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LESSON FOR THE DAY: ONE PROFESSIONAL’S CAREER PATH 

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Archives, Executive Education, Global Logistics, Global Trade Daily

LESSON FOR THE DAY: ONE PROFESSIONAL’S CAREER PATH 

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In 2019, more than 11 billion tons of cargo were shipped internationally, according to the United Nations Conference on Trade and Development, and the dollar value of global trade that same year was approximately $19 trillion (U.S.).

The logistics required in the transshipment of products by sea, air, rail and truck are enormous, and the efficiency of the multitude of supply chains is equally as vital. Developing the logistical programs and building supply chain models require people with in-depth training in these sectors of cargo movement.

Patrick Bohan has been involved in supply management and logistics for several years. The director of Business Development with the Halifax Port Authority in Nova Scotia, Canada, Bohan says he would highly recommend a career path in these specific sectors.

He said his work in the area of supply chains has been “fascinating” and states that it is the supply chains that “make the world go around every day.”

Approximately 80% of global trade moves by ship and “even through the global pandemic, these supply chains had to keep functioning and were more important than ever,” Bohan stressed.

He said that, thankfully, with the necessary technology, “we had remote work capabilities and we had the devices we could get the work done from just about anywhere and that was important to keep lot of things going.”

After earning a business degree from Western University in London, Ontario, Bohan’s “first employee experience was in and around transportation,” he says. I knew how to use Excel (Microsoft) and spreadsheets plus other software programs.” 

With this background, he could see value in his training and felt “maybe I could work in this industry for the long term.” Bohan saw an opportunity in the transportation field. “To be quite honest,” trade globally was growing and getting more sophisticated in terms of overseas trade, as both inbound and outbound supply chains were being “connected around the world,” he said.

He started working in transportation in the 1990s and as his experience began to develop, he wanted to get more into logistics and supply chain management. So, he felt the best way for him to accomplish that was to become a Certified Logistics Professional (CCLP) through the Canadian Institute of Traffic and Transportation (CITT).

Bohan worked on correspondence courses at night and during weekends and studied “basically all different modes of transportation and warehousing and distribution topics. When I completed the courses and had five years of full-time work experience, I qualified for the designation and every year there is some upkeep required.

“That was my first specific training in this field and it has served me well, to move up the learning curve in an efficient way and to get some clues about where the world is going in that industry,” he said.

Although his career was moving forward, Bohan said the shipping industry and his specific areas of supply chain and logistics are always evolving and changing and a mid-career refresher was important in his line of work.

“I had been out of school for about 10 years and working and by going back and doing my MBA [Master of Business Administration in International Business at Saint Mary’s University, Halifax], I had freshened up on the changes that had taken place in the world.”

The MBA program proved invaluable to Bohan because it had “an international project, too, which I was able to complete using work-related concepts.” He said the research project was related to his work at the port and involved some trade with China and Vietnam. “It was timely because in 2005,” when Bohan was doing his MBA, China and Vietnam “were coming into their own and the port had a lot of interest with what was going on in that part of the world with Asian trade.” 

He looked at the Asian market from the perspective of how this industry would change some of the trade patterns as well as logistics and supply chain habits.

Bohan, who was involved in the early stages of building Asian trade through Halifax, actually went to China and Vietnam for two weeks as part of his MBA project.

“Southeast Asia seemed to be where the action was and the MBA project certainly helped,” he said. It was his first trip to those countries and it provided him with “good, direct connections” with the work he was doing at the port.

In a further comment on a refresher program for mid-career professionals, Bohan also suggested “some kind of specialized certification in your field.” He said an MBA or a certification program would provide “the best path to discover things that may have changed from early career to mid-career.” 

With the shipping industry and supply chains constantly evolving, updating in mid-career is also important in dealing with new technology and data streams, things which increase efficiency of supply chains, said Bohan. Early in his career, he had some ideas of where the world was headed based on training and technology and how it could be adapted to make supply chains more efficient. 

Looking into the future now, Bohan said there are discussions about artificial intelligence and other technologies, which seem to be moving to the next level where the machines might actually learn logistics and supply-chain models and update them.

So, he stressed, “I think it is very important for people in mid-career to touch base with the technology, get comfortable with it and find out what it can do so they don’t feel the world is passing them by.”

And in the shipping industry in particular, with the constant introduction of larger container ships, improved technology is vital with changing supply chains and logistics in handling cargo.

“Without technology, it would be impossible to imagine if you had a 24,000 TEU ship and had to keep track of every single container plus the speed of planning, the arrivals, getting them unloaded to rail or truck and the transshipment to many locations,” Bohan says. “Without technology, can you imagine the volume of paper?”

In his work at the Port of Halifax, Bohan has occasionally been invited to speak to high school students about the port, his role there and how things get from one side of the world to the provincial capital of Nova Scotia. 

He believes that speaking to these students—or even providing business programs on supply chains and logistics as part of a curriculum—would be beneficial “because so many jobs and careers are somewhat related to supply chain.” Having their young eyes opened to the field early, Bohan added, may be advantageous compared to having to make last-minute decisions later in life.

WHAT THEY’RE LOOKING FOR

People looking to the transportation industry for a career with a focus on logistics and supply-chain management should know that many employers are looking for specific things from new recruits.

Take enVista, for example. Based in Kansas City, Missouri, the global software, consulting and managed services provider was founded by supply chain and technology experts in response to market demand for skilled consulting services.

“In terms of training for labor-management consulting roles, we do have a multi-phase training approach that consists of on-the-job training, introductory classroom training and specific vendor application training, i.e. Blue Yonder, Korber, etc.,” says enVista Vice President Tom Stretar. 

“In addition, for warehouse management, labor management, and transportation consulting roles, the common college degrees we keep an eye out for include, Supply Chain Management (BA/BS or MBA) and Industrial Engineering or equivalent type engineering degrees, like Mechanical Engineering (BS), Computer Science Engineering (BA/BS) and Data/Business Analytics (BA/BS).”

