Center for International Business Education and Research

Serving Students, Faculty and Business
Center for International Business
Education and Research
Warrington College of Business Administration
University of Florida
Four-Year Report
Grant 3: October 2006 - September 2010

CIBER Synergies:
A Comprehensive Review of Programs
Grant 3: 2006 – 2010
and
An Overview of Programs
Grant 4: 2010 - 2014
Center for International Business Education and Research
CIBER Website: http://warrington.ufl.edu/ciber/
CIBER
PO Box 117140
Warrington College of Business
Gainesville, Florida 32611
(352) 392-3433

From the management team
2010 was a year of renewal and retirement for The University of Florida (UF) CIBER.
The Center was successful in its application for a fourth cycle of funding from the US
Department of Education. The new $1.5 million four-year award permits continuation of
the Center’s most successful programs of the 2006-2010 grant and also allows
implementation of a host of new initiatives that address international business (IB)
training challenges arising in the wake of the “Great Recession.”
The excitement of new funds and new programs was tempered by the sobering prospect
of managing them without the assistance of long-time CIBER Associate Director, Dr.
Terry McCoy. Former Director of UF’s Center for Latin American Studies, Terry was
instrumental in designing a UF CIBER plan that resulted in the first successful grant
application in 1998. He had a vision of integrating business, area studies and foreign
language expertise across campus that would indeed make UF a national resource for
improving IB training and enhancing competitiveness of US firms in global markets.
During his twelve years of dedicated service, Terry grew the vision by expanding CIBER
reach at UF and he assured successful grant performance by diligent oversight of Center
initiatives. While UF CIBER will continue to benefit from Terry’s input on some specific
activities, his retirement from Center administration leaves leadership and management
gaps that will be challenging to fill.
With 2010 marking the end of the 2006-2010 grant and the beginning of the 2010-2014
program, the current volume of CIBER Synergies contains both a detailed report on
accomplishments of the former and a comprehensive overview of plans for the latter.
Particularly notable achievements of 2006-2010 include successful initiation of an African
business environment program, significant innovation and expansion of business foreign
language and culture offerings, implementation of three programs supporting development
of IB training capacity at smaller and minority-serving institutions of higher education in
Florida, and a sharp ratcheting up in sophistication and relevance of program evaluation.
These activities are scheduled for continuation and expansion in the 2010-2014 grant
cycle.
However, initiatives conceived in 2006 did not foresee the “Great Recession” that
significantly altered the IB training environment. New CIBER programs reflecting themes
of sustainability and understanding the institutional frameworks of global trade and
investment respond to the changed environment. And as in past renewal proposals, new
initiatives reflect new UF CIBER partnerships. As noted in the application abstract, while
UF’s proposal was submitted by the Warrington College of Business Administration
(WCBA), it was in fact the concerted effort of talented faculty from 10 colleges, 18
departments and 12 centers at UF, plus a host of other regional, national and
international institutions of higher education.
We take this opportunity to thank those faculty members and also to express our
appreciation to the UF CIBER Advisory Council (report Appendix 1) for input that
improves the effectiveness of the Center in serving students, faculty and businesses.
Carol West Andy Naranjo Isabelle Winzeler Nikki Kernaghan
Director Associate Director Assistant Director Evaluation Coordinator

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I. Serving students
UF CIBER programs for students offer innovative international business (IB) training in
Florida classrooms and overseas. Simultaneously, they recognize the importance of
developing the IB research skills of both graduate and undergraduate students. And in
today’s networked markets, a critical part of the educational process is linking students to
professional groups that can be on-going IB research and employment resources.
A. In UF classrooms
Earlier UF CIBER funding cycles supported basic IB course and IB course module
development. Examples included the addition of international dimensions to core
economics and business classes. Foreign language initiatives stressed development and
delivery of basic Business Spanish, Business Portuguese, Business Japanese and
Business Chinese. Some FLAC (Foreign Language across the Curriculum) courses were
introduced that interacted foreign language training with business class content. The
2006-2010 cycle focused on (1) providing foreign business culture training to students
without corresponding foreign language expertise; (2) expanding IB training to students
outside the Warrington College of Business Administration (WCBA), and; (3)
developing UF regional IB expertise, specifically through courses focused on Africa and
Latin America. A complete list of courses supported by UF CIBER, 2006-2010, is
provided in Appendix 2.
Historically, business language classes such as Business Chinese or Business Japanese
were the primary venue for teaching foreign business cultures. While this traditional
approach is perhaps theoretically ideal in melding language and culture, it has notable
practical limitations. Students cannot study all the languages corresponding to the major
cultures they will need to interact with in future global trade and investment.
Consequently, UF CIBER funded foreign language faculty to develop and deliver courses
in English on key foreign business cultures. Initial pilots were one-credit classes on the
Business Culture of China and the Business Culture of Japan. Enthusiastic student
evaluations consistently requested more in-depth three-credit courses which were
developed and piloted in the second half of the grant period. Augmenting the Asian
offerings was a one-credit course on the Business Culture of Africa followed by
development of a three-credit version of the material.
Escalating enrollments in Arabic language courses encouraged funding development of
Business Arabic. However, most of that enrollment increase was in first-year courses
that, given the complexity of the language, do not prepare students for a business
language class taught solely in Arabic. UF CIBER’s modified Business Arabic was
designed to encourage more advanced study of the language (especially by business
students). It has more emphasis on language than a strictly business culture course, but
augments instruction in Arabic with instruction in English. It allows beginners in the
language to supplement language training with education on business practices of Arabic-
speaking countries of the world.

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In the current world economy characterized by globalization of almost all markets, IB
training needs to reach students in professional and academic programs outside business
colleges. UF CIBER responded to this need by enhancing resources for IB classes serving
both business and non-business students and by sponsoring FLAC sections targeting
students outside WCBA.
Anthropology Assistant Professor Dr. Brenda Chalfin piloted a new course on
Anthropology and the New Economy: Anthropological Perspectives on Finance,
Commerce and Neoliberalism. The class encourages anthropology students to think
about IB aspects of their major and introduces business students to anthropological
perspectives on global trade. CIBER Director, Dr. Carol West’s upper division elective
The Firm in the Global Economy has an enrollment that is approximately equally divided
between students from WCBA and students from Liberal Arts and Sciences. Thirty five
percent of the work in the class is a team project designing a foreign market entry
strategy for a firm. CIBER support for this important training in IB market analysis
included subsidizing the purchase of cross-country databases and funding a student
assistant to research potential project topics. (A syllabus for the Spring 2010 offering of
The Firm in the Global Economy is provided in Appendix 3 as an example of CIBER-
supported on-campus IB course offerings).
Since the inception of UF CIBER in 1998, UF’s popular FLAC program has been a
model for integrating foreign language training with business content. In its traditional
form, a “FLAC section” is a one-credit discussion section conducted in a foreign
language in conjunction with a content course. It is taught by a foreign language graduate
student who receives pedagogical training and who works out reading/discussion
materials in conjunction with the content course professor (who need not speak the
language). Recent CIBER modifications of this traditional FLAC model include: (a)
elimination of association with a particular course; (b) instruction by a foreign language
professor with business interests, and; (c) instruction by a content professor with foreign
language skills. Variant (a) is used for multidisciplinary, cross-college current business
topics. Modification (b) allows foreign language professors to “test out” business foreign
language teaching without commitment to a formal 3-credit course. Variant (c) augments
stretched language staffs and builds a foreign language training constituency in non-
language departments.
The modifications have allowed CIBER to extend the FLAC concept to less commonly
taught languages and also to target non-business students as potential enrollees. Piloted in
2006-2010 were Asian Sports Markets (taught in Chinese targeting students in the
College of Health and Human Performance), Marketing of Agricultural Products in the
European Union (taught in French targeting students in agriculture), Generational
Perspectives on Latin American Healthcare Delivery (taught in Spanish targeting
students in the College of Public Health and Health Professions) and Cities of the Spanish
Speaking World and Cities of the Portuguese Speaking World (taught in Spanish and
Portuguese respectively and targeting students in the College of Design, Construction and
Urban Planning).

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Like the FLAC program, global regional focus on Latin America has been part of the UF
CIBER program since the Center was first funded in 1998. A goal of the 2006-2010
agenda was to initiate development of a UF specialization in African business. Given
burgeoning Asian economies and established major US trading partners in Europe and
strategic Mideast countries, it is natural to ask, “Why Africa?” The answer lies in the
purposes for the CIBER program outlined in the enabling Title VI Higher Education Act.
The first Center mandate is to “Be a national resource for the teaching of improved
business techniques, strategies and methodologies which emphasize the international
context in which business is conducted.” [italics added]. Being a national resource
implies developing unique IB specializations not readily duplicated at other institutions.
In the case of UF, CIBER has been able to partner with world-class Centers housing
African business expertise (including the Center for African Studies in the College of
Liberal Arts and Sciences and the Public Utility Research Center (PURC) in WCBA),
making African business a natural focus for creation of a national IB resource at UF.
Need for a national resource in African IB has been amply demonstrated by surveys,
anecdotes, and foreign trade and investment statistics. The Higher Education Act requires
the Secretary of Education to consult with Federal agency heads in order to receive
recommendations regarding areas of national need for expertise in foreign languages and
world regions. In the most recent survey, conducted in September 2009, Africa was the
most commonly cited region. Anecdotal evidence from campuses confirms common
misunderstanding of the continent—e.g., students mislabeling Africa as a “country.” And
ignorance inhibits commerce. Trade and investment data verify that the US lags the rest
of the world in establishing commercial ties with Africa and benefitting from recently
improved business climates. Despite the fact that the US direct investment position in
Africa has posted a compound annual growth rate that appears healthy during this decade
(5-10%), and that the share of US merchandise exports destined for Africa has increased
during the same period, those rates and shares remain approximately half non-US global
norms.
During 2006-2010, UF CIBER sponsored the infusion of African business into core
courses (particularly Principles of Macroeconomics) and IB courses (particularly The
Firm in the Global Economy) and also sponsored development and delivery of entire
classes focused on IB potential of the region—e.g., Economic Development of Africa and
Africa in the Global Economy.
B. In non-UF Florida classrooms
Funding opportunities for IB education and training innovation vary considerably across
Florida’s complex higher education system with its 11 state universities, 28
community/state colleges and more than 60 private colleges and universities. For faculty
in units with endowment funds and/or external profit-making programs, income from
these sources may provide needed financial support for individual faculty initiatives. For
others, there is a critical mass of talent at the home institution that can be assembled to
attract national funding, allowing financing of a specific effort as part of a broader
program. For many educators in Florida, however, neither of these opportunities exists.

