on file with the authors).

8Max Carrier, KPMG Global Delivery Center and Audit Data & Analytics, Speech at the AACSB

Co-Lab: Connecting Business Schools with Practice Conference, Berkeley, CA (June 26, 2017).