First published by Reuters

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Archives, Executive Education, Global Trade Daily

Universities with Supply Chain Management Degrees

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When someone hears the phrase supply chain, they might automatically think about products in a warehouse. While the products do eventually get stored into a warehouse, supply chain management focuses on every aspect relating to its production. It is also one of the most lucrative career choices available. With so many job opportunities and high salaries all around, you may be tempted to go back to school to obtain your degree. Here is everything you need to better understand this business sector, what universities are best suited for this degree and how you can pay for it.

What is Supply Chain Management?

Supply chain management is when you keep tabs on the production process of a certain product or service. This can be broken down into five very distinct categories; planning, sourcing, manufacturing, delivery and return. With the appropriate measures taken, you can dramatically cut the costs and save a lot of time.

Degree Timeline

A degree in supply chain management can be utilized in several ways. In addition to overseeing the life cycle of products, there are a variety of other positions you can hold. But prior to that, you need to earn the right type of degree. While some people choose to only earn a bachelor’s degree, others opt to further their education and earn a master’s or even Ph.D. The time you spend earning your degree will depend on the degree itself. The higher your degree level, the better job opportunities you’ll have at your disposal. In fact, here is a small list of the type of jobs you can expect to see when applying:

-Operations Manager

-Materials Supervisor

-Logistics Analyst

-Supply Chain Analyst

-Demand Forecaster

-Supply Chain Consultant

There are many jobs to choose from with this degree, but these are the ones that people usually apply for. The cost of a bachelor’s in this program depends on how far you’re willing to go. At most, you can pay up to about $65,000 for tuition. The average cost of this degree, however, can range from $34,000 to roughly $40,000.

Top Universities for Supply Chain

You can get a degree in supply chain from any university that offers it. However, there are a select few colleges that are better to get the degree from. Below are four of the most recommended universities to acquire your degree in supply chain management. But before we talk about some of the best schools to earn your degree, we need to discuss finances. If you’re already paying student loans and are concerned about debt, you may want to consider refinancing. When you consolidate your debt, you can focus more on your studies and less on your financial status. You can also use a calculator for repayment options to get a better idea of your monthly payment.

Portland State University

Since supply chain is a fast-growing business, Portland State University can ensure you’ll receive a rich education in a short amount of time. In fact, this college in particular has been certified by the Institute for Supply Management (ISM) themselves. One of the reasons for this official certification is because their program allows their students to experience what’s in store in supply management first hand. Having actual experience gives many applicants a much-needed advantage when applying for a job.

Colorado State University

Colorado State University’s SCM program is incredibly thorough. From learning how to do customer service to known trade compliance works, Colorado State University is one of the better choices if you decide to pursue a master’s degree. Just remember that a master’s costs more per credit than a bachelor’s degree.

Texas A&M International University

Founded in 1876, Texas A&M International University is in the top 100 best universities to attend. The cost of the in-state tuition is about $12,500 while out-of-state tuition is around $39,400. As for the program itself, it will teach you how to effectively coordinate any team efforts. It’s also going to help you develop the necessary leadership, business and technical skills that are required in this line of work.

University of Nebraska Kearney

At this university, you have several options for earning your degree. They offer undergraduate programs, graduate programs and MBA specializations. Depending on your occupational goals, you may even want to consider getting a Ph.D. The overall cost also depends on the course of study. Currently, if you’re attending out-of-state, the cost is around $26,000. In-state tuition typically costs about $18,300. This fall, however, the out-of-state tuition is being altered to the same as if you were attending in-state. If you wait until fall, you’ll be saving almost $8,000. Whether you’re looking to switch careers or be eligible for a promotion, returning to school can make that happen. Use the above as a guide when deciding on a school and whether supply chain management is right for you.

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INDUSTRY INVESTS IN SUPPLY CHAIN MANAGEMENT STUDIES … AND ITS FUTURE

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To get an idea of how important a supply chain management education has become to the industry, remember the words of “Deep Throat” to Bob Woodward, the then-young Washington Post reporter investigating the Watergate break-in.

“Follow the money.”

Let’s start with the $25,000 pledge that Gebrüder Weiss USA, a global freight forwarder with a core business of overland transport, air, and sea freight and logistics, made in November to Rutgers University Foundation to encourage diversity and ease financial burdens for students studying supply chain management (SCM). 

The gift supports the creation of the Gebrüder Weiss Supply Chain Leadership Scholarship for five years, through the academic year of 2024-2025. Full-time undergraduate students enrolled at Rutgers Business School, which is part of Rutgers University, the State University of New Jersey, may apply for the scholarship by submitting the university-approved financial aid form.

Each year through 2024, two students studying supply chain will be selected as recipients of the scholarship, which aims to increase diversity by assisting underrepresented-minority students who are in the Rutgers School of Business. Based on the availability of funds, awards may be renewed for up to three years (or four years if the student is enrolled in a five-year program) at the discretion of the dean of the Rutgers Business School.

“This scholarship money will help make it possible for underrepresented students to attend Rutgers Business School, to study the field of supply chain management, and to consider many possible career paths,” says Lei Lei, dean of the Rutgers Business School. “We strive to promote diversity and inclusion across all of the academic programs within Rutgers Business School. The ability of companies like Gebrüder Weiss to create scholarships for underrepresented students helps us to achieve that and strengthens our efforts to cultivate professionals and leaders for the future business world.”

“At Gebrüder Weiss, we believe our words are only as strong as our actions,” explains Mark McCullough, CEO of Gebrüder Weiss USA, which is a division of the family owned Austrian company that is the oldest logistics and transportation company in the world. “As our leadership team in the U.S. contemplated what we could do to create meaningful change in the racial landscape of the supply chain and logistics industry in America, we knew education was one of the answers. 

“We’ve had a great relationship with Rutgers for many years. They welcomed the idea of creating a new Supply Chain Leadership Scholarship in the Business School to support our diversity initiative. We are thrilled to provide scholarship funds for undergraduate students studying supply chain management at Rutgers and hope our investment supports the growth of a more dynamic and diverse workforce in the future.”