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Consequently, initiatives that could yield high returns to the state’s IB infrastructure
growth go unimplemented.
UF CIBER’s EFIBI program (“Enhancing Florida’s International Business
Infrastructure”) specifically targets these missed opportunities. It serves non-UF higher
education students through grants to develop IB programs meeting the specialized needs
and structures of these institutions. To date, 21 IB development grants have been awarded
under the EFIBI program, the majority for course development. They include classes
delivered in business, in the social sciences, and in foreign language departments, and
they have impacted students at 14 non-UF institutions of higher education that span the
state from Pensacola to Miami.
Supplemental 2009-2010 CIBER funding targeted IB course enhancement at minority-
serving institutions. Having already supported program development at Historically
Black Colleges and Universities (HBCUs) through the Globalizing Business Schools
CIBER consortium (See Section II.C below), the UF Center focused the new funds on
program development at the major Hispanic-serving institution (HSI), Valencia
Community College. The latter is an excellent partner for developing national prototype
IB modules that serve Hispanic population of Puerto Rican heritage. It represents the
higher education venue through which US Hispanic population is most effectively
reached. Forty eight percent of HSIs are community colleges compared with only 12% of
HBCUs and 60% of Hispanics in higher education enroll in community colleges, a rate
disproportionate to all other demographic groups. And Valencia is a major HSI. It ranks
third nationally in associate degrees awarded to Hispanics—27% of its 50,000 students
are Hispanic, drawn primarily from the Orlando metropolitan area population in which
over 50% of the Hispanic population is of Puerto Rican heritage. IB modules were
developed for basic business courses that serve the dual tracks typical of institutions
awarding associate degrees, terminal career programs, and preparation for transfer into a
four-year institution.
C. Overseas training
Annual offering of the summer Business in Brazil program, conducted in Rio de Janeiro
and Sao Paulo, was continued throughout the most recent four-year grant period. The six-
credit program combines training in Portuguese, lectures and field trips on Brazilian
business practices, and cultural immersion. The unique national program has attracted
students from universities as diverse as San Diego State, Northwestern, Kansas, NYU,
UCLA, Michigan and Harvard, and has regularly resulted in follow-up internships in the
country.
For students more limited by time and/or funds, the short-term study abroad (STSA) has
increased in popularity. A key feature of CIBER-funded programs is that they be open to
students from multiple disciplines, allowing students to learn from each other as well as
from formal program activities. Two variants of the basic STSA concept exist. The “tour
model” typically consists of some background classroom work followed by 10-14 days
overseas travel to a variety of locales in a country or a region. During 2006-2010,

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CIBER subsidized seven such tour model STSA programs: four offerings of the
International Financial Markets STSA which rotates in overseas destinations among
Argentina, Brazil and Chile; two deliveries of the agriculture-focused STSA to Italy,
Italian Food—From Production to Policy, and; one offering of the law-focused Legal
Institutions of the Americas Study Tour—Chile. (See Appendix 4 for a sample STSA
itinerary.) In addition to providing an overseas learning experience for students, the
International Financial Markets STSA had a broad impact on WCBA offerings by
serving as a prototype for other degree-specific tours. The model, in conjunction with the
advice of its developer, CIBER Associate Director Andy Naranjo, spawned a variety of
STSA tours, available (or required) in different master’s programs and targeting
destinations in Eastern Europe, Asia, the Mideast and Latin America.
In the “university model” of the STSA, students go abroad to a specific facility that is the
center for lectures and visits (much like a semester abroad to a particular foreign
university, but shorter in duration). UF’s Paris Research Center provides opportunity for
UF faculty to develop European-based STSAs in this format. CIBER supported two such
programs: International Leadership: Adopting Businesses and Governments to New
Realities (a 2-credit course offered over Spring Break in Paris by PURC Director, Dr.
Mark Jamison) and Commodities to Cafes—Agricultural and Food Marketing in France
(a 2-credit course offered over the May Intercession period in Paris by Food and
Resource Economics Associate Professor James Sterns).
Three programs funded research experiences abroad for students with particular focus on
Africa: (1) the Microfinance Travel Grant initiative; (2) the Doctoral Dissertation
Overseas Research program, and; (3) the Research Tutorial Abroad. Under (1), two
students per year were awarded travel grants through a competitive application process to
pursue research overseas on a microfinance topic. The students funded to date have come
from diverse UF programs, including undergraduate, MBA, and graduate Political
Science and they have focused on a variety of African countries, such as Tanzania,
Kenya, and Mali. These students have pursued a range of microfinance research topics—
e.g., how rules, terms and conditions of microfinance institutions (MFI) affect business
performance in the informal sector, use of technology (SMART cards, ATMs, mobile
phones, etc.) by African MFI’s and the impact of that usage, and effects of MFI services
for women on African gender equality. Travel grants for doctoral dissertation research
not focused on microfinance supported anthropological study of Ghanaian
entrepreneurship and political science analysis of corporate social responsibility as a
competitive strategy in Equatorial Guinea.
Students conduct research on their own overseas in both the Microfinance Travel Grant
and Doctoral Dissertation Overseas Research programs. However, for many students
(and their parents), this is a daunting format when the destination is Africa. Their initial
exposure to the continent needs to be in a more structured group venue. The structured
and faculty-led STSA or Business in Brazil type programs provide models for students
interested in a region, but not at the point of traveling and conducting research on their
own abroad. However, there is not a clear destination locale for “African business”
analogous to say, Sao Paulo for “Brazilian business” or Seoul for “South Korean

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business.” In addition, vast size of the continent and its infrastructure limitations
discourage travel to multiple locations on a single trip. These constraints render highly
questionable how successful the STSA or Business in Brazil model might be if applied to
the African situation.
Consequently, UF CIBER developed the Research Tutorial Abroad (RTA) concept for
initial student exposure to research in Africa. In the RTA program, faculty members
submit proposals for taking 2-3 students abroad to Africa to conduct research on a
specific IB topic for 3-6 weeks. Successful applicants receive $5,000 to subsidize the
faculty member’s participation and $5,000 to subsidize student participation. The
research topic defines the specific African destination—thereby avoiding the destination
selection problem of the STSA or Business in Brazil approaches—but the faculty
member’s presence and organization provides the structure absent in other CIBER
programs subsidizing student research on African IB topics.
Two proposals were funded for a pilot of the program in Summer 2009. Dr. Julie Silva,
Assistant Professor of Geography, supervised field research of an undergraduate in
Namibia. He examined differences in applied stringency of eco-tourism regulations as a
function of development investors’ home country (countries). Dr. Peter Schmidt,
Professor of Anthropology, supervised a graduate and an undergraduate student in
Tanzania addressing the potential for US private investment in that country’s heritage
tourism development.
D. IB networking
Three UF CIBER programs have linked students with networks promoting their IB
development. For doctoral students in business, workshops organized by a consortium of
CIBERs bring together national academic IB research leaders in a discipline from various
universities to meet with students at the dissertation planning stage of their graduate
education. Students receive guidance in formulating potential IB dissertation topics and
become part of a national network of peers and intellectual leaders that can support
subsequent work on the topics. During 2006-2010, UF CIBER sponsored participation of
UF doctoral students in such specialized workshops in finance, information sciences and
operations management (ISOM) and accounting.
The biennial Latin American Business Symposium and Career Workshop has served
students from around the state, as well as from UF. They learn corporate perspectives on
the region from representatives of multiple industries and they gain insights on career
experiences and opportunities in Latin America from recent graduates working in the
private sector, in government agencies, and in NGOs. Approximately 200 students
attended the 2008 program.
CIBER funds representatives of the undergraduate International Business Society (IBS)
to attend the Florida International Summit (See Section III.A below). This provides
opportunity for IBS to compare activities and plan joint ventures with similar groups at
other Florida institutions of higher education.

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In addition to serving students through IB courses offered in Florida classrooms, training
and research programs overseas, and networking connections, students gain IB
experience through working as assistants on CIBER teaching, research and outreach
grants to faculty and through assistantships in CIBER administration. Appendix 5 lists
students receiving funding support from UF CIBER over the grant period 2006-2010.
Total numbers of students impacted by the UF CIBER program measure in the thousands
when all enrollees in CIBER-sponsored courses are counted and spillovers to the
classroom of programs that develop faculty IB capacity are considered.
E. Upcoming for students
New IB course development at UF in the 2010-2014 period expands business foreign
language offerings to include Russian and medical French. It extends business foreign
culture courses to include Russia, Vietnam and a team-taught Asia and Africa class. New
FLACs include The Cuban Economy (in Spanish), Green Labeling of Agricultural
Products in the EU (in French), Russian Business through Film (in Russian), Chinese
Literacy and Labor Market Development (in Chinese), Globalization and the Valuing and
Viewing of Artistic Creations (in Italian), and Sustainable Building in Spanish Speaking
Countries (in Spanish). An additional mixed Arabic language-culture class will focus on
Mideast Gender and Language. The sustainable building and green labeling FLACs are
part of a new thematic emphasis that includes development of a course on Economic
Principles and Business Applications of Global Sustainability.
Two major course investments will particularly respond to the national resource mandate
of CIBERs by combining specialized areas of UF expertise to address national needs. The
first is in the area of retailing. Well-known examples and statistical rankings document
struggles of US retailers abroad: Wal-Mart’s recent disinvestment from South Korea and
Germany and its failure after a decade to post a profit in China; the inability of Home
Depot and J.C. Penney to establish viable footholds in the thought-to-be-lucrative
Chilean retail sector, and; between 2007 and 2009, Sears being dropped off Deloitte’s list
of Top 10 global retailers and replaced by Germany’s Aldi.
IRET-Brazil (International Retail Education and Training-Brazil) addresses the need for
enhanced international retail training. It links exceptional UF industry expertise with UF
Latin American expertise and partners both with the Center for Retailing Excellence at
Fundação Getulio Vargas (FGV) in Sao Paulo. The team will produce multimedia
modules on retailing in Brazil that are appropriate for infusion into marketing and
retailing courses.
The second major initiative addresses an expressed priority of the 2009 CIBER
competition—to enhance training in particular foreign languages the US Department of
Education has identified as priority LCTLs (Less Commonly Taught Languages).
Geography has historically constrained development of US capacity in the 15 African
LCTLs that appear on the list; instruction is typically available only on site at a handful
of Title VI Centers for African Studies and a similar small number of non-Title VI

