THE MODEL UNITED NATIONS: A STRATEGY FOR ENHANCING GLOBAL BUSINESS EDUCATION

THE MODEL UNITED NATIONS: A STRATEGY FOR ENHANCING GLOBAL BUSINESS EDUCATION

THE MODEL UNITED NATIONS: A STRATEGY FOR ENHANCING GLOBAL BUSINESS EDUCATION

ABSTRACT. This article presents a rationale and a step-by-step approach to incorporating Model United Nations (MUN) simulations into undergraduate business education. MUN is an effective mechanism for providing undergraduate business students with the international and multicultural experiences they need to function in a global business environment. Moreover, through participation in MUNs, students develop and enhance personal and technical skills, including written and oral communications, research, caucusing, negotiating, and consensus building.

Undergraduate business programs in the United States are increasingly under attack for the quality of their product. Critics of undergraduate business education point to the narrowness of the curriculum, the heavy emphasis on technical skills, graduates’ lack of adequate communication skills, the failure to address issues of cultural diversity, and the need for a global perspective. To get the “product” they require to be competitive, some employers have gone so far as to hire liberal arts graduates for entry-level positions that previously were filled by graduates of business programs (Berton, 1994).

Business educators are responding to the critics in a number of ways. At an increasing number of schools, mission statements are being rewritten to reflect a global perspective. Undergraduate curricula are being reviewed and revised, and courses in communications are being added. In summary, business faculties are searching for ways to (a) broaden the educational experience, (b) improve written and oral communication skills, (c) encourage active learning, (d) promote effective teamwork, and (e) instill a global perspective in students. Not surprisingly, there already exists a mechanism to help achieve all of these goals: the Model United Nations (MUN).

MODEL UNITED NATIONS: HISTORICAL PERSPECTIVE

The first simulation of an international organization was conducted by a group of Ivy League students in the 1920s. The Model League of Nations, which they simulated, laid the foundation for the MUN of today.

After the establishment of the United Nations in 1945, colleges and universities on the East Coast began to organize MUNs. These simulations slowly spread to other parts of the United States. Significant growth in MUNs occurred in the 1960s with the increased demand by students for experiential learning activities. Students were eager to participate in this hands-on educational experience. High school and college MUN conferences are now conducted in most of the 50 states. Over 100,000 high school and college students participate in the more than 150 MUN conferences held annually in the United States and Canada (Muldoon, 1992). MUNs have also been established abroad. Conferences are conducted annually in many European countries and in Africa, Asia, and Latin America (Muldoon, 1992).

The MUN is a simulation of the United Nations system. Before participating in the simulation, students go through an intensive preparation process in which they research the countries they will represent, prepare policy papers, draft resolutions, and practice the rules of parliamentary procedures and the techniques of public speaking. After completing the preparation process, students are armed with the information and skills necessary for the next stage of the MUN–the conference.

The MUN conference is the actual simulation. During the conference, students assume the roles of ambassadors to the United Nations, and they debate, negotiate, and tackle the actual agenda topics currently being addressed at the United Nations. Although the General Assembly and the Security Council are the most frequently simulated bodies, virtually any organ of the United Nations can be adapted to a model conference. Some of the United Nations bodies that have been successfully simulated in the past include the Economic and Social Council, the U.N. Conference on Trade and Development, the U.N. Conference on the Law of the Sea, the International Court of Justice, the Governing Council of the Food and Agricultural Organization, and special sessions of the U.N. General Assembly.

THE MODEL UNITED NATIONS IN UNDERGRADUATE BUSINESS EDUCATION

The MUN is a well-established program at many high schools and colleges in the United States. However, undergraduate business students typically are not involved in MUN simulations. A rationale and a step-by-step approach to incorporating MUN simulations into undergraduate business education are presented in the sections that follow.

The Model United Nations and the Business Student

Although the MUN is a simulation of a political institution, the increasing prominence of economic, trade, and environmental issues on the United Nations‘ agenda has created an opportunity for today’s business student both to benefit from and contribute to the MUN experience. Two schools whose business students have benefited from participating in the MUN are Bentley College in Waltham, Massachusetts, and North Carolina Central University in Durham, North Carolina.

Bentley College made the MUN an important feature of its International Programs, offering students in accounting, economics, management, and finance opportunities to participate in MUN conferences and hosting a MUN conference on its campus for high school students in New England. In 7 years, the MUN has provided many Bentley College students in-depth exposure to international affairs and multilateral diplomacy through their participation in international MUN conferences in Puebla (Mexico), Cairo, The Hague, New York, and Toronto. MUN conferences at Bentley College have brought over 300 high school students onto the campus each year.[1]

For the past several years, business students at North Carolina Central University (NCCU) have participated in MUN conferences sponsored by a consortium of North Carolina colleges and universities. NCCU students have had the opportunity to interact with peers from North Carolina, South Carolina, Georgia, and Canada. Several students were offered U.S. Department of State summer internships as a result’ of their participation in consortium activities such as the MUN. As a result of their experiences in the MUN, business students at Bentley College and North Carolina Central University have gained valuable practical experience in the management of large-scale international organizations. Students have also received real-world training in complex multinational negotiations.