Another Supply Chain Giant Steps Up

North American rail giant CN announced on Dec. 1 it would give $500,000 (Canadian) to renew its commitment to support research and education programs at the Centre for Supply Chain Management in the Lazaridis School of Business and Economics at Wilfrid Laurier University. 

CN donated the same amount to the school in Waterloo, Ontario, Canada, in 2015, and over the past years the rail company has worked closely with the Centre for Supply Chain Management to support student internships and a cooperative education program that has undergraduates putting their education into practice as “CN Fellows.” 

Events of the past year made extending the relationship with the school more important than ever, says Keith Reardon, CN’s senior vice president, Consumer Product Supply Chain. 

“The COVID-19 pandemic has brought the subject of strong and reliable supply chains to the forefront of public interest and discussion,” he explains. “As a critical part in many of the supply chains that North Americans rely on, CN is committed to developing Canada’s expertise in the increasingly important field of supply chain management by deepening our great partnership with Wilfrid Laurier University.”

“It’s a privilege to partner with CN, a strong Canadian company whose commitment has strengthened our supply chain management activities,” says Micheál Kelly, dean of the Lazaridis School. “This generous donation will allow us to continue to enhance our research, outreach and education, ensuring our graduates hit the ground running with the skills needed for today’s complex environment that requires adaptable, resilient and flexible supply chains.”

Programs for Those Already in the Workforce, Too

Every year, CN, Laurier University and the Milton Chamber of Commerce present the World Class Supply Chain Conference, which targets students as well as professionals already in the field with industry experts and speakers from all over the world. 

Milton, which is about halfway between Waterloo and Toronto, “has become a center for supply chain and logistics,” says Scott McCammon, president and CEO of the Milton Chamber of Commerce. “The summit is an important forum for learning how opportunities in the field can be leveraged, and challenges overcome.”

The fifth annual summit, with the theme “Vision 2030: SCM for a New Decade,” was canceled due to COVID-19, so a virtual event is now scheduled for May 5.

The global pandemic is also on the mind of Yossi Sheffi, the Elisha Gray II Professor of Engineering Systems at the Massachusetts Institute of Technology and Director of MIT’s Center for Transportation & Logistics, a world leader in supply chain management education and research.

A recipient of the Council of Supply Chain Management Professionals’ Distinguished Service Award, Sheffi is scheduled to present a Jan. 21 webinar on supply chains in a post-pandemic world. Hosted by the Coalition of New England Companies for Trade (CONECT), the webinar is based on Sheffi’s most-recent book, The New (Ab)Normal: Reshaping Business and Supply Chain Strategy Beyond Covid-19. An audience Q&A is part of the presentation. (Go to www.conect.org/event/sheffiwebinar for more details.)

Supply chain management students and professionals from the pharma side should also check out webinar recordings from Pharma Logistics IQ:

-The Pharma Supply Chain After COVID-19 

-Mapping Data Utilization to Transform Global Supply Chains 

-Reducing Waste and Eliminating Temperature Excursions in Your Supply Chain.

Go to pharmalogisticsiq.com for more details.

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Archives, Executive Education, Global Trade Daily

UNIVERSITY OF SOUTH CAROLINA’S INTERNATIONAL MBA PROGRAM RANKS SURPRISINGLY HIGH

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Having grown up in a rural Utah community where cows outnumbered people, Ryan Nielsen quickly followed his high school graduation with two years as a Church of Jesus Christ of Latter-day Saints missionary crisscrossing bustling South Korea. 

The experience convinced Nielsen that his life’s focus should be international as opposed to local. He came back the U.S. to pursue an International MBA at the Darla Moore School of Business at the University of South Carolina, where he undertook an immersion in China.

The International MBA was an opportunity to learn strategic thinking, operations, marketing and all the different aspects of business—with an added bonus close this his heart. “That my wife and newborn child could join me and share that experience was profound,” Nielsen says in Moore School promotional materials.

Before graduation, he learned about a leadership development program at the Bank of America. He applied, got accepted and remains with BofA as the vice president of Information Security in Charlotte, North Carolina, where he mitigates the global complexities of information security governance.

“Business school gave me direction,” Nielsen says now. “I didn’t really have a career before my MBA. I had jobs.”

He is not the only one who recognizes the superiority of the Moore School’s International MBA program. So does U.S. News & World Report, which places the program at the top of its 2020 list of the “10 Best Business Schools for an International MBA.” 

That’s impressive when you consider the University of South Carolina program placed ahead of such heavy hitters as the Harvard Business School, the University of Pennsylvania’s Wharton School of Business and the University of California at Berkeley’s Haas School of Business. 

U.S. News & World Report gave the South Carolina program the edge because, “Moore offers a language track for its International MBA students, which includes an immersion experience in France, Germany or Mexico and requires students to develop foreign language skills.”

The full rankings follow:

1) University of South Carolina (Moore)

2) (Tie) Harvard Business School

2) (Tie) Georgetown University (McDonough)

4) New York University (Stern)

5) University of Pennsylvania (Wharton)

6) Columbia University, New York 

7) University of Michigan – Ann Arbor (Ross)

8) (Tie) George Washington University

8) (Tie) Florida International University

10) University of California – Berkeley (Haas)

What is also amazing about Moore School’s finish is the program ranks much lower on a prominent list of the best global MBA programs around the world—a list that ranks the other schools on the U.S. News & World Report collection much higher.

Global Trade has in the past shared the rankings of QS (Quacquarelli Symonds Limited), the world’s leading global higher education analyst. The QS portfolio includes its flagship website, TopUniversities.com.

