Prelims

Half Title Page

Cross-Cultural Undergraduate Internships

Title Page

Cross-Cultural Undergraduate Internships

A Toolkit for Empowering the Next Generation

Edited By

Davide de Gennaro

Sant'Anna Institute, Italy

And

Marco Marino

Sant'Anna Institute, Italy

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2023

Editorial matter and selection © 2023 Davide de Gennaro and Marco Marino.

Individual chapters © 2023 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80455-357-2 (Print)

ISBN: 978-1-80455-356-5 (Online)

ISBN: 978-1-80455-358-9 (Epub)

List of Figures and Tables

List of Boxes

About the Editors

Davide de Gennaro is a Senior Assistant Professor of Organization studies at University “Parthenope” of Naples and Head of Department of Management and Marketing at Sant'Anna Institute in Sorrento. He held visiting position at St. Bonaventure University, Universidad Complutense de Madrid, Kedge Business School of Bordeaux, and University of Cape Town. He is an Associate Editor of Baltic Journal of Management.

Marco Marino is the Vice President of Academic Affairs at Sant'Anna Institute in Sorrento, Italy. His academic interest mainly focuses on the intercultural aspects of the academic experience abroad. He is a member of several associations in the field of Italian Studies including AAIS, CAIS, and AATI and of the European Association of Study Abroad/EUASA “Events and Workshop” Committee.

About the Contributors

Caroline Victoria Amuro achieved a MA in Teaching Foreign Languages and Civilizations. Being Anglo-Italian, she has lived and studied both in Italy and the UK. Currently she is the Internship Coordinator at Sant'Anna Institute, Sorrento, Italy. She is responsible for monitoring development and implementation of internship programs, oversee and coordinate the program working alongside students and internship placement supervisors.

Bianca Barone is a Professional Business Anthropologist within the 3Clab, Cross Cultural Competence Learning & Education Laboratory at the University of Salerno. She held change management positions in multi-environments business contests working on the continuous improvement of people's cultural awareness.

Sigrid Berka is Executive Director of the International Engineering Program and Professor of German at the University of Rhode Island; Education: RWTH Aachen; University of California, Santa Barbara; taught at Barnard College, New York and managed the MIT-Germany program. Her research interest includes German and Austrian literature, international engineering education, and intercultural competence development.

Filomena Buonocore is Full Professor of Organization Studies at the University “Parthenope” of Naples, Italy. She received a PhD in Management and held visiting positions at Arizona State University and Columbia University. She is founder of the Scientific Board of the Italian Association of Organization Studies.

Michael Byram studied languages at King's College Cambridge, wrote a PhD in Danish literature, and then taught French and German in secondary and adult education. He was at Durham University from 1980 in the School of Education and is now Professor Emeritus and Guest Research Professor at Sofia University, Bulgaria.

Paola Cascinelli is the Director of the Italian branch of Arcadia University and teaches Organizational Behavior in Multicultural Contexts. She has been involved in training for personal, social, and organizational development. Since the beginning of her career, Paola has undertaken independent research, connecting the theoretical debate with her professional life.

Alessandra D'Onofrio is a consultant at Intellera Consulting, engaged in digital transformations projects and project management methodologies implementation for public sector clients. She owns a master's degree in Consulting and Business Management and worked for several years as research fellow at the University of Salerno.

Carol Del Vitto, PhD from New York University, is an ICF Business Leadership and Communications Coach. She taught for over 20 years in universities in the US, before moving back to Germany to find her own company working with start-ups and multinational companies around the world (e.g., Siemens, BMW, VW, Allianz). Her area of expertise is soft skills development.

Bice Della Piana, PhD, Associate Professor, is the Scientific Director of the “3CLab – Cross Cultural Competence Learning & Education” and Research Fellow at Institute for Cross Cultural Management (ICCM) at Florida Institute of Technology. She is also Country-Co-Investigator for Italy in the multiphase and multimethod international project GLOBE 2020.