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centers. Building national expertise in the languages requires harnessing technology to
provide wider geographical access to the centers of pedagogical expertise. The proposed
Web-based Basic and Business Akan does this through combining UF expertise in web-
based business program delivery, web-based German and Chinese training, and Akan
language instruction.
Both business and journalism students at UF will benefit from a new class on IB
Reporting and the Research Tutorial Abroad program will be offered on a regular basis
for students interested in IB research in Africa. Students enrolled in Florida institutions of
higher education outside of UF will be offered new global business classes through
continuation of the EFIBI program. A second phase of the partnership with Valencia
Community College will add new prototypes for enhancing IB education at Hispanic-
serving institutions. Also continued from the 2006-2010 period will be the networking
programs and UF CIBER support for Business in Brazil and the International Financial
Markets Tour.
Five new STSAs will be available to students: Sustainable Agriculture in Central
America; EU Accounting and International Financial Reporting Standards; Retailing in
Brazil; Cuban Agricultural Markets, and; Fly with the Flowers. The latter introduces a
new STSA experience. While most focus on a particular world region (or region and
discipline), Fly with the Flowers focuses on a global market. It travels to Miami, Bogota
and Amsterdam teaching multidisciplinary perspectives on issues in global market
competition such as conflict and collaboration between developed and developing
economies, technology-based v. resource-based national comparative advantage, and
differing concepts of sustainability and ethics. It is being developed jointly by UF
academic experts in the business and science aspects of the global market in cut flowers,
CIBER Director Dr. Carol West and Chair of UF’s Environmental Horticulture
Department, Dr. Terril Nell. They are joined by industry practitioners in the state who
handle the 40,000 boxes of cut flowers that arrive daily at Miami Airport and represent
approximately two thirds of the cut flowers sold in the US.
II. Serving faculty
UF CIBER serves faculty on campus, regionally and nationally through IB course
development, delivery and research grants, through workshops and conferences, and
through other specialized IB faculty development programs.
A. IB course development, delivery and research grants
New courses serving students detailed in Sections I.A and I.B above were the products of
UF CIBER course (or course module) development grants. Typically, the Center does not
fund course delivery and in fact requires the grant recipient’s department assure delivery
will be scheduled. However, numerous exceptions to this rule were made for foreign
language courses or culture courses taught by foreign language faculty. The global
“Great Recession” that dominated the last funding cycle diminished state revenues and
reduced educational endowments, creating fiscal crises that necessitated program

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cutbacks in many institutions of higher education. News reports from around the country
suggested foreign language departments bore a disproportionate share of those cutbacks.
UF was no exception. In order to continue progress in foreign business language and
culture training, CIBER needed to provide some funding for new course delivery as well
as new course development in those units.
In addition to serving UF and regional Florida faculty through course development and
delivery grants, UF CIBER served business foreign language faculty nationwide by
participating in the multi-CIBER Business Language Research and Training (BLRT)
initiative. BLRT awards grants for proposed innovations in business foreign language
instruction through a national competitive process.
Major 2006-2010 CIBER research grants to faculty in journalism, business and
agriculture supported studies on determinants of competitiveness in global mobile and
media industries, impacts of Homeland Security policies on the supply of agricultural
labor, cross-country analysis of factors affecting advancement of women to leadership
positions in corporations, standards setting in cooperative technical organizations,
securing the global supply chain in different Asian markets, and strategies for diffusing
anti-American, anti-capitalism and anti-globalization sentiments in major Latin American
countries.
Two additional research awards were commissioned CIBER studies. Business language
pioneer, Dr. Christine Uber Grosse, was funded to update her classic 1980’s survey of US
business language instruction as part of UF CIBER’s hosting the 2008 CIBER Business
Language Conference (see Section II.B below). Dr. Renata Serra, economist with the UF
Center for African Studies and Coordinator of Cotton Research for the global African
Power and Politics Program, prepared a background piece on child labor for use with IB
case studies on the subject.
Research grants often don’t produce a final product in the same funding cycle. Long lags
in the academic research, review and publication process can push final publication dates
into the next grant period. Indeed, research products may continue to appear in even later
grant cycles as the faculty member pursues new questions that emerged in the initial
research. Hence, it can be difficult to determine when research products of a CIBER grant
end. Conservative estimates indicate a substantial body of IB publications during 2006-
2010 attributable to UF CIBER research grants. They included articles in International
Journal on Media Management, Journal of Media Business Studies, International
Journal of Mobile Marketing, New Media and Society, Choices, Economics Letters,
Comparative Studies in Society and History, American Behavioral Scientist, Journal of
African Business, Journal of Labor Economics, ICFAI Journal of Mergers and
Acquisitions; Review of International Economics, Economic Theory, Journal of
Agricultural and Applied Economics, Emerging Markets Review, Journal of International
Money and Finance, Applied Economics Letters, American Journal of Agricultural
Economics, International Review of Economics and Finance, and the Texas Intellectual
Property Law Journal. Additionally published were numerous book chapters and a case
study book supporting the teaching of Business Portuguese, Brazilians Working with

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Americans: Cultural Case Studies, by Orlando Kelm and Mary Risner (University of
Texas Press).
See Appendix 6 for a sample summary of CIBER-sponsored faculty research publications
and Appendix 7 for a sample abstract from UF CIBER-supported doctoral dissertation
research.
B. Workshops and conferences
One of the first programs launched by UF CIBER in 1998 was the CIBER
Multidisciplinary IB Research Workshop and it continues to be a key initiative fostering
IB interest and development across campus. Faculty and graduate students from more
than 18 departments and eight colleges at UF have attended this monthly luncheon
seminar series. Funded by WCBA and organized by CIBER, the workshop keeps IB-
interested faculty from diverse locales networked and provides an informal forum for
feedback on CIBER plans. Its featuring of an external speaker from a new area has often
been the first step in expanding UF CIBER programs to additional disciplines.
Exceptionally prestigious IB researchers are brought to the UF campus through the
annual Bradbury Distinguished Lecture on International Economics, co-sponsored by the
Bradbury endowment, CIBER, and UF’s Public Policy Research Center. During 2006-
2010, presentations were made on current topics of globalization and growth by four
distinguished scholars in the field: Dr. Maurice Obstfeld (University of California,
Berkekey); Dr. Phillippe Aghion (Harvard University); Dr. Robert Solow (MIT), and; Dr.
Dani Rodrik (Harvard University).
More than 150 language professionals from around the nation attended the 2008 CIBER
Business Language Conference, organized and hosted by UF CIBER in St. Petersburg,
Florida, April 9-11, 2008. The conference is the premier annual national meeting for
faculty engaged in teaching foreign languages to the professions. The unexpectedly high
attendance (up over 50% from 2007) reflected meticulous planning efforts of the Program
Chair, UF Senior Lecturer in Spanish, Dr. Greg Moreland, and careful attention to
logistics details provided by CIBER Assistant Director, Isabelle Winzeler.
Conference sessions addressed use of technology in business language instruction,
perspectives of business professionals and business professors, integrating culture and
language education, innovative applications of business case studies and advertisements,
and nine specific foreign languages—Spanish, French, German, Portuguese, Russian,
Chinese, Japanese, Arabic, and Hindi (See Appendix 11 for a conference agenda.)
The UF Title VI Centers of African Studies and International Business Education and
Research jointly hosted the 2008 Annual Meetings of the International Academy of
African Business and Development (IAABD) at the University of Florida Hilton
Conference Center, May 20-24, 2008.

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Total attendance was 158 academics from 19 countries, including 10 African nations.
Nine sets of four concurrent sessions accommodated 125 scholarly research presentations
that spanned a broad range of multi-disciplinary issues related to the conference theme of
“Global and Local Dynamics in African Business and Development.” Plenary sessions
included presentations by two African Ambassadors to the US (Republic of Zambia and
Malawi) and the Director of the US Department of Commerce African Office.
C. Other specialized faculty IB development programs
Two-week study abroad faculty tours provide background on the business climate in a
major world region, create the personal overseas examples that make IB “come alive” in
the classroom, and offer networking opportunities for future IB teaching and research
projects. Each tour is a combination of lectures and site visits, organized by a lead
CIBER. Eight offerings were available during the last grant cycle: Western Europe
(University of Memphis CIBER); Eastern Europe (University of Pittsburgh CIBER);
MERCOSUR—Brazil, Argentina and Chile (FIU CIBER); China (University of Denver
CIBER), India-Delhi (University of Connecticut CIBER), India-Mumbai/Bangalore (FIU
CIBER); Sub-Saharan Africa (University of South Carolina CIBER); Vietnam
(University of Hawaii and University of Wisconsin CIBERs).
Each of the four Asian tours occurs in the first half of January, a time that conflicts with
teaching for many UF faculty. Consequently, UF CIBER generally co-sponsors and
funds participation in the late May Western Europe, Eastern Europe, Sub-Saharan Africa
and MERCOSUR tours. WCBA annually supports tour participation by four or five
business faculty (or staff) and CIBER funds at least one non-UF business faculty member
to participate on the Sub-Saharan Africa tour. (Sponsored faculty are identified in
Appendix 8 that lists all UF faculty receiving direct CIBER support 2006-2010.)
UF foreign language faculty from Romance language, Slavic language, Asian language
and African language programs benefitted from multiple smaller travel grants permitting
their participation in national conferences on business foreign language instruction.
Conference travel grants were also provided to faculty outside UF as part of the EFIBI
program (see Section I.B above and Appendix 9). Faculty from the University of West
Florida and Embry-Riddle Aeronautical University received CIBER support for
participation in the MERCOSUR and Vietnam two-week study tours abroad and two
faculty from Valencia Community College were funded to travel to Puerto Rico to make
business and educational contacts there as part of the specially funded Hispanic-serving
institution (HSI) initiative. (See Section I.B above.)
On the UF campus, specialized FDIB (Faculty Development in International Business)
programs focused on enhancing ability of foreign language faculty to make greater use of
technology in teaching business foreign languages. Background workshops on the topic
were provided for all faculty and follow-up grants were awarded to those developing
specific plans for greater use of technology in their classes.