What follows are the top 10 on QS Global MBA Rankings 2020: 

1) (Tie) Penn (Wharton)

1) (Tie) Stanford University

3) (Tie) INSEAD, Fontainebleu Singapore

3) (Tie) MIT (Sloan)

5) Harvard Business School

6) London Business School

7) HEC Paris

8) University of Chicago (Booth)

9) University of California – Berkeley (Haas)

10) Northwestern University (Kellogg)

The Moore School does not land on a particular number in the QS Global MBA Rankings but within a range: 141-150. That places the program lower, according to the QS brain trust, than the University of North Carolina (Kenan-Flagfler) at No. 57 and North Carolina State University (Jenkins) at No. 95.

The snub and Carolina border wars continue: Business Insider in September published the top 50 schools from the QS Global MBA Rankings 2021. The University of South Carolina does not make the cut, but Duke University’s Fuqua program in Durham, North Carolina, does, at No. 21.

Here the top 10 for 2021, according to QS:

1) Stanford Graduate School of Business

2) Penn (Wharton)

3) MIT (Sloan)

4) Harvard Business School

5) HEC Paris

6) INSEAD, Singapore

7) London Business School

8) Columbia Business School

9) IE Business School, Madrid, Spain

10) University of California – Berkeley (Haas)

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U.S. News & World Report 10 Best Business Schools for an International MBA: usnews.com/education/best-graduate-schools/top-business-schools/

QS Global MBA Rankings 2020: topuniversities.com/university-rankings/mba-rankings/global/2020 

Business Insider The 50 Best MBA Programs in the World: businessinsider.com/best-mba-programs-in-the-world-2020-9#10-uc-berkeley-haas-grads-earn-an-average-post-graduation-salary-of-130k-to-140k-41

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5 Reasons Each Student Should Try to Work in the Manufacturing Industry

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In this technologically advanced age, most students want to work in offices where they can sit down more often and operate a computer. Many neglect the manufacturing industry because they believe it is dull and boring. On the contrary, working in the manufacturing industry can be exciting with its perks and privileges. It is interesting to be part of a place that produces materials, food, and equipment used daily by the masses. Below are some of the reasons a student should endeavor to work in the manufacturing industry.

Considerations for working in the manufacturing industry

The manufacturing industry is one of the largest sectors in any society. Depending on the field you are studying, you could develop programs and software, run prototypes, or work in R&D. Again, it keeps you in learning and keeping up with the latest developments in your field. Also, internships in the manufacturing industry will give you much to discuss, especially if you have to write a research paper for me on your activities there.

#1 A safe environment

The manufacturing industry is believed to be full of toxic chemicals that make the environment unfit for human survival. Students get told early enough that manufacturing plants are dirty, unsafe, and dangerous. They also believe that the skills necessary to work in such an industry are unspecialized and that the task is stressful.

But it is not the case, as machine automation and robots have reduced the tedium in manufacturing industries, with improved health and safety regulations making the environment much safer. This new technology makes internships more fun and helps students learn how to work in a conducive environment. Manufacturing industries are more focused on the needs of their employees more now than ever before.

A student doing an internship in the industry might only have to monitor machines from a safe distance or learn how to design operations.

#2 New technology provides an opportunity for growth and development

The manufacturing industry is all about how to improve processes by making them more efficient while saving cost. So, a student gets to learn these qualities and practice them in his/her everyday life. He/she also gets to learn to develop solutions and ideas and apply them to create products that are needed by society.

New technology such as machine automation, robotics materials, 3D printing, Internet of things (IOTs) also changes the processes of making products. So you further learn valuable skills and keep up-to-date on society’s latest developments. It will also bridge the gap between what you learn in school and what is obtainable in the industry. The time spent practicing what you learned in school will grant you an opportunity to decide the best sector to help advance your career.

Also, as manufacturing companies are always looking for persons to fill in higher roles day by day, you find yourself continuously growing and learning in several avenues. You get to learn from experts who have been in the manufacturing industry for years. Moving from one position to a higher one and attaining several leadership positions becomes possible. As a student, you could also get scholarships to further your career from the company.

#3 Diverse entry-level opportunities

The variety of work opportunities in the manufacturing industry means that any student from high school to college can fit into one position or another. Several new roles keep coming up, such as program and software development, and so, the chances that you will find the exact role suited for you is high. Even if you feel you are unsuited for a particular line of work, most companies offer on-the-job training for their recruits and interns.

There are also many departments available to those seeking to work in the manufacturing industry; marketing, sales, product research and development, human resources, and business development. These departments require varied skills and technology to operate. The student could use the time spent in such an industry to determine a career path that fuels his/her passion and purpose.

#4 Keeps you active

Unlike sedentary work in offices that require little or no movement, working in the manufacturing industry involves some form of activity; hence you are rarely in a position for long. It keeps the student worker active and fit, ensuring that work is neither stagnant nor monotonous. Even if you are looking into managerial positions in the future, the manufacturing industry will keep you consistently on your toes.

There is much room for originality in the manufacturing industry. Challenges that build your mental strength and allow you to show off your skills will arise, and you also learn how to solve problems faster and with positive results. Since school encourages long periods of learning and teaches one how to sacrifice time, it is no new idea for a student to work long hours in the manufacturing industry.

#5 You can see the results of your hard work

In school, the hard work involved in writing exams and custom college essays results in grades and certificates. However, in the manufacturing industry, you create tangible products like food, drugs, equipment. These products are items used often by you and other people. Knowing that what is produced will help people may be the motivating factor you need to believe your life has a purpose.

Another result of hard labor is the remunerations and competitive wages paid to you when working in the manufacturing industry. As a student with higher skills, you are employed in higher positions, and you are also challenged to develop your skills. So, you may undergo other training that allows you to be paid higher wages when compared to non-skilled jobs.

Conclusion

The manufacturing industry leads in technology and innovation that improve the standards of living of a society. And so, there is so much potential in a career there. The reasons above show that work in the manufacturing industry can be exciting and not as dreary as most people make it to be. There are great rewards and health benefit plans for all employers which you could partake in. This security and stability could help you get a better footing when you finally decide to follow a career path in the industry.

