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There are currently 12 countries (as of November 2006) participating in SAGE. We encourage SAGE teams that want to work with SAGE teams in other countries to contact the country coordinator. One goal of the SAGE program is to build international linkages between education and business. Specifically, SAGE creates a network among domestic business, international business, higher education and secondary schools. It is vital for SAGE students to have ample opportunity to learn entrepreneurial skills, while at the same time learn how international trade directly affects many aspects of their lives (e.g., from purchasing decisions to career choices).
SAGE and TSMOs - SAGE is a Transnational Social Movement Organizations (TSMOs), a term coined by Jackie Smith (2001) in an article called “Global Civil Society? Transnational Social Movement Organizations and Social Capital.”
Smith described how TSMOs are building social capital globally, linking local problems to global initiatives. Her work has direct implications for the AACSB, the international accrediting agency for business colleges around the world. In early 2006, the AACSB created a task force addressing how commerce can help bring about peace. Smith noted that “the presence of transnational organizations, prepared to organize global campaigns and strategically link local conflicts with global policy processes, enable these global/local links to be made.”
TSMOs create common interests among otherwise diverse members by relating various local problems to common, global problems. With the communication in place today, social capital can be created without face-to-face contact. Smith said that “the ability to engage in such transnational dialogue—either face-to-face or via newsletter or via e-mail—is a necessary component for the formation of social capital and for the strengthening of a global civil society,” and led her to conclude that “transnational social movement mobilization promises more than any other contemporary trend to help break down rather than reproduce existing global inequalities.”
Judging Criterion #4 - One of SAGE’s judging criteria-Criterion #4—reads as follows:
In their annual report and verbal presentation, how effective were the students in demonstrating that theyincluded at least one type of “global” component in their activities during the year (e.g., did students work with students or businesses from another country to import/export products; did they study how free markets work in an economy other than their own; did they study who are the key policymakers in a global economy?).
This judging criterion is intentionally broad in scope and vague in specifics. In order to be successful in today’s business world, it is important that students interested in pursuing entrepreneurial ventures (or careers in business) be exposed to cultural practices different from their own. Also, it is important that they are aware of key policymaking organizations and trade coalitions, such as the International Monetary Fund, the World Bank, the World Trade Organization, the United Nations, the International Labor Organization, and trade coalitions such as the European Union, NAFTA, CAFTA and ASEAN.
Judges scrutinize a SAGE team based not only on its effectiveness but also on its creativity. For example, how well did the team incorporate a global dimension into existing activities? Or did they complete one or more separate activities specifically addressing an international business issue? Judges are looking for a demonstration of some type of deeper awareness and appreciation for conducting business in a market other than one’s own local market.
Connecting with Other Countries - SAGE teams from different states or countries may want to work with each other in determining if there is a potential market for import/export products. Or students may want to devote a couple days to studying how free markets work in an economy other than their own. To connect to SAGE teams in other countries, email cdeberg@csuchico.edu and ask that he subscribe you to a listserv called “SAGEMAIL.” Also, a nice activity would be an in-depth study of the roles and responsibilities of various policymakers in a global economy. The SAGE Manual of Business Ideas and Best Practices can help with ideas.
Students may also choose to focus on one or two books which can help them better understand global issues. An outstanding book is The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits by C.K. Prahalad (2005). After reading the book, students not only will have new ideas about how to do business in other parts of the world, but they can also learn more about how major corporations can re-think their business models when choosing to do business in developing countries.