D’Angelo, Anne Marie2010-11-032010-11-032010-08https://hdl.handle.net/11299/96145University of Minnesota Ph.D. dissertation. August 2010. Major: Educational Policy and Administration. Advisor: Dr. John J. Cogan. 1 computer file (PDF); vi, 161 pages, appendices A-E.Internationalization is a multi-faceted, multi-dimensional and complex concept described most notably as a higher educational process that integrates an international perspective into its organizational leadership, vision, and curricular goals. Success is dependent upon ongoing engagement of a multitude of internal and external stakeholders with an approach towards the future (Ellingboe, 1998). Today businesspeople operate in an open, global environment wherein interactions manifest themselves differently for each individual and depend upon one's abilities to adapt to and access interpersonal and inter-organizational relationships. The intricacies of these interactions occur at multi-dimensional levels - individual, organizational, and global - and present unique challenges for managers to maintain balance between independence and interdependence. Studies suggest that corporate leaders expect business schools to prepare graduates to be more competent and adaptive to these dynamic global challenges (Webb, Mayer, Piocher, and Allen, 1999). Using StoryTech, a futuring tool to develop desirable scenarios, this qualitative, futures study draws on specific ethnographic tools and methods and employs the University of Minnesota's Carlson School of Management as an exemplar of analysis regarding its internationalization strategies. The researcher examines how stakeholders, both internal and external to a business school community, envision their contributions in shaping internationalization strategies and how business school leaders should engage them in ways that are more effective and future-oriented. Preliminary data suggest stakeholders define internationalization in myriad ways reflecting unique perspectives consisting of cognitive, relational, and transactional factors for business schools to be more innovative in the development of internationalization strategies. Additional data support a systems approach to internationalization as most effective with business schools serving as focal points for these interconnected stakeholder communities. Broader implications of the study recommend that business school leaders develop and adopt a global meta-strategy approach to enhance broader school-wide initiatives. Moreover, a meta-strategy serves as a means to engage stakeholders from business school communities in unique ways focused on present day realities of globalization (global actualization) while creating desirable future scenarios and engagement for the betterment of new knowledge and applications for future professionals in the workforce. A consequence is the examination of a new, expanded role for international educators, one that broadens the professional realm.en-USBusinessFutureHigher educationInternationalizationStakeholdersStrategyEducational Policy and AdministrationThesis or Dissertation