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Frank Hamilton has been working as an editor at essay review service Best Writers Online. He is a professional writing expert in such topics as blogging, digital marketing and self-education. He also loves traveling and speaks Spanish, French, German and English.

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How Lifelong Learning Is Becoming A New Version Of The MBA

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When higher education looks back on 2020 in decades to come, the year of the pandemic could be viewed as a turning point for MBAs and other advanced degrees.

COVID-19 forced a nationwide experiment in online learning, and one lesson stemming from that experiment maybe that furthering your education doesn’t necessarily need to mean paying high tuition to earn a formal post-graduate degree.

“We all need to be lifelong learners if we hope to achieve our goals and lead a fulfilling life,” says Kimberly Roush, founder of All-Star Executive Coaching (www.allstarexecutivecoaching.com) and co-author of Who Are You… When You Are Big?

“But that can mean many things, and because of the pandemic I think it’s become even more clear that the ways we approach educating ourselves don’t need to be stuck in the notions from the past of how learning takes place.”

Harvard’s and Columbia’s business schools are already adding certificates and lifelong learning to their programs. Instead of immersing themselves in a degree program for a compact period of time, students have the option to stretch their learning out over years, latching on to what meets their current needs.

That kind of approach fits well with the goals and lifestyles of many business leaders, says Roush. She offers a three-month group-coaching program for executives in transition called “Back In the Game,” which provides business leaders with a chance to continue learning and honing skills to help reignite careers thrown off track by the pandemic.

Roush has advice for those who want to keep adding to their knowledge base throughout their careers, whether that’s done through a certificate program, a one-time online class, coaching sessions, or a more formal degree:

Think deeply about yourself and your goals. Allow yourself the time and space to reflect and get off autopilot so you can be deliberate and intentional as you move forward, Roush says. “We tend to be all about drive and action,” she says. “Reflecting on ourselves is something that often gets overlooked. In some cases, people don’t have the tools to do it effectively.”

Strive to be a learner, not a knower. Some people are “knowers” and others are “learners,“ Roush says. “Knowers feel compelled to know the answer, a sign of an insecure ego,” she says. “In today’s world, of course, it’s impossible for any one person, or any one leader, to know it all. Knowers operate more out of control than out of curiosity. They do not really lead so much as they manage.” Lifelong learners, on the other hand, have a predisposition to be curious. “They have a healthy ego,” she says, “so they have no problem saying, ‘I don’t know the answer, but let’s figure it out.’ ”

Recognize that your joy for learning can impact others. When business leaders are learners, this creates more of a partnership approach with employees, who feel empowered as a result. “The focus is on working together,” Roush says. “It all stems from that natural curiosity. By asking ‘what’ and ‘how,’ leaders encourage more conversation—and more learning by everyone.”

Understand that self-improvement doesn’t always involve major change. Roush has worked with many executives who made adjustments in their careers, but those adjustments need not be dramatic.  “Often, people have been deliberate about their career choice and love their field; they just have gotten caught up in a part of it that they don’t like,” she says. “Sometimes, it’s just a matter of getting back to their roots and remembering what they love about their job and allowing themselves to focus far more on that. You don’t necessarily have to make the big right turn and completely change what you’re doing. You’re not necessarily on the wrong path; you may just have hit a rough stretch or don’t know exactly where you are.”

“Great coaches are always still learning too,” Roush says. “I’m constantly looking for new opportunities to learn and grow and I get to learn from every person I coach – we learn together.  One thing I always want to do is spread the word about the power that resides within each of us if we reach for our potential.”

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Kimberly Roush is the founder of All-Star Executive Coaching (www.allstarexecutivecoaching.com), which specializes in coaching C-level and VP-level executives from Fortune 100 companies to solo entrepreneurs. She also is co-author of Who Are You… When You Are Big? Roush, a former national partner with a “Big 4” public accounting firm, brings more than 30 years of business experience to her coaching including extensive work with C-suite executives, boards of directors, and audit committees. She offers a program called Back In the Game (BIG), which is a three-month group coaching program for executives in transition. Roush also is a keynote speaker and leadership facilitator, and is a Charter Member of ForbesSpeakers.

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(Global) Trade Schools: You Can Travel the Country or the World for Solid International Trade Studies

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The mission of TheBestSchools.org is, as the name implies, find the best school for a particular student. When it came to recently determining the best schools in the world for international trade education, the website followed the now-beaten path of looking at what the competition has done along the same lines and crunching all the data collected to arrive at conclusions.

Specifically, TheBestSchools.org used the lauded QS rankings “as our point of departure,” setting those findings against the conclusions of AcademicInfluence.com, which relies on machine learning and search algorithms to characterize academic influence on the web (and thus avoiding the human bias that infects most academic rankings).

“By weighing both the QS Programmatic World Rankings and Academic Influence’s rankings, we not only created a unique ranking of the top 50 business and economics programs, but we reveal why each university business and economics program appears where it does,” states TheBestSchools.org’s introduction to “The 50 Best Business and Economics Programs in the World Today.”

Global Trade has taken a deeper dive, winnowing from “The 50 Best Business and Economics Programs in the World Today” those institutions that specifically focus on international trade.

1. Stanford University

Palo Alto, California

Opened in 1891 and located in the heart of Silicon Valley, Stanford serves 7,000 undergraduate students and 9,000 graduate students. Founded in 1925, the Stanford Graduate School of Business offers an MBA, an accelerated master of science in management, and a Ph.D. Students can also choose to participate in Executive Education programs or two global certificate programs. And Stanford’s extensive alumni network includes former students from more than 50 countries.

2. University of Oxford

Oxford, United Kingdom

Established in the twelfth century before the Magna Carta and the Aztec Empire, Oxford has had an unquestionable global and historical impact. Innumerable world leaders, brilliant thinkers and reformers have attended Oxford, including Percy Bysshe Shelley, G.H. Hardy and Stephen Hawking. A modern program set within the 800-year-old university, the Saïd Business School offers many challenging degree tracks, including MBA and Executive MBA programs, and you can also get a Global Business degree from Oxford.