Richard Griffith, PhD, is a Professor of Industrial Organizational Psychology and the Executive Director of the Institute for Cross Cultural Management at the Florida Institute of Technology. He is the author of over 100 publications, presentations, and book chapters and has conducted funded research for the Department of Defense examining the assessment and development of cross-cultural competence.

Helen E. Higson was Deputy Vice-Chancellor at Aston University. She is now Professor of Higher Education Learning and Management in Aston Business School. Her recent research, policy and consultancy work includes intercultural training, developing employability and skills development, facilitating a coaching culture, and closing the degree attainment gap.

Katarina R. I. Keller, PhD, is an Associate Professor of Economics and Executive Director of International Programs at Susquehanna University's Sigmund Weis School of Business. She studied in several countries and worked in international business. Her teaching and research interests are econometrics and international economic policy. Her publications are estimating educations' economic impacts.

Jennifer A. Malerich, PhD, is an Assistant Vice Provost for Academic and Global at Arizona State University. In this role, she works to advance the internationalization of the undergraduate student experience; support student success through the use of innovative advising processes and technology platforms; and advance the development of global-ready graduates.

Elisabetta Magnaghi, PhD, is a Full Professor on Sustainability in Accounting and Integrated Reporting at Catholic University of Lille. From 2018, she is the Dean of the Faculty of Management, Economy and Sciences and director Of École du Numérique by FGES. Her research interests are the integration of socio-environmental information, Intangibles, and business model in corporate reporting.

Camille Meyer is an Associate Professor in Social Innovation and Entrepreneurship at the University of Cape Town Graduate School of Business, South Africa. His teaching and research on business sustainability consider new approaches to business such as developing new business models, social innovations, collaborative management, and stakeholder partnerships for commons governance.

Shima Mirzaei is a PhD candidate in Business Management/Organizational Behavior and Human Resource Management at Allameh Tabataba'i University. With 10 years of research experience, she is passionate about Organizational Behavior and Psychology and has presented her findings at academic conferences. She is dedicated to advancing knowledge and making a significant contribution to her field of study.

Andrew L. Molinsky is a Professor of Organizational Behavior and International Management at Brandeis University's Business School (USA). He holds a PhD from Harvard University and is the author of multiple academic articles, as well as two books: Global Dexterity and Reach.

Simona Mormile is a PhD student in Organization Studies at the University of Salerno. She graduated with honors in Law and Economics at Alma Mater Studiorum University of Bologna. Her research focuses on innovative entrepreneurship, public management, change management, and occupational health literacy.

Michael E. Ozlanski is the Allen C. Tressler Associate Professor of Accounting in the Sigmund Weis School of Business at Susquehanna University. He teaches courses in introductory business, financial accounting, and auditing. Additionally, he teaches in study abroad and cross-cultural programs that take students to the United Kingdom.

Cristiana Panicco is the founder and President of Sant'Anna Institute in Sorrento, Italy. She is currently a member of numerous boards and committees both locally and nationally, and regularly takes part in major conferences in the study abroad field – with a specific focus on internships and experiential learning – including the Forum on Education Abroad and NAFSA.

Iñaki Pérez-Ibáñez (PhD in Spanish; MS in Computer Science; MA in Teaching) is an Assistant Professor of Spanish and Teacher Education at the University of Rhode Island and the former Director of its Spanish International Engineering Program. His research focuses on the areas of interculturality and Spanish Golden Age Theater.

Andrzej Piotrowski is an Assistant Professor at the Institute of Psychology, University of Gdańsk. His research activities focus on organizational psychology, security psychology, and sports psychology. He is the author of two monographs, editor and co-editor of seven monographs and over 50 articles to his credit.

Alessandra Ricciardelli, PhD, is the Lecturer of Organizational Behavior at the Department of Management, Finance and Technology, University LUM “G. Degennaro.” Her main research interests include, but are not limited to, organizational performance, organizational culture, work digitalization, and organizational legacy.

Filomena Riemma is a PhD student in Organization studies at the University “Parthenope” of Naples. She graduated with honors in Economy and Management of enterprise, and she is a Visiting Scholar at Wageningen University & Research.