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Among non-UF campuses in Florida, UF CIBER has concentrated on providing FDIB
opportunities to faculty at small and/or minority-serving institutions. Faculty course
development grants made through the EFIBI program, as well as travel grants noted
earlier in this section, have been significant components of this emphasis. Throughout
the four-year grant period, the Center also participated in the Globalizing Business
Schools CIBER consortium program. A joint endeavor of 10 CIBERs and the Institute for
International Public Policy, the initiative pairs each participating CIBER with one of the
Historically Black Colleges and Universities (HBCUs). Each CIBER assists its HBCU
partner in preparing an internationalization plan for its business curriculum and in writing
a BIE grant application to fund plan implementation. The CIBER also sponsors
participation of HBCU faculty in workshops for internationalizing business classes. UF
CIBER’s most recent HBCU partner was Bethune-Cookman University in Daytona
Beach. Although plans for submitting a grant proposal proceeded on target in Fall 2006
and early Spring 2007, they subsequently faltered with the departure of a key faculty
member from Bethune-Cookman. Faculty from the university did, however, participate in
the internationalization workshops.
In Fall 2006, UF CIBER assisted faculty at Florida A&M University (FAMU) in the
preparation of an application for a second two-year BIE grant. FAMU was UF CIBER’s
Globalizing Business Schools partner in the previous grant cycle. Its 2004 BIE
application was funded and the IB program implemented was recognized for excellence
in February 2007 when FAMU was designated a winner of the Andrew Heiskell Award
for Innovative International Education in the area of study abroad. The second FAMU
BIE application submitted with UF CIBER assistance in Fall 2006 was also funded.
D. Upcoming for faculty
New grants for faculty research stress topics emerging in the aftermath of the “Great
Recession” which saw the US unemployment rate double from 5% to 10%, consumer
confidence plunge 80% to a record low in more than 40 years of data collection, real
estate values plummet 20 to 30 percent, and $8 trillion in US stock market wealth vanish
in a year. Waves of Wall Street layoffs drowned business student career expectations and
those continuing in business programs increasingly look for non-monetary awards or
“doing good through business.” The 2010-14 theme of sustainability (noted in Section I.E
above) carries over to research programs with specific focus on developing
multidisciplinary studies of African sustainable tourism.
The “Great Recession” also heightened interest in policy, regulatory, and institutional
frameworks as banking experts unraveled how systemic risk got built into financial
markets. New “IB frameworks” research pursues issues related to: (a) use of the United
Nations Convention on Contracts for the International Sale of Goods (CISG) and
constraints on application of that convention; (b) the cost of dual compliance in US-EU
auditing and financial accounting; (c) an overview text/business reference, The European
Union for Americans: Law, Economics and Politics of Doing Business in the EU, and;
(d) implications for MNCs of conclusions emerging from the Africa Power and Politics
Program (APPP).

13
APPP is a 5-year global project with the mission of “discovering institutions that work
for poor people.” Funded by the Overseas Development Institute in London, the study is
being carried out by a consortium of research organizations and policy think-tanks in
France, Ghana, Niger, Uganda, the UK and the US. UF’s Center for African Studies is
the lead US institution on the project. Business aspects of APPP focus on government
institutions and indigenous firms. However, APPP institutional policy recommendations
will have implications for MNCs operating in Africa, including those designing
development-effective corporate social responsibility programs as part of the investment
agenda. UF CIBER will fund the additional research required to elucidate the
implications for MNCs.
Such linking of UF CIBER research funding to other studies also characterizes the CISG
and dual compliance investigations noted above. In particular, expensive primary data
collection has been financed by other organizations and the CIBER role is to fund
investigation of specific CIBER-relevant research questions these new data sets might be
able to address. A similar model, but one applied in a theoretical as opposed to empirical
context, underlies the proposed research study Heterogeneous Firms and US IB
Competitiveness. The new theoretical heterogeneous firm models, introduced in Elhanan
Helpman’s seminal 2006 Journal of Economic Literature article, have potentially
profound implications for studying whether a particular policy or program contributes to
the “ability of US business to prosper in the global economy.” While not funding the
extensive basic development of these models that is currently underway, CIBER does
plan funding study of the implications of such models for evaluation of US global
competitiveness in the wake of trade and sustainability policy changes.
In contrast, the research on African sustainable tourism takes a “seed funding” as
opposed to “follow-up” funding approach. Its purpose is to facilitate small
interdisciplinary studies of the topic that get UF faculty from diverse colleges interacting
with each other on analysis of issues. The small studies, and more importantly, the
established interaction, can then be the basis for attracting larger grants requiring such
integration of disciplines and perspectives. Proposed research on Converging Digital
Media Markets in Latin America and The Evolving Cuban Economy encourage UF
faculty to apply established research expertise on a topic in a particular world region, or
set of world regions, to a new geographical area of special CIBER emphasis.
UF CIBER will host two academic conferences in the new funding cycle, each associated
with a research or teaching initiative. With funding support from both CIBER and
WCBA, Business Law Professor Larry DiMatteo is finalizing plans for a 2011
conference of international CISG scholars to (1) produce an edited volume summarizing
current international issues and scholarly research findings on CISG application and; (2)
prepare business practitioner materials that address obstacles to wider application of the
CISG as revealed in the recent studies. In 2013, CIBER will fund African Language
Associate Professor James Essegbey to organize a conference on Access and
Effectiveness: Use of Technology in Teaching African LCTLs. It will bring together
African language academics from around the country to benchmark computerized

14
strategic African LCTL pedagogy, identify an agenda for future research, and provide
expert external evaluation of the Web-based Akan initiative (see Section I.E above.)
Programs for faculty that continue in form from 2006-2010, but change in terms of
content and participants, include:(a) the monthly CIBER Multidisciplinary IB Research
Workshop; (b) annual co-sponsorship of the CIBER Business Language Conference; (c)
annual funding for at least four business faculty to participate on CIBER-led two week
FDIB study tours abroad, and; (d) annual sponsorship of a non-business faculty member
to participate on the two-week Sub-Saharan Africa study tour.
Despite the fact the new funding cycle has just begun, (a) is already producing new
CIBER linkages across campus. In this case, the linkage is with the Harn Museum of
Art. In January 2011, Jeanne Steiner, Senior Vice President for Corporate Social
Responsibility and Art Outreach Manager, Bank of America, will speak to the workshop
on the topic “Corporate Art Collections and Corporate Global Social Responsibility.”
Planning the jointly sponsored Harn-CIBER event has resulted in broader discussions of
potential future collaborations that address IB issues in one of the oldest global markets,
the market for artistic creations. Participants in (c) will have some new tour options:
Russia (led by the University of Connecticut CIBER) and MENA-Middle East and North
Africa (led by CIBERs at Brigham Young University, University of Colorado-Denver,
Temple University and the University of South Carolina).
Through continuation of the EFIBI grants program, typically underserved faculty at
smaller institutions of higher education in Florida will be given opportunity to develop IB
skills and to implement innovative IB training programs. EFIBI’s flexibility in adjusting
to diverse institutional and programmatic constraints allows it to succeed where other
more structured internationalization programs would fail.
Faculty at Valencia Community College will be implementing Phase II of the HSI
Community College IB prototype development initiative. Both IB modules for
specialized career tracks and more in-depth IB experiences for business students are
being examined. As in Phase I, many faculty will benefit from special workshops on
how to incorporate IB modules into classes. Successful modules/programs will be
published on the UF CIBER web site for use by community college faculty nationwide,
especially those who serve Hispanic populations of Puerto Rican heritage.
High school and community college foreign language faculty will be the foci of a new
initiative, NOBLE (Network of Business Language Educators). It is predicated on the
observation that in today’s economy, career satisfaction and success are often enhanced
by participation in networks of similar colleagues. IB-interested foreign language faculty
in community colleges and high schools lack established, supportive professional
networks. While they may periodically attend national conferences such as the CIBER
Business Language Conference, sporadic funding support results in sporadic attendance,
preventing their becoming an integral part of networks emerging from such university-
oriented meetings. And they are only a small part of state foreign language teachers
associations that are dominated by instructors from standard (non-business) elementary

15
and intermediary foreign language classrooms. NOBLE creates a regional (statewide)
network for this business language group.
CIBER funding will support (1) web site development and facilitator compensation; (2)
travel to meet with the Florida Department of Education in developing foreign business
language initiatives that support high school IB and Finance Academy Programs; (3) an
annual meeting; (4) curriculum module development awards; and (5) professional
development conference travel.
III. Serving business
Business outreach programs fund publications and presentations that explain practical IB
implications of recent scholarly research and/or engage university research expertise to
address IB issues raised by businesses. Core programs are repeated on a regular basis;
other programs are one-time activities.
A. Core programs
While content of all business outreach programs varies year-to-year in response to
changing issues and new developments, some initiatives have been repeated regularly in
structure. These are the core UF CIBER business outreach programs. The signature core
program serving state, regional and national businesses for over a decade has been annual
publication of the Latin American Business Environment Report. The approximately 50-
page study, disseminated to over 2000 educators and businesses, provides a
comprehensive examination of Latin American business conditions. It tracks social,
political and economic trends both for the region as a whole and for its 20 largest markets
individually.
Core annual business conference programs 2006-2010 were the Legal and Policy in the
Americas annual conference (in collaboration with the UF Levin College of Law), the
Florida International Summit (in collaboration with other university globalization centers
in Florida and a consortium of state and local economic development agencies), and the
National Forum on Trade Policy (in collaboration with the other 30 CIBERs ). Target
audience of the first is legal scholars and legal practitioners in both the US and South
America. To serve such geographically dispersed constituencies, the conference location
alternates between Gainesville and a Latin American city. CIBER programmatic input
particularly concentrates on three of the conference’s eight major sessions: The
Financial War Against Organized Crime and Terrorism; Lessons and Challenges of
MERCOSUR’s Trade, Business and Dispute Settlement Systems; Agriculture, Forestry,
Environment and Sustainability.
Similarly, UF CIBER provides planning expertise, content expertise, and funding support
to the Florida International Summit. The 2007-2010 programs were held in Tampa or
Jacksonville and focused on the themes “Trade, Logistics and Transportation” (2007),
“The State of Global Finance and Trade (2008), “Florida Business Opportunities in Latin
America and the Caribbean” (2009), and “Opportunities in a Transformed Global