3. Bocconi University

Milan, Italy

Established in 1902, this was the first college in Italy to grant an economics degree and to focus its teaching and research on economics, business and law. Bocconi University offers students an elite education and access to major companies and international agencies. The four-year world bachelor in business offers a unique curriculum divided into study both at Bocconi and at two partnering schools: the University of Southern California and the Hong Kong University of Science and Technology. Bocconi’s comprehensive suite of two-year MS degrees are mostly taught in English. They include majors in management, economics and social sciences, and economics and management of innovation and technology. The school also offers one-year specialized master’s programs in quantitative finance and risk management, and green management, energy, and corporate social responsibility. All are taught in English.

4. Yale University

New Haven, Connecticut

Yale, one of the premier Ivy League institutions, boasts a history that dates to the 1640s and it has made a significant historical and global impact in the academic world. The global influences of Yale’s students and faculty can be seen in Africa, eastern Asia, Europe, Latin America, North America, and the Caribbean. The majority of international study and networking is organized through the Whitney and Betty MacMillan Center for International and Area Studies. The Yale School of Management offers a Global Pre-MBA Leadership Program.

5. University of California-Los Angeles

Los Angeles, California

UCLA’s Anderson School of Management prides itself on collaborative interdisciplinary research and includes a Global Executive MBA program. Among the academic areas of research is Global Economics and Management.

6. New York University

New York, New York

Founded in 1831, NYU has always been globally minded, and since it first opened the school has expanded into Africa, Asia, Europe, and South America, with 11 global academic centers and research programs in more than 25 countries. However, its base remains Wall Street, and among the NYU Stern School of Business, programs are an MS in Global Finance, the TRIUM Global Executive MBA, and the Langone Part-time MBA for Working Professionals.

7. University of Michigan

Ann Arbor, Michigan

As one of the first public universities in the nation, the University of Michigan has an academic outreach that includes 17 centers and programs with global themes that cover more than 65 languages. The Institute of International Education ranked UM sixth in the nation for international studies. Michigan’s Ross School of Business, which was established in 1924, currently offers a Supply Chain Management degree program.

8. Duke University

Durham, North Carolina

With its small 8-1 student-teacher ratio, the academic environment at Duke University is relaxed and encouraging. However, this does not detract from the global outreach and cutting-edge research done by Duke. The university invests $992.8 million in research annually, and its network of more than 157,000 active alumni worldwide further contributes to the school’s high-quality reputation as one of the best business schools.

Established in 1969, the Fuqua School of Business allows students to pursue an MBA through daytime courses, a cross-continent program, a global executive track and weekend executive courses.

9. University of Toronto

Toronto, Ontario, Canada

Networking opportunities abound at the University of Toronto, which has had one of the strongest research and academic faculties in Canada since its establishment in 1827. The alumni network includes 537,000 students worldwide. Located in Canada’s commercial capital, the university’s Rotman School of Management is the largest and most influential business school in the nation. The MBA programs offered are flexible, and among the variety of options is the Omnium Global Executive Program.

10. INSEAD

Fontainebleau, France

Formally known as the Institut Européen d’Administration des Affaires, INSEAD was founded in 1957 as a graduate-level business school. Available degree programs include an MBA, an executive MBA, an executive master of coaching and consulting for change, a master’s in finance, and a Ph.D. INSEAD has established campuses in Europe, Asia and the Middle East, and student exchange programs exist in partnership with Penn’s Wharton School, Northwestern University’s Kellogg School of Management and Tsinghua University in China. INSEAD’s 15 affiliated research centers include The Africa Initiative and The Global Leadership Centre.

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LOGISTICS AND TRANSPORTATION PROGRAMS AWAIT AT HOME AND ABROAD

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There are tons of transportation and logistics programs out there. But the question is: Which program will get you from Point A (where you are now) to Point B (where you want to be)? We imagine that where you want to be includes being fully integrated into a global supply system with cutting-edge ideas, and training that helps to bring solutions to the problems of 2020 and beyond.

Here’s our round-up of five transportation and logistics education programs, worldwide. There are plenty more, but these are ones we think are a good place to start.

UNITED STATES

MIT: Masters in Supply Chain Management

The Massachusetts Institute of Technology program takes students from the lab to the real world of transportation and logistics. Students take what they’ve learned from researchers and experts in transportation and logistics, bringing their new knowledge to the global market. The curriculum includes analytical problem solving, communication, and leadership. Courses include: Logistics Systems, Database Analysis/Information Systems/System Technologies, Finance, Economics, Accounting, Leading Global Teams, Technical Communication/Writing, and Analytical Methods. Students in the master’s program undertake a research project (called a capstone or thesis), where they work with industry experts to solve real-world supply chain problems.

This program has two options: a Residential program and a Blended program. The Residential program is a 10-month on-campus program. The Blended program is a five-month program that blends both on-campus and online classes. Accepted applicants have a choice between studying for a Master of Applied Science in Supply Chain Management (MASc-SCM) or a Master of Engineering in Supply Chain Management (MEng-SCM).

Purdue Univerity Karanner School of Management: Master of Science in Global Supply Chain Management

The Master of Science in Global Supply Chain Management (MSGSCM) helps develop skills in supply chain management, business analytics, and operations. It ranks No. 12 for Top North American Graduate Supply Chain Programs in Gartner’s. Best-Masters.com ranked it No. 2 in the world for Masters Programs for Transportation and Logistics in 2018. This program prepares students for leadership roles through formal and informal education opportunities with industry leaders. A traditional, 18-month program, for those with little work experience, and a 10-month accelerated program for people with 6+ years of industry experience are offered. Courses include: Intro to Operations Management, Supply Chain Analytics, Summer Semester Experiential Learning and Logistics Strategic Sourcing.