Matthew C. Rousu is Dean of the Sigmund Weis School of Business at Susquehanna University and a Professor of Economics. His research interests include political economy, experimental auctions, agricultural economics, pedagogy, and public health. He's an advocate for internships abroad and implemented a program guaranteeing all students access to an international internship.

Daniele Scollo has a philosophical background and is a Change Manager and D&I Consultant at SCS Consulting. He manages projects about inclusive leadership, inclusive language, and allyship. He also is an #iamremarkable facilitator.

Erik van 't Klooster is a Lecturer in Marketing and Event & Tourism Management. Until 2022, he worked for the Rotterdam School of Management and Leiden University, the Netherlands. In 2014, he defended his PhD research “Travel to Learn: The influence of cultural distance on competence development in educational travel.” He is currently exploring new career directions.

Luisa Varriale is a Full Professor of Organization Studies at the University “Parthenope” of Naples, Italy. Her research and teaching activities focus on event management, project management, mentoring relationships, and diversity management in different organizational contexts.

Eleonora Veglianti, PhD, is an Associate professor at the Faculty of Management, Economy and Sciences – University Catholic of Lille, France. Her research expertise is in digital transformation, smart society, artificial intelligence (AI), smart working, and organizational issues.

Stefania Villani is a psychotherapist and Counselor experienced in the fields of psychology, teaching, and prevention. She graduated from “La Sapienza” University of Rome in 2012 with a Master's Degree in Clinical Psychology. She has also achieved a Postgraduate Certificate in Systemic-Relational Psychotherapy.

Editors' Note

The editors would like to specify that this book is organized into three sections, all of which consist of chapters and boxes. Concerning the sections, the first one is merely theoretical, the second deals with a case study, and the third offers a toolkit based on the presented theory and case study. Concerning the chapters, each one offers a final, in-depth box on the topic, written by an author who is (in almost all cases) different from the author of the chapter. The box, therefore, complements and integrates the discussion of the chapter.

Preface: A Look Forward to the Future of Internationalization

As is well-documented in many international business texts, the expansion of global business in the last two decades was unprecedented. Trillions of dollars were exchanged every day; more than half a million people were in the air at any given moment; and the globe was covered with millions of miles of fiber optic cable that gave businesses to access new markets, new talent pools, and new partnerships. However, in recent years, much of that progress came to a halt with the onset of the Covid-19 pandemic. In essence, the world ground to a halt. Even prior to the pandemic, the geopolitical forces associated with nationalism had taken root, and the world community seemed to shy away into their respective corners.

Because I travel around the world so much on business with the institute, I have been asked the same questions many times over: “Given the receding tide of globalism, is it worthwhile to send students abroad to gain practical experience? Are international experiences worth the effort?” Without hesitation, my answer is always “yes.” There are many reasons for this positive answer, but I will elaborate on a few key elements that shape my attitude.

First, professional life is difficult due to the influence of VUCA (volatile, uncertain, complex, and ambiguous) environments. These VUCA environments require high levels of self-regulation and grit for successful mission completion. Students who gain experience abroad must continuously adapt to local cultural norms and expectations. While students can prepare for these experiences, culture cannot be learned from a book. They must jump into the deep end of the pool and swim. This real-world experience requires a tremendous amount of self-regulation in terms of the cognitive, emotional, and behavioral control necessary to navigate a new culture. Self-regulation is often described metaphorically as a muscle. The more self-regulation is used, the stronger the muscle becomes. Thus, students who learn from overseas experiences come back home stronger and better able to contribute in VUCA environments.

Second, experiential learning is far superior to formal learning in the acquisition of complex skills. In executive development, coaches have long relied on McCall's 10-20-70 model of learning: 10% of learning should occur in formal settings, 20% through relationship-based learning such as mentoring, and 70% through experiential learning. Of all the executive development methods commonly employed, perhaps the most demanding and most impactful is the international “stretch” assignment. Both long-term and short-term overseas assignments are viewed as a way to expose high potentials to different business units and give them a chance to lead an organization far away from the friendly confines of home. Important skills linked to international job assignments include building a professional team, practicing influence skills across cultures, and managing competing agendas from local and global stakeholders. This sounds like the perfect internship to me.