16
Economy” (2010). The National Forum on Trade Policy addressed regional differences
in the impact of national trade programs, each year emphasizing issues of significance to
businesses in the region of the conference locale. During the 2006-2010 grant period,
forums were held in Seattle, WA, Stamford, CT, and San Diego, CA. (A fourth
conference scheduled for Austin, TX was cancelled due to weather conditions.)
B. Special opportunities programs
The repeated formats and planning groups of core conference programs use CIBER funds
efficiently by minimizing organizational expense and, in addition, the conferences
provide valuable on-going networking forums for regular attendees. However, a one-
time conference addressing a timely topic for a new audience can yield high education
and training benefits. Hence, optimal use of CIBER business outreach funds includes
both core programs and programs that respond to special opportunities as they arise. UF
CIBER supported five such special opportunities conferences for business 2006-2010 and
was primary organizer of a sixth. (See Appendix 10.) The former group included three
on utility policy organized by UF’s Public Utility Research Center. A fourth featured
representatives of the United Nations, the International Advertising Association, Latin
American foundations and global public relations agencies presenting case studies and
best practices on the topic Multi-Sector Partnerships and Strategic Communications in
the Americas: Business, Community and Government. The two-day February 2008
program was organized and funded by UF’s Center for Latin American Studies, College
of Journalism and Communications, and CIBER. In addition to the 175 live attendees,
many more viewed the conference by webcast in six Latin American countries (Brazil,
Colombia, Chile, Panama, Argentina, and Mexico) and three European ones (UK,
Portugal and Spain), as well as the US, Canada, and Puerto Rico.
Organized by the University of Maryland CIBER, UF CIBER co-sponsored the day and a
half long conference on Global Security: Challenges and Opportunities, June 16-17,
2008 in Washington, D.C. Keynote addresses were delivered by Jay M. Cohen, Under
Secretary for Science and Technology, US Department of Homeland Security, and
Ronald Knode, Leading Edge Forum Associate, Computer Sciences Corporation.
Panelists from business discussed technology, innovation and global security, doing
business with the Department of Homeland Security, and enterprise resilience in an age
of turbulence. June 17 featured a journalist panel discussing “America’s War on
Terrorism and Implications for Business.” Panelists included a former CNN White
House Correspondent, US Economic Correspondent of the Financial Times, Washington
Bureau Chief for Al-Safir (a Lebanese Daily) and a Reuters reporter.
Both attendance (75) and evaluations (9.5 average on a scale of 1 to 10) were higher than
anticipated for the October 2008 conference organized by UF CIBER and held in Tampa
on Doing Business with Africa: Practice, Issues and Potential. Plenary sessions featured
World Bank and Global Insight, Inc. Africa experts. Concurrent workshops drew on
multiple Florida academic, government, and business sources for specialized African IB
expertise on cultural, regulatory, and logistics issues. Appendix 12 details the conference
agenda.

17
C. Upcoming for business
A second core annual outreach publication will be introduced in Spring 2011, the Sub-
Saharan Africa Business Environment Report, similar in format to the Latin American
Business Environment Report. Partnership with business faculty at the University of
South Carolina CIBER brings African IB expertise to the project that complements
expertise at UF. Multiple experts are needed to effectively cover the diverse continent
which lacks obvious regionalization, contains a large number of countries at low levels of
development, and is home to numerous different languages.
The new publication will be featured at a second Doing Business with Africa outreach
conference scheduled for Miami in the 2012-2013 grant year, beginning a potential move
of that event from the “special opportunity” category to the “core” category. Funding for
other special opportunity conferences and conference co-sponsorships has been budgeted,
but is not committed at the current time. These funds give UF CIBER future flexibility in
responding to need for business outreach programs on topics not foreseen at the current
time.
IV. Evaluating our service
On-going evaluation of UF CIBER programs is a critical component of serving students,
faculty and businesses effectively. UF CIBER has long had evaluation activities that (a)
monitor initiative progress by specifying intermediary products to be delivered or
milestones to be met and (b) address impact by collecting and summarizing available
indicators (e.g., number of students enrolled in a class, average student evaluations of a
class, and number of research presentations at professional conferences). While (a) has
continued, (b) has been replaced by first asking specific questions on outcome
significance and impact and then designing and implementing evaluation instruments that
address those questions. In addition, greater emphasis has been placed on making
evaluation outcomes useful to others.
A. Addressing new evaluation questions
Traditionally collected data on numbers of students enrolled in a program and the average
student evaluation of that program provide some indication of the impact of initiatives
serving students. They do not, however, address a basic question, “What, if anything, did
the students learn?” Pre/post program tests have been introduced to quantify learning.
While this is relatively straightforward when learning takes the form of knowledge
acquisition, not all learning is of that type. During 2006-2010, special attention was given
to defining and measuring learning in the context of short term study abroad (STSA)
programs.
Absorbing factual information about the region visited cannot be the learning goal of an
STSA; facts can be learned from on-campus research. Nor can skill acquisition be the
goal (gaining expertise in conducting business in the country); the length of visit is too

18
short. Primary potential impact is changes in student perceptions of challenges to, and
opportunities for, doing business in the country or perceptions of how the conduct of
business differs from that in the US. Pre/post tests asking open-ended questions on what
students think are the most significant challenges, opportunities and/or differences can
measure this type of learning.
Although more difficult to analyze than simple quantitative rankings, qualitative
responses on the pre and post STSA questionnaires were exciting in what they revealed
about the nature of learning on these tours and how participant perceptions changed.
Evaluation of the 2008 International Financial Markets Study Tour to Brazil (see Section
I.C above) illustrates results. Three questions asked of students on the pre and post tests
were: (a) List in rank order (from highest to lowest) five reasons why you think Brazil
might be a good place to do business (1 = highest, 5 = lowest); (b) List in rank order
(from highest to lowest) what you think are five of the biggest business opportunities in
Brazil (1 = highest, 5 = lowest), and; (c) List in rank order (from highest to lowest) five
factors that you think are the biggest challenges for doing business in Brazil(1 = highest,
5 = lowest).
To analyze test results, responses were grouped into broad categories so changes in the
distribution of perceptions could be compared. For example, “high inflation,” “lack of
monetary discipline,” and “macroeconomic volatility” were similar responses that could
all be categorized as “economic instability.” Judgment was required with regard to which
responses to use and how to use them. Beyond the highest ranks, responses were
considerably dispersed making grouping difficult. As a first approach for (b) and (c),
responses to ranks (1) and (2) were combined and used; only responses to rank (1) were
used for (a).
The analysis indicated substantial shifts as a consequence of the STSA in all three of (a)
to (c) above. For (a)—top reason Brazil is a good place to do business—pre and post
STSA responses were grouped into six categories: (1) high growth rate/emerging market;
(2) size (population and/or economy); (3) natural resources; (4) low risk/stable; (5) low
cost labor; and (6) other. Percent of responses for each of the six categories respectively
for the pre test (post test) were: 34.8% (19.0%); 13.0% (14.3%); 21.7% (4.8%); 13.0%
(42.9%); 8.7% (0.0%); 8.7% (19.0%). Categories (1) and (3)—high growth emerging
BRIC market with a lot of natural resources—is stereotypical Brazil and dominates in the
pre-test, the two categories combined accounting for 56.5% of the top ranked answers. In
contrast, there was some, but relatively little, appreciation for the stability and reliability
Brazil has achieved with category (4) accounting for only 13.0% of responses. In the
post test, (1) and (3) combined drop to less than 25% of responses and (4) mushroomed
to 42.9%.
However, stereotypes are not always moderated; they can also be reinforced. The most
common issue ranked (1) or (2) in response to greatest challenges to doing business in
Brazil was “lack of rule of law” which includes crime, corruption, lack of transparency in
the legal system, etc. While accounting for 20% of responses in the pre test, its share
climbed to 27.5% in the post test. Also increasing in importance in the post test relative

19
to the pre test were high taxes (0.0 % to 15%) and social infrastructure (6.7% to 17.5%),
the latter including income inequality, lack of education, etc. Reflecting pre/post shifts in
responses to (a), “economic instability” declined from 10% to 2.5%. In general,
perceptions concentrated on fewer items in the post test with the top five specific (non-
“other”) categories accounting for 87.5% of responses while in the pre test, the top five
accounted for 64.4% of responses.
In terms of (b)—best Brazilian sectors to invest in—three sectors gained markedly
between the pre and post tests; oil and gas (7.0% of responses to 22.6%),
ethanol/alternative fuels (11.6% to 17.9%), finance and real estate (11.6% to 19.0%); and
two declined markedly, agriculture and forestry (20.9% to 4.8%) and
transport/trade/tourism (18.6% to 4.8%). The former decline is consistent with the sharp
drop between pre and post test in the ranking of natural resources as a reason Brazil is a
good place to do business in.
In general, perception changes measured in UF CIBER STSA programs were in the
direction IB professionals would agree with—negating outdated stereotypes and
emphasizing issues important for current and future US competitiveness in global
markets.
Administering pre/post tests is generally less feasible in the context of business outreach
programs and can detract from event delivery. However, some more precise information
on program value-added was obtained by adding open-ended questions on positive and
negative aspects of the program to the evaluation survey. Especially useful were similar
observations from different conferences. In particular, attendees at both the Latin
American Business Symposium and Career Workshop (Section I.D) and the Doing
Business with Africa Conference (Section III.B) emphasized that major conference
strengths were diversity of the speaker backgrounds, the mix of presenters from
government, academia, business, business consulting and NGOs. Both conferences were
organized by CIBER staff and similar ones are scheduled for the 2010-2014 grant period.
The similar unprompted responses on format from two conferences differing in terms of
topic and target audience affirm value of the format. They also affirm the CIBER
estimate of appropriate mix of perspectives.
A second question not always directly addressed in pre-2006 evaluation was “How can
the program be improved?” Evaluation during 2006-2010 garnered considerably more
information by (a) adding the open-ended question directly to an evaluation survey; (b)
asking explicitly about program short-comings on the evaluation questionnaire; (c)
conducting post-program focus group interviews and; (d) requesting formal post program
evaluation by the initiative coordinator. Additional evaluation activities (c) and (d) were
especially useful when a new course or a new course module was introduced by a
pedagogically-adept instructor. Little is learned about success of the innovation (or how it
might be improved) from standard student evaluations when the professor typically
scores high on such evaluations in a variety of contexts. Follow-up focus group
discussions revealed some shortcomings not indicated by the standard evaluations
because students were otherwise enthusiastic about the professor. Simultaneously, many