PERU

Pontificia Universidad Catolica del Peru CENTRUM Business School: International Corporate Master in Operations

The International Corporate Master’s Degree in Supply Chain Management helps people to have a strategic impact on supply chains. The focus is on service and applying tech and global management standards. This program is open to operations and logistics professionals with 3+ years of experience and is open to looking at things from a global point of view. Courses offered include: Supply Chain Management, Statistics, Tools or Managerial Decision Making, Qualitative Research of Food Marketing, Management of Procurement, Warehouse Management, Management of Data in Organizations, and Research Methodology. Admissions are year-round. Applications, which are processed within two weeks of receipt, include an interview that is set up immediately.

ITALY

MIP Politécnico di Milano Graduate School of Business: International Master in Supply Chain and Procurement Management

The Master In Supply Chain Management helps transportation and logistics professionals build a global supply chain career with a competitive advantage. The program, which provides strategies to increase revenues and lower costs, also champions innovation and novel ideas. Though it takes place in Italy, it is taught in English and is a full-time program over the course of 12 months. Tuition is $17,651 U.S. (or 16,500 Euros). The program is created for graduates with fewer than three years of work experience.

Topics of focus are innovation, technology, and sustainability, with additional training in soft skills. It’s accredited by CIPS, the largest professional organization serving supply chain management. It is also listed at No. 4 for the Top 2019 Best Masters in the Eduniversal Ranking. The average class size is 25 students. Applications are accepted on a year-long rolling basis. The degree awarded after graduation is the First Level University Specializing Master, recognized by Italy’s government. Students should check with their respective countries to confirm that the degree is transferrable. Some of the skills desired in applicants are an affinity for leadership, an openness to learn about a range of areas in procurement/supply chain, and business and analytical skills.

FRANCE

Kedge Business School: MSc in Global Supply Chain Management

On average, graduates of the Kedge School of Management have a salary of 42,800 euros ($45,927.40 U.S.). All who graduate work in an international capacity, 95 percent are offered a job before graduation and 80 percent join a large company. This MSc degree prepares students for the new era of supply chain management, boasts Kedge, which specializes in teaching within a multicultural framework, with students from more than 20 countries. To this end, students have the opportunity to learn from a diversity of experiences and ideas and build skills to overcome cultural differences.

The MSc in Global Supply Chain Management also offers different supply chain workshops, such as seminars for consultancy assignments, where students apply lessons learned to specific conditions. Students also work with business leaders from such companies as LVMH, Amazon, and Renault and also participate in a six-month internship to solidify supply chain education in real-world settings. This program aims to teach students to embrace change and integrate new ideas and approaches. The MSc program is for three semesters and costs 19,500 euros ($20,862 U.S.). Applications are accepted on a rolling basis from October to July. Scholarships are awarded to 45 percent of the international students.

These programs in the U.S., Peru, Italy, and France only scratch the surface of all that’s out there for those looking for a way to move to the next level in their logistics, transportation and supply chain careers. All of these programs will give you the tools that you need to move forward in an ever-changing, fast-paced world. And with additional education under your belt, you’ll be able to take your transportation and logistics career to new heights.

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IS THERE A BRIGHT FUTURE FOR TRADE IN EDUCATION?

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American University Blues

The arrival of COVID-19 sent students packing mid-semester as many universities continue to mull over options for restarting in-person classes in the fall. Many international students who had returned home for the spring break were unable to return to the United States to finish out their studies.

Travel restrictions and changing student visa rules will have international applicants questioning whether to pursue studies abroad. Universities are working to increase their capabilities to deliver courses virtually but online classes may be less attractive when part of the allure and prestige of American universities is associated with the campus experience. Prospective foreign students may also decline to enroll if they cannot network to secure post-degree employment in the United States.

This is happening against a backdrop of declining new enrollment in American universities by foreign students after a decade-long boom. New international student enrollment has decreased year on year since the 2016/2017 academic year, though the overall number of international students in the United States has increased as more students take advantage of Optional Practical Training, which allows them to stay under their student visa to work for one year.

Education as an Export for International Students

During the 2017/2018 academic year, American educational institutions hosted over one million students. When foreign students come to the United States to study, those institutions are exporting their educational services. Perhaps surprisingly, educational service exports ranked 5th among all U.S. services exports, valued at $45.3 billion in 2018, according to the Bureau of Economic Analysis.

Services trade can be described as supplied in one or more of four ways: the service itself travels over a border but the provider and consumer remain in their home countries; the consumer travels across a border to receive a service; the provider establishes a commercial presence in another country to provide the service; and/or, the service provider travels to another country to provide the service.

Educational services – to varying degrees – are being provided today in all four of these ways. Of course, the most traditional approach is for students to enroll and travel to attend classes in educational institutions abroad for a semester, a year or for a full degree. To a lesser extent, professors may travel to campuses overseas to teach in residence.

As communications technologies improve and become more widely used, virtual education is increasing in popularity. Think: distance learning, corporate training online and expansion of educational software and platforms. Lastly, it has become much more popular in recent years for large universities to open satellite campuses overseas.

Limited Trade Commitments

In the WTO General Agreement on Trade in Services (GATS), members have taken commitments to create more market access, enabling the expansion of global educational exports. However, education services still rank among the least committed of all sectors subject to GATS coverage (after audio-visual and energy services).

WTO members are not required to make any commitments to liberalize their markets for educational services and GATS provides exemptions for members to avoid commitments where services are supplied “in the exercise of governmental authority,” or in other words, providing a public service. Furthermore, where educational services are covered in a country’s commitments, they may maintain some limitations on foreign investment, or set limits on the number of service suppliers, on the total value of service transactions or assets, or other types of limitations such as ensuring that quality standards are maintained.

U.S. is Still Top Destination

The Organization for Economic Co-operation and Development (OECD) estimates that 8 million students will be studying abroad by 2025.

The United States has long held the number one spot for students seeking an international education. According to the Institute of International Education’s 2019 Open Doors Report, the United States played host to over 30,000 students per year during the 1950s. By the late 1990s, that number reached 500,000 and reached an all-time high of 1,095,299 students in the 2018/2019 academic year, including undergraduates, graduate-level students, and students undertaking a one- or two-year post-graduation experience under their student visa.