Third, cross-cultural skills are simply good people skills, and, as such, they will broadly generalize to domestic settings. When working abroad, one of the first skills one must develop is listening. This skill may be necessary due to differing accents or a differing pace of speech. However, I find my focus is greatly increased in international settings, as I am listening not just to what is said but to how it is said, while observing who is (and is not) in the room and the nonverbal behavior of the speaker (and audience). In these settings, listening is conducted at a whole different level, and the skills developed as a result will continue to benefit the listener no matter where they are working. The same is true for other cross-cultural skills such as perspective taking and withholding judgment. While they help abroad, they help at home too.

Fourth, cultural diversity is not the only kind of diversity students will face. The modern workplace is incredibly diverse. We are constantly surrounded by people who are different from ourselves. These differences may fall into the realm of surface diversity (e.g., age, sex, race, etc.), but we also must work across professional lines. Engineers must talk to marketing people, and executives must talk to managers. In some cases, such conversations may be more difficult than those between people in Shanghai and Sao Paulo. Students who can only speak to like-minded peers will see their careers stymied, dooming them to individual contributor roles. Conversely, students who can speak to people who are different from them will become future leaders.

Finally, the problems of the world are getting bigger, and a single company or country cannot solve them alone. Challenges such as future pandemics lie on the horizon. We are one subvariant away from reliving the isolation of the Covid-19 pandemic. In the last pandemic, a vaccine was mobilized (a process normally taking a decade) within a year. This rapid advancement of medicine required talented minds from across the world collaborating to advance science. Other problems, like global climate change, will need the same kind of collaborative response. Powerful professional networks of the best talent will be needed, and such networks are established through personal relationships.

I have taught at winter and summer schools overseas for almost 20 years, and I have observed that the development of students who spend time abroad is accelerated, with those students reaching skill levels exceeding those of students who only train in their home countries. International professional experiences are a critical part of this development.

Yes, international experiences are receding now. However, our contact with other countries and other cultures is very much like a pendulum. Now, we are retreating toward our own countries, but that means we need to get the limited number of interactions we have right, because we might only have one chance. The pendulum is still swinging, and before too long globalization will return to prominence. Just like in the days of the Silk Road, we will exchange goods and services, art, ideas, and more. When we do, we will want that generation to be ready for the days ahead.

Good experiential learning opportunities, especially international ones, do not “just happen”; they are carefully and purposefully designed. This book provides a roadmap for the development of the next generation and provides the tools necessary to craft effective learning experiences to develop the future cohort of scientists, business people, and leaders. We cannot sit back and merely hope learning will occur. We must design these overseas experiences or risk facing global challenges unprepared. This book is an important step in that design thinking.

Richard Griffith

Florida Institute of Technology

Acknowledgments

It is our pleasure to thank those who believed in this project, as much and perhaps even more than ourselves. Starting from the authors of the individual contributions, who are scattered across the four corners of the globe and have shared our enthusiasm and passion since day one when we started chatting about it: “Do you know what could be useful? A text on internships abroad and their evaluation….”

A special thanks to our families, who have been extremely understanding and supportive despite the time we took away from them; to our colleagues at Sant'Anna Institute, who have acknowledged the reasons for our commitment and our motivation; to the companies that partner with our Institute by welcoming our interns, for having provided us with fertile ground for the growth of our project. And, of course, to our students, with their achievements, energies, complaints, cultural discomforts, and some setbacks during their internships, who have paved the way by convincing us that, perhaps, our time was well invested, or at least we hope so.

This text is to summarize our long-standing commitment in the field of international education, as well as our modest contribution to this sector, in a moment of such quick and deep evolution. If it can be of support to any colleague in making an internship abroad program more meaningful or to any student in living their international experience in a more conscious and less frustrating way, our goal will be considered achieved.

Davide de Gennaro and Marco Marino