20
pedagogically adept professors are sufficiently self-confident on teaching to freely share
problems they observe in their course design/delivery, making (d) also a potentially
valuable addition to evaluation materials in the context of innovations led by consistently
outstanding instructors.
Where possible, evaluation should also benchmark program benefits relative to a cheaper,
second-best alternative. Do benefits of a new program warrant additional new costs? This
question was particularly a concern with regard to the new EFIBI program of competitive
grants to fund internationalization of business programs at smaller institutions of higher
education in Florida. Limited capacity at these colleges and universities suggested
considerable flexibility and ingenuity would be needed to fit programs to institutional
constraints. However, the competitive grant application process that allows the flexibility
in funded programs is more difficult and costly to administer than a program that limits
the awards to a few specified alternatives. Popular among CIBERs have been awards to
faculty at regional schools to attend one of a specific and limited set of generic seminars
on internationalizing the business curriculum.
Whether such an easier-to-administer program would adequately serve the
internationalization needs of the EFIBI target population was examined by (a) offering it
as a much simpler application alternative within the EFIBI program and; (b) analyzing
whether proposed program development might reasonably have been served by the
simpler program even if the applicant did not opt for the alternative. Based on three years
of data, less than 15% of applicants opted for the much simpler application alternative
and the generic seminars would not have served the internationalization development
needs of any of the other applicants.
Expert external evaluation provides a check on other evaluation techniques in the case of
major Center programs or may be the only option when other techniques cannot
adequately address questions of program effectiveness. In 2007, UF CIBER’s signature
business outreach publication, the Latin American Business Environment Report
(LABER), was evaluated for form and content by Ambassador Myles R. R. Frechette, a
35-year veteran of the region who served as US Ambassador to Colombia, Assistant US
Trade Representative for Latin America, director of two non-profit organizations focused
on Latin America and who currently is a trade and business consultant specializing in the
region.
The seven-page single-space evaluation report thoroughly examined each of the first
eight issues of LABER individually (1999 through 2006) as well as considering elements
common to all editions and trends in material presented. It applauded specific format
changes while warning of the potential negative impact on business readership of
creeping report length. It pointed to content enhancements that added significant value—
e.g., the paradigm shift of 2002, inclusion of regulatory regime starting in 2004 and the
legal environment added in 2006—but reminded the authors not to lose focus on key
broad issues such as growth sustainability.

21
The general conclusion on the eight issues of LABER: “They are exactly as advertised;
independent, objective and academically grounded analyses of the business and
investment environments in Latin America. . . When you read all of these reports you
realize the magnificent contribution the LABERs have made to understanding
developments in the region from 1999 through 2006. Without a doubt the LABERs are
the most methodical, concise and objective analyses I have read about these
developments.”
B. Making evaluation useful to others
Evaluation is intended to guide not only UF CIBER in its program design and
management; it is also intended to guide external stakeholders in use of UF CIBER
innovations. Making evaluation useful to others in general requires (a) storing data in a
transparent, readily accessible format and; (b) providing contextual information that
enhances interpretation of evaluation statistics.
Substantial expansion of the UF CIBER evaluation program during the 2006-2010 grant
period generated an overwhelming volume of new data. Without specific US Department
of Education formatting and reporting guidelines for evaluation results, initially new data
just accumulated without the ready accessibility desirable for a transparent and
accountable evaluation program. UF CIBER developed a unique comprehensive
framework for electronically storing, organizing, and accessing evaluation data, e-CIVAL
(Electronic CIBER Evaluation). The framework features (1) HTML-organized content
accessible through CD with a web browser; (2) easy storage and access to evaluative
materials in multiple formats—word, excel, Zoomerang, etc.; (3) scroll-down side-bar
menu organized by proposal initiative number with click-on indices listing evaluative
materials by year for the initiative, and; (4) primary data availability as well as tabular
and graphical summaries.
Expanded collection of contextual information first focused on program participants.
Were undergraduates in a new IB class business majors? social science majors? other
professional program majors? What was the background of attendees at a business
outreach conference? Were government policy makers or academics at the conference as
well as business practitioners? Such information is critical in deciding whether a UF
CIBER developed program has applicability in an alternative proposed situation. Further
collection of contextual information was added as need became apparent. For example,
the problem of evaluating IB course initiatives when delivered by pedagogically adept
instructors (discussed in Section IVA above) calls for providing some indication of
professorial context—e.g., average evaluation by students in other recent classes.
Indeed, whether such average evaluations are “good” or “bad” requires additional
context. For example, student evaluations of 20 CIBER-sponsored courses delivered in
Fall 2008 and Spring 2009 averaged 4.37 on a scale of 1(poor) to 5(excellent). Nine of
the 20 were rated at 4.5 or higher and the only two that fell below the “very good” 4.0
mark were barely below it at 3.8 and 3.9. While the 4.37 average appears “high” on a

22
scale of 1 to 5, it was actually only 3.1 percent above the WCBA average for Spring
2009, 4.24. What distinguished the CIBER class ratings was their much lower standard
deviation, only 0.33 compared with the WCBA 0.88.
C. Upcoming for evaluation
Systematically applying the new data collection and evaluation instruments pioneered in
2006-2010 is a primary goal of the 2010-2014 evaluation program. Further development
work is scheduled for (1) defining “learning” in specialized contexts—e.g., FLAC
sections that are neither strictly language classes nor strictly content classes (see Section
I.A); (2) determining through surveys and focus groups how to measure the potential
benefits of the NOBLE network (see Section II.D); (3) researching databases and
establishing procedures for tracking of CIBER program participants to identifying long-
run program benefits; and (4) determining the set of initiatives that can realistically be
benchmarked to a cheaper, second-best alternative. Expert external evaluation is
scheduled for language and culture programs and for initiatives that serve Florida
business and academic constituencies. At a more conceptual level, initial analysis will be
done on how to aggregate across initiatives for program-wide evaluation.

List of Appendices
Page
1. CIBER Advisory Council Members 1
2. Courses Supported by CIBER Funding 3
3. Sample Syllabus: The Firm in the Global Economy 6
4. Sample Itinerary: International Business Study Tour to Argentina 9
5. Students Supported by CIBER Funding 11
6. Sample CIBER-Sponsored Faculty Research Publications 17
7. Sample CIBER-Sponsored PhD Student Research 19
8. UF Faculty Receiving CIBER Awards 20
9. Non-UF Faculty Receiving CIBER Awards 25
10. Conferences Supported by CIBER Funding 28
11. Sample Academic Outreach Conference Program:
CIBER Business Language Conference 31
12. Sample Business Outreach Conference Program:
Doing Business with Africa 36

CIBER Synergies, Volume IX, 2006-2010
Appendix 1: CIBER Advisory Council Members
1
Mr. Cesar Alvarez* President and CEO, Greenberg and Traurig/Attorneys at Law
Dr. Sanford V. Berg Director of Water Studies, Public Utility Research Center and
Distinguished Service Professor, Department of Economics,
Warrington College of Business Administration, University of
Florida
Dr. Roy Crum* Director, Center for International Economic and Business Studies
and Professor, Department of Finance, Insurance and Real Estate,
Warrington College of Business Administration, University of
Florida
Mr. Larry Bernaski** Director of International Trade and Business Development,
Jacksonville Field Office, Enterprise Florida, Inc.
Dr. Carmen Diana Deere Professor, Department of Food and Resource Economics, Institute
of Food and Agricultural Sciences, University of Florida
Mr. Ted Fernandez* President and CEO, Answer Think Consulting Group
Mr. Bill Heavener President, The Heavener Company, Winter Park, Florida
Dr. Dennis Jett* Dean, University of Florida International Center
Mr. Ed Johnson** Manager of Strategy and Operations, Deloitte Consulting USA,
LLP
Dr. Lynda Kaid** Professor, Telecommunication Department, College of Journalism
and Communications, University of Florida
Dr. Robert Knechel** Director of International Center for Research in Accounting and
Auditing, Fisher School of Accounting, Warrington College of
Business, University of Florida
Warrington College of Business AdministrationDr. John Kraft Dean, Warrington College of Business, University of Florida
Dr. Amie Kreppel* Director, Center for European Studies, Associate Professor,
Department of Political Science, University of Florida
Dr. Aubry Long** Dean, School of Business, Bethune-Cookman University
Mr. Buddy MacKay Former Governor and Former Lt. Governor, State of Florida
Mr. Bruce McEvoy** Consultant, Seald Sweet/Uni-Veg Group
Mr. Manny Mencia* Vice President, Enterprise Florida, Division of International Trade

2
Mr. William Messina Coordinator Economic Analysis, Department of Food and Resource
Economics, Institute of Food and Agricultural Sciences, University
of Florida
Mr. David Petty** President, Exactech, Inc.
Dr. David Pharies Associate Dean for the Humanities, College of Liberal Arts,
Dr. Stephen J. Powell Director, International Trade Law Program and Lecturer, Fredric
G. Levin College of Law, University of Florida
Dr. Marilyn Roberts* Professor, College of Journalism and Communications, University
of Florida
Dr. Sandra Russo Director of Program Development and Federal Relations,
University of Florida International Center
Dr. David Sammons** Dean, University of Florida International Center
Dr. Tom Spreen* Professor, Department of Food and Resource Economics, Institute
of Food and Agricultural Sciences, University of Florida
Dr. Henry Tosi* Professor Emeritus, Department of Management, Warrington
College of Business Administration, University of Florida
Dr. Leonardo Villalon Director and Professor, Center for African Studies, University of
Florida
Mr. Richard Wainio** Director, Tampa Port Authority
Dr. Ann Wehmeyer Professor, Department of Languages, Literatures and Cultures,
Dr. Philip Williams** Director, Center for Latin American Studies, University of Florida
Dr. Corinne B. Young Professor, Department of Management, St. Leo University and
Governor’s Appointee to the CIBER Advisory Council
*Retired
**New in 2010