The U.S. education system attracts students from virtually every country of the world. China sends the most students to the United States by far. India is a not-so-close second.
As a percentage of total students in higher education, however, the United States has relatively fewer international students than many other countries, at only 5.5 percent. By comparison, Australia’s average foreign student body is 28.0 percent, Canada’s 21.4 percent, the U.K.’s 20.9 percent, France’s 12.8 percent, and Russia’s 8.6 percent.

The Foreign Student Premium

It pays for universities and governments to attract international students. Aside from the cultural value, diversity of perspectives and ideas they bring, international students studying at U.S. colleges and universities contributed $41 billion in revenue and supported 458,290 jobs during the 2018/19 academic year, according to NAFSA: Association of International Educators.

International students in the United States, as well as in Australia, Canada and New Zealand, pay on average double the tuition fees paid by domestic students. In the United States, this is largely due to the difference between in-state and out-of-state tuition at public universities, but in other countries, international students are charged separate – often much higher – tuition rates.

In addition to padding university budgets, international students bring additional spending to local shops and restaurants, and tend to travel in their host country, helping to support jobs in the community and through tourism. For example, NAFSA found that international students in the top two enrolling states, California and New York, contributed $6.8 billion and $5.3 billion to each state’s economy, and supported 74,814 and 59,586 jobs, respectively.

Graduating to the Next Level?

Educational service exports are facing some serious headwinds. If schools want to keep hold of the huge benefits international students bring, they must incentivize new student enrollment and ensure safe returns to campus. One country doing just that is Australia, which is trialing a pilot scheme to gradually reintroduce international students, whose presence in the country supports 259,000 jobs.

In addition to delivering their educational services on campus, the global health pandemic is forcing universities to adapt and innovate to deliver education online. The mainstreaming of distance learning may also create opportunities for more providers to offer educational services across international borders. We’re all learning in this new environment.

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Alice Calder received her MA in Applied Economics at GMU. Originally from the UK, where she received her BA in Philosophy and Political Economy from the University of Exeter, living and working internationally sparked her interest in trade issues as well as the intersection of economics and culture.

This article originally appeared on TradeVistas.org. Republished with permission.
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International Diploma-cy

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Higher education is one of the world’s leading “exports”

To compete in today’s knowledge-driven economy, college-bound students are increasingly going global in their pursuit of a top-notch degree. Since 2001, the number of students pursuing studies abroad has more than doubled, from 2.1 million to 5.0 million in 2018.

As one result, higher education is fast becoming one of the world’s leading “exports.” Many people may not think of education as an “export,” but when an international student comes to the United States, for example, the monies spent on tuition, fees and living expenses are considered “exports” of education services.

The current world leader in education exports is the United States, whose 7,021 two- and four-year colleges and universities attracted nearly a quarter of the world’s international students in 2018. According to the U.S. International Trade Commission (ITC), revenues from U.S. higher education accounted for about one-fourth of the $903 billion global education services industry in 2011.

Top host destinations for foreign students

International students are the consumers of higher education exports

On the other side of the equation, the world’s leading “consumers” of higher education are China and India, both of whom see enormous benefits in sending hundreds of thousands of their students abroad to take advantage of educational opportunities and to bring that knowledge home.

Chinese students, for example, make up 33 percent of all international students in the United States, according to a 2019 report by the Institute of International Education (IIE), while the share of students from India has also grown dramatically. In 2018, China sent 369,548 students to America, while India sent 202,014. For both groups of students, the most popular fields of study are science, technology, engineering and math (STEM), followed by business and management.

American schools also benefit from the presence of international students, which is one reason why their numbers are rising (although their share of total U.S. college enrollment is still only about five percent). In addition to the cultural and social diversity these students bring, they also pay “full freight” – out-of-state tuition in the case of public universities or sticker price in the case of private schools. At some schools, international students even pay extra. At the University of Illinois at Champaign-Urbana, for example, international students paid a $2,800 surcharge during the 2012-2013 school year.

These well-paying students have been a boon for schools facing rising costs or cash-strapped by cuts in state education budgets. But even elite institutions find these students attractive. For example, according to the ITC, foreign students made up at least 15 percent of the students entering Boston University, Columbia University and the University of Pennsylvania during the 2011-2012 school year and at least 10 percent of students at such flagship state schools as the University of California-Berkeley. Many schools also actively recruit foreign students and even hire “brokers” to find students abroad. The ITC also reports that a growing number of public colleges and universities are forming state-wide consortia, such as “Study New Jersey” and “Study Wisconsin,” to host recruiting fairs and conferences for foreign students.

US Colleges with Greatest Share of Foreign Students 2018

Global competition to provide higher education

American schools, however, are increasingly facing competition from other countries that see the same opportunities. India, for example, recently decided to raise by 10,000 the number of foreign students admitted to its engineering schools as a way to improve the prestige of its national universities. As a result, the U.S. share of the international student market is slipping. While the number of international students going to America continues to climb, its overall share of these students in 2016 was three percent lower than it was in 2001.

While the dominance of U.S. higher education will likely continue for quite some time, competition for the world’s “best and brightest” will only get more fierce.

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This article was updated as of November 20, 2019.

Anne Kim

 

Anne Kim is a contributing editor to Washington Monthly and the author of Abandoned: America’s Lost Youth and the Crisis of Disconnection, forthcoming in 2020 from the New Press. Her writings on economic opportunity, social policy, and higher education have appeared in numerous national outlets, including the Washington Monthly, the Washington Post, Governing and Atlantic.com, among others. She is a veteran of the think tanks the Progressive Policy Institute and Third Way as well as of Capitol Hill, where she worked for Rep. Jim Cooper (D-TN). Anne has a law degree from Duke University and a bachelor’s in journalism from the University of Missouri-Columbia.

This article originally appeared on TradeVistas.org. Republished with permission.