Appendix 2: Courses Supported by UF CIBER
3
Appendix 2: Courses Supported by UF CIBER 2006-2010
Grant Years: Yr.1 – 2006-07; Yr.2 – 2007-08; Yr.3 – 2008-09; Yr.4 – 2009-10
Course Grant Year On/Off
Campus
Undergrad/
Graduate
BUL 4443 - Ethics in Global Business Yr. 1, 2, 3, 4 On-campus Undergrad
GEB 6930 - International Advertising Yr. 1, 2, 3, 4 On-campus Graduate
BUL 6441 - International Business Ethics Yr. 1, 2, 3, 4 On-campus Graduate
ECO 3703 - International Trade Yr. 1, 2, 3, 4 On-campus Undergrad
ECO 4934 - Public Utility Economics: International
Infrastructure
Yr. 1, 2, 3, 4 On-campus Undergrad
ECO 4934 - Africa in the Global Economy Yr. 1, 3, 4 On-campus Undergrad
ECS 4111 – African Economic Development Yr. 2, 3, 4 On-campus Undergrad
ECO 4730 - The Firm in the Global Economy Yr. 1, 2, 3, 4 On-campus Undergrad
ECS 3403 - Economic Development in Latin America Yr. 1, 2, 3, 4 On-campus Undergrad
ECO 7706 - Theory of International Trade Yr. 1, 2, 3, 4 On-campus Graduate
ECO 7716 - International Economic Relations Yr. 1, 2, 3, 4 On-campus Graduate
FIN 6642 - Global Entrepreneurship Yr. 1, 2, 3, 4 On-campus Graduate
GEB 6366: Fundamentals of International Business Yr. 1, 2, 3, 4 On-campus Graduate
FIN 6608 - Managing Multinational Corporations Yr. 1, 2, 3, 4 On-campus Graduate
FIN 6930 - International Markets Study Tour Yr. 1, 2, 3, 4 Off-campus Graduate
FIN 6638 - International Finance Yr. 1, 2, 3, 4 On-campus Graduate
AEB 4931 - Commodities to Cafes Yr. 1, 2 Off-campus Undergrad
LAS 6295 - Latin American Business Environment Yr. 1, 2, 3, 4 On-campus Graduate
MAN 6637 - Global Strategic Management Yr. 1, 2, 3, 4 On-campus Graduate
MAR 6157 - International Marketing Yr. 1, 2, 3, 4 On-campus Graduate
MAR 4156 - International Marketing Yr. 1, 2, 3, 4 On-campus Undergrad
GEB: International Leadership: Adapting Businesses and
Governments to New Realities
Yr. 1 Off-campus Undergrad
LAW: Legal Institutions of the Americas Study Tour Yr. 1 Off-campus Graduate
LAW 6930: Legal Institutions of the Americas Yr. 1, 2, 3 On-campus Graduate

4
BUL 4903: International Business Law Yr. 2, 3, 4 On-campus Graduate
GEB 6368: Globalization and the Business Environment Yr. 2, 3, 4 On-campus Graduate
MAN 6617: International Operations and Logistics Yr. 2, 3, 4 On-campus Graduate
LAW 6938: Free Trade Agreement of the Americas Yr. 2 On-campus Graduate
AEB: Italian Food—from Production to Policy Study
Abroad
Yr. 2, 3 Off-campus Undergrad
LAS: Business in Brazil Study Abroad Program Yr. 1, 2, 3, 4 Off-campus Undergrad/
Graduate
GEB 4930: PURC International Leadership Course:
Adapting Business and Governments to New Realities
Yr. 2, 3, 4 On-campus Undergrad
AFS: Anthropology and the New Economy Yr. 3 On-campus Graduate
LAS: Conservation Entrepreneurship Yr. 3 On-campus Graduate
CHI: Business Chinese Yr. 1, 2, 3, 4 On-campus Undergrad
FRE: Business French Yr. 1, 2, 3, 4 On-campus Undergrad
GER: Business German Yr. 1, 2, 3, 4 On-campus Undergrad
POR: Business Portuguese Yr. 1, 4 On-campus Undergrad
JAP: Business Japanese Yr. 1, 2, 3, 4 On-campus Undergrad
SPN: Business Spanish Yr. 1, 2, 3, 4 On-campus Undergrad
FRE 3224 FLAC: Business and Culture in the Francophone
World
Yr. 1, 2 On-campus Undergrad
FRE 3224 FLAC: Marketing US Food Products in the EU Yr. 1, 2, 3 On-campus Undergrad
POR 3224 FLAC: Cities of the Portuguese-Speaking World Yr. 3 On-campus Undergrad
SPN 3224 FLAC: Cities of the Spanish-Speaking World Yr. 3, 4 On-campus Undergrad
SPN 3224 FLAC: Public Relations in the Spanish-Speaking
World
SPN 3224 FLAC: Latin American Business Environment Yr. 1, 2, 3, 4 On-campus Undergrad
SPN 3224 FLAC: Business and Economics in Latin
America
Yr. 1 On-campus Undergrad
SPN 3224 FLAC: Trade and Investment in Latin America Yr. 3, 4 On-campus Undergrad
SPN 3224 FLAC: Generational Perspectives in Latin
America
SPN 3224 FLAC: Sports in Spain and Latin America Yr. 1, 2 On-campus Undergrad
CHI 3224 FLAC: Asian Sports and Tourism Yr. 4 On-campus Undergrad
ARA 4905 FLAC: Arab Culture and Business Yr. 1, 2, 3 On-campus Undergrad

5
SPN 3224: Business and Culture of Sports in the Spanish-
Speaking World
Yr. 1, 2 On-campus Undergrad
FRE 3224: Contemporary French Commerce Yr. 2 On-campus Undergrad
CHI 4905: Chinese Business Culture Yr. 2, 3, 4 On-campus Undergrad
JAP 4905: Japanese Business Culture Yr. 2, 3, 4 On-campus Undergrad
AFS 4905: African Business Culture Yr. 3 On-campus Undergrad

Appendix 3: Syllabus for The Firm in the Global Economy
6
Appendix 3: Syllabus for Economics Course - ECO 4730
“The Firm in the Global Economy,” Spring 2010
Instructor: Carol T. West, Professor of Economics and
Director, Center for International Business Education and Research
Course Description: This course is designed to provide an integrated approach to the
production, investment and selling decisions of the firm operating in international
markets. The course surveys the richness and diversity of global economic and business
environments and emphasizes strategic economic decision making by established
international firms and by domestic firms contemplating entering the global arena.
Content is provided through lectures, case studies, problem sets, text and article readings,
and team projects and presentations. Prerequisites: ECO 2013 and ECO 2023.
Required Course Materials:
(1) Textbook: Charles W.L. Hill, International Business: Competing in the
Global Marketplace, 7th edition, McGraw-Hill/Irwin.
(2) Case studies: A required packet of case studies will be available from Target
Copy.
(3) Articles: A list of articles that supplement the text and lectures in the second
half of the course is provided below. All are available as e-Journal articles through the
UF Library.
Course Assignments:
(1) Team project: Students must participate in a team project that will be worked
on throughout the semester. Each team is given a firm and a set of 5-7 countries the firm
does not yet operate in. The project determines first which of the countries it is most
logical for the firm to enter next and then designs an entry strategy. Detailed information
about the team project is available in a separate document.
(2) Case studies: Case studies provide an opportunity to examine a topic in depth
in a specific business context, to derive competitive strategies, and to learn from class
discussion that often there are very different reasonable interpretations of the same global
market information. There are five case studies assigned, but your overall case study
grade will be the average of your four highest grades, allowing you to miss one case. At
least 10 days prior to the case study due date, a set of questions will be posted for you to
think about as you read the case. Since case studies are designed to provoke thought, it is
important to remember that there are no “right” or “wrong” answers to case study
questions—only more or less thoughtful answers. On the days case studies are due, class
will begin with a short (about 15 minute) quiz based directly on the study questions.
Since the purpose of the quiz is only to verify that you have read the case and thought
about the questions, you are allowed to bring to the quiz up to two pages of case notes
(typed or handwritten) to refer to in the quiz.
(3) Tests: The course has two modular (non-cumulative) tests. The tests will be
short-answer, short-essay and problems. All tests allow for student choice on questions to
answer and a “study guide” for tests will be available.

7
(4) Problem sets: Sample problems with answers will be made available in order
to practice for tests. There is no requirement that you do the sample problems, but it is
difficult to do a problem on a test when you haven’t practiced at all.
(5) Class participation: Students are expected to attend class and contribute to
class discussion. This does not mean you will be penalized for missing the occasional
class or that you must participate in all discussions. However, this is a class in which a
diversity of perspectives greatly enriches the learning experience and you are expected to
contribute to the perspectives presented. Participation can be by asking questions,
responding to questions during lecture, volunteering anecdotes or insights, contributing to
the case study discussions, listening attentively to student project presentations and
asking questions or offering suggestions. Since the “global economy” and “international
business” are continually in the news, we will try to allow some time each Thursday to
note recent news items pertinent to the issues being studied in class. Contributing such a
news item is also valuable class participation.
Course grading: The final course grade will be a weighted average as follows: Team
project (35%); case study quizzes (27%); Tests (30%); Class participation (8%).
Course case studies (available in a packet from Target Copy):
1. Euro Disney: The First 100 Days
2. Andres Galindo
3. Wal-Mart Stores: “Everyday Low Prices” in China
4. MontGras: Export Strategy for a Chilean Winery
5. The ITC eChoupal Initiative
Course supplementary articles (available in e-Journals at the UF library):
1. “Serving the World’s Poor, Profitably,” by C.K. Prahalad and Allen Hammond,
Harvard Business Review, September, 2002.
2. “The Mirage of Marketing to the Bottom of the Pyramid: How the Private Sector Can
Help Alleviate Poverty,” by Aneel Karnani, California Management Review, Summer
2007.
3. “Offshoring: Political Myths and Economic Reality,” by David Smith, World
Economy, March 2006.
4. “Proven Practices for Effectively Offshoring IT Work,” by Joseph W. Rottman and
Mary C. Lacity, MIT Sloan Management Review, Spring 2006.
5. “Smarter Offshoring,” by Diana Farrell, Harvard Business Review, June 2006.
6. “Values in Tension: Ethics Away from Home,” by Thomas Donaldson, Harvard
Business Review, September 1996.
Critical due dates and tentative schedule of lectures: Attached is a tentative schedule
of lectures and corresponding text and article readings and a firm schedule of test, quiz
and project due dates. The team project assignments are described in a separate
document.

8
Due Dates and Tentative Schedule of Lectures
Date Material Covered/Class Activity TC--Text
Chapter
AR—Article*
Due*
Tues., Jan. 5 Introduction/course mechanics TC 1
Thurs., Jan. 7 Target country selection/project data TC 2
Tues., Jan. 12 Target country selection/project data
Thurs., Jan. 14 Target country selection/project data
Tues., Jan. 19 Differing economic environments/
differing cultures
TC 5 (pgs. 182-
194)
Thurs., Jan. 21 Finalize teams/sample case questions
Tues., Jan. 26 Euro Disney case Euro Disney
case quiz
Thurs., Jan. 28 Differing cultures TC 3
Tues., Feb. 2 Differing cultures
Thurs., Feb. 4 Differing cultures
Tues., Feb. 9 Andres Galindo case Andres Galindo
case quiz
Thurs., Feb.11 Differing legal environments
Tues., Feb. 16 Political risk
Thurs., Feb. 18 Differing trade policy environments TC 6,7,8
Tues., Feb. 23 Wal-Mart case Wal-Mart
case quiz
Thurs., Feb. 25 Modes of entry TC 7, 14, 15 (pgs.
553-555)
Project Rpt. 1
Tues., Mar. 2 Project Rpt. review/problem review
Thurs., Mar. 4 Test 1 Test 1
Tues., Mar. 9 Spring break—no class
Thurs., Mar. 11 Spring break—no class
Tues., Mar. 16 Test 1 review/entry strategies
Thurs., Mar. 18 MontGras case MontGras
case quiz
Tues., Mar. 23 Differing currencies TC 9-11
Thurs., Mar. 25 Hedging strategies
Tues., Mar. 30 Hedging problems Project Rpt. 2
Thurs., Apr. 1 Global business ethics TC 4, AR 6
Tues., Apr. 6 eChoupal case/“Base of the
pyramid”
eChoupal case
quiz
Thurs., Apr. 8 “Base of the pyramid”/Global
corporate social responsibility
AR 1,2
Tues., Apr. 13 Offshoring AR 3, 4, 5
Thurs., Apr. 15 Project presentations
Tues., Apr. 20 Project presentations Written projects
Tues., Apr. 27 Test 2 at 7:30 a.m. Test 2
* See previous page for a list of case studies and articles.

Appendix 4: Itinerary for International Business Study Tour
9
Appendix 4: Itinerary for International Business Study Tour: Argentina
Instructor: Andy Naranjo, Emerson Merrill Lynch Professor of Finance
and CIBER Associate Director
Focus: This course provides a group of 25 students firsthand exposure to international
businesses, business practices, markets, and institutions. During the spring break period
(i.e., March 6-11), the class will visit important businesses, public institutions, and
cultural/historical sites in Argentina. Terry McCoy, Professor Emeritus and Director of
UF’s Latin American Business Environment Program, will also accompany the group.
Argentina, A Leading Emerging Market: Argentina provides an interesting backdrop
for experiencing international business practices and operations. Argentina is one of Latin
America’s most developed countries and has served as an important model of economic
reform for many developing economies around the world. The country has an interesting
blend of abundant natural resources, a reputation for strong institutions, an educated
workforce, and good infrastructure. Comprising almost the entire southern half of South
America, Argentina is the world’s eighth largest country. Buenos Aires is a complex,
energetic, and seductive port city that stretches south-to-north along the Rio de la Plata.
The architecture and lifestyle of Buenos Aires is very European, including the heritage of
many of the city’s inhabitants that have many Spanish, Italian, and German surnames. It
is also in a region filled with attractive sites and activities, and the surrounding area is the
heartland of many of Argentina’s economic, financial, industrial, and cultural activities.
Course Description: The course (2 credits, 4th Module) consists of two parts – a pre-trip
course component and the study tour. The pre-trip component will provide students with
background on Argentina and situate it in the context of emerging markets. The study
tour, which takes place March 6-11, 2010, includes the following tentative site visits:
• City Tour, Estancia, Southern Cross, Goldman Sachs Argentina, Sparrel, Boston
Consulting Group, Northia Laboratories, Google Argentina, Ford Argentina, Asociacion
Del Tejar, Frigorifico Amancay, Tango dinner/show, CIPPEC, and IAE Business School
Requirements:
• Two to three pre-trip class meetings and a brief post-trip paper
• Meaningful individual participation during the trip and class meetings
• Some background research on the companies/organizations that we will be visiting
Estimated Study Tour Course Costs and Course Enrollment:
Estimated budgeted course cost per student for the study trip component is approximately
$1,250, payable to the UF Office of Overseas Study. There is a non-refundable $350
deposit due by September 9, 2009, with the remainder due by October 1, 2009. The
budgeted cost includes hotel accommodations, some group meals, ground transportation
and miscellaneous fees, but it does not include airfare, UF tuition for GEB 6930, or
discretionary spending. Please note that the enrollment in this course is limited to 25
students. Please note that the demand for this course exceeds the available slots, so it is
important that you sign-up early – by no later than September 1, 2009.

Appendix 4: Itinerary for International Business Study Tour
10
Itinerary for International Business Study Tour: Argentina, Spring 2010
Saturday, March 6
Arrival in Buenos Aires
Sunday, March 7
Argentina Estancia
Monday, March 8
Buenos Aires
Tuesday, March 9
Buenos Aires
Wednesday, March 10
Buenos Aires
Thursday, March 11
Buenos Aires
Check-in to hotel
Sol Melia Buenos Aires
12:00 pm
Orientation meeting
Discovering Tigre by
kayak
Tigre is a picturesque
river town on the
outskirts of Buenos
Aires. Enjoy
discovering the river
channels and islands by
kayak
University Seminar:
IAE Business School,
Prof. Patricio Fay and
CIPPEC political
organization Miguel
Braun Executive
Director
“Cultural
Considerations of Doing
Business in Argentina:
Social, Government and
Political aspects”
Asociación Del Tejar,
Luis Kasdorf, VP
Meeting with a leading
agribusiness player
Goldman Sachs
Argentina
Esteban Gorondi
Managing Director
“The capital markets in
Argentina and the
effects of the global and
local crisis”
Ford Argentina
Company presentation
on market entry
difficulties in South
America for a foreign
multinational. Talk on
Ford’s marketing
strategy in Argentina.
Tour of Ford production
facilities.
Southern Cross
and
Northia Laboratories ~
Business projects in
pharmaceutical sector.
Case study of Southern
Cross consulting project.
The Boston Consulting
Group
Gustavo Loforte
BA Managing Partner
Overview of business
strategy in Argentina and
in the region.
Lunch on your own Group lunch on Tigre
Island
Group Lunch at Pilara
Country Club
Group Lunch at Juana M Lunch at Ford Group lunch Bahia Madero
Buenos Aires City Tour
Highlights include:
Recoleta Cemetery,
Plaza de Mayo, Casa
Rosada Presidential
Palace, The Obelisk,
La Boca, Puerto Madero,
and Palermo
Visit to professional
soccer game:
Independiente vs River
Plate
OR
Cultural tour to the
traditional Café Tortoni,
MALBA Museum,
Contemporary Art
Museum and Fortabat
Collection
Terminal Zárate,
Antonio Zuidwijk
General Assessor
Visit to one of the largest
industrial ports in
Argentina with business
presentation and visit to
the operations
Google Argentina
Daniel Helft
Senior Manager for
Product
Communications
“Google’s decision to
select Argentina for
their LA headquarters
and 3rd worldwide
office location”
Norton Winery
Business Presentation
and Wine tasting in
“Espacio Norton”
Northia Laboratories
Plant visit. Overview of
the production process.
Free afternoon in Buenos
Aires
Travel back to US
Dinner on your own Dinner on your own Dinner on your own Dinner on your own Viego Almacen Tango
Dinner:Show & Lessons

Appendix 5: Students Supported by CIBER Funding
11
October 2006 – September 2010
I. Study Abroad
The following students have received funding that allowed them to study abroad on
various programs and internships.
A. Business in Brazil scholarship recipients
Student Degree Program/Department University
Jessica Bachay MA Latin American Studies University of Florida
Michelle Knapp MA Latin American Studies University of Florida
Luis Loyaza BA Criminology/Law University of Florida
Sara Martin BA Spanish/Latin American Studies University of Florida
Guy Morissette MBA University of Montreal
Matt Quinlan MBA/MA Tropical Conservation Yale University
Elizabeth Smith MA Latin American Studies University of Florida
Tyler Tringas BA Economics University of Florida
Sonya Williams MBA Florida A and M University
Mary Jordan MBA Florida A and M University
Cornell Guion MBA Florida A and M University
Joe Holecko MBA University of Florida
Jessie Barriero MBA Valpariso University
Mathew Hoge MA Latin American Studies University of Kansas
Angleliki Vovou MBA Fordham University
Ronnie Bailey MBA University of Florida
Chelsea Blake MA International Business University of Florida
Stephanie Goings BA Accounting University of Kansas
Gabrielle McMahan MA Marketing Florida A and M University
Amanda Perryman MA International Business University of Florida
Gregory Rose Huntsman Program University of Pennsylvania
Israel Interiano MA Accounting University of Kansas
Clay Rusch BS Finance/Accounting University of Florida
Daniel Urdaneta Huntsman Program University of Pennsylvania
Paola Urrea MA International Business University of Florida
Clayton Elliott BA Business Administration Florida A and M University
Michael Martin BS Finance/Accounting University of Florida
Vivian Felicio PhD College of Education University of Illinois
Bailey, Andrew MA Latin American Studies University of Kansas
Barton, Sarah BS Finance University of Florida
Black, Latina MBA Florida A and M University
Bright, Chris MBA University of Florida
Cerruto, Maria BS Advertising/ LAS/Portuguese University of Florida
Coyler, Brian MA International Business University of Florida
Correa, Cleber BS Business Administration University of Florida
Elfimova, Anastasiya BS Economics University of Pennsylvania
Herrera, Andres BS Business Administration/Finance University of Florida

12
Nesrsta, Nicole MA International Business University of Florida
Perowicz, Paul MBA University of Pittsburgh
Redondo, Maria BS Finance University of Florida
Sheridan, Erin MA Latin American Studies University of Kansas
Sotomayor, Adam MA International Business University of Florida
Vasconcelos, Mirela BA Portuguese/Business University of Florida
B. International Financial Markets Tour Scholarship Recipients
(University of Florida students)
Tara Kim MBA
Albert Rodriguez MBA
Greg Eckels MBA
Kolaleh Torkaman MBA
Mario Fernandez MBA
Nick Anderson MBA
Cameron Buurma MBA
Alicia Riggins MBA
Chad Rice MBA
Joseph Holecko MBA
Rick Mason MBA
Grant Copeland MBA
Patrick Kinnan MBA
Abe Skellenger MS Finance
Chris Weber MS Finance
Phil Reagan MS Finance
Kyle Morabito MS Finance
Abe Ouano MS Finance
Michael Peerson MS Finance
Park, Sang Wook MS Finance
Aashish Shukla MS Finance
Ang Li MS Finance
Kevin Fox MA in International Business
Dominique Lochridge MA in International Business
Sophie Grumelard MA in International Business
Jenny Chaim MA in International Business
Jonathan Frankel MA in International Business
Britta Nissinen MA in International Business
Lucas Elgie MA in International Business
Brandon Saltmarsh MA in International Business
Kevin Brown MA in International Business
Kathryn Ciano MA in International Business
Nico De Vries MA in International Business
James Lancelot MA in International Business
David Pierce MA in International Business
Donna Zill MA in International Business
Katherine Rodriguez MS Real Estate

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