Fitting the MUN Into the Business Program

A number of decisions are essential to incorporating the MUN into undergraduate business education. First, it is important to decide how to incorporate the MUN into the business program. Second, it is essential to determine whether it is more appropriate to participate in an existing MUN or to design an original simulation. Third, there is the option of having students participate on homogeneous or interdisciplinary teams.

There are two basic approaches to incorporating the MUN into business education: (a) Use the MUN as a co-curricular activity, or (b) incorporate the MUN into a course. Each of these approaches is discussed in the paragraphs that follow.

The MUN may be treated as a co-curricular activity, for which students do not receive course credit. A United Nations club could be established, and the MUN could become one of its activities.[2] Alternatively, teams could be organized specifically to participate in an existing MUN conference.

Using the MUN as a co-curricular activity does require the recruitment of students. Recruitment activities might include writing letters inviting the “best” students to participate, asking students from specific classes to participate, and inviting interested students to an orientation session on the MUN. An MUN videotape is available for orientation activities.[3] Once students are participating in the MUN, it may be helpful to ask participants in MUNs to share their experiences with other students at subsequent orientation sessions.

The second approach to incorporating the MUN into business education involves including the activity as a part of a course. There are at least three advantages to using this model. First, recruitment efforts are greatly simplified. Second, students will be more motivated because of the incentive to earn good grades. Third, more time can be devoted to the activity. Appropriate courses for MUN activities might include international business, international finance, international economics, international marketing, international accounting, international management, or business and government relations.

One of the initial decisions to be made is whether to start by participating in one of the many established MUN conferences or by organizing a MUN conference. It is probably easier and more practical to begin by observing or participating in one of the established MUNs.[4] Even though most of the participants at established conferences are from nonbusiness disciplines, business students may benefit from the different perspectives offered by students from other disciplines such as history, international relations, and political science.

Another decision to be made is whether to have students participate on homogeneous business school delegations[5] or on teams composed of students from several disciplines. With homogeneous teams, business students must become knowledgeable about all issues before the MUN conference, including such diverse topics as the plight of refugees, international drug trafficking, and arms control. The interdisciplinary delegation allows business students to concentrate on the economic, trade, business, and development issues facing the United Nations, leaving some of the political issues to their nonbusiness colleagues. (A serendipitous benefit of interdisciplinary teams is the opportunity for business faculty to develop professional relationships with faculty in the arts and sciences.) The approach selected–homogeneous or interdisciplinary–should be based on the goals established for students.

After participating in several MUNs, it may be appropriate to initiate a simulation. One of the more manageable forms of the MUN is a classroom simulation centered around a course topic. A suggested outline of a classroom exercise is presented below.

MUN in the Classroom

The first step in conducting a classroom MUN is to establish the educational goals and objectives for the simulation. For example, the educational goal may be for students to learn about economic development, the debt problem, economic restructuring in former communist and socialist states, regional trade blocs, or the role of transnational corporations, trading blocs, and supranational organizations in the development of international business policies, practices, and activities. Other goals might include learning to work effectively as part of a team and developing written and oral communication skills. Once the goals and objectives have been clearly delineated, class activities can be designed accordingly.

The second step is to select the U.N. body to simulate. In making this decision, consider the goals and available resources to conduct the simulation. Resource needs include a sufficient number of students to represent key countries for the simulation and enough time to prepare for and conduct the simulation.

The second step is to select the U.N. body to simulate. In making this decision, consider the goals and available resources to conduct the simulation. Resource needs include a sufficient number of students to represent key countries for the simulation and enough time to prepare for and conduct the simulation.

The third step is to select the agenda topics. A variety of topics relevant to undergraduate business education can be used in a classroom MUN. These topics cover the range of concentrations typically offered in undergraduate business courses. Sample topics are presented in the paragraphs that follow.

As the most internationalized of all economic sectors, the financial sector offers a number of interesting topics to finance and accounting students. Finance students may be interested in issues of international governance of financial institutions. The failure of the Bank of Credit and Commerce International, which directly affected 73 countries, has stimulated interest in the governance issue. Accounting students can get involved in issues related to full-cost environmental accounting with the accompanying need to redefine asset and liability to include public goods, such as air and water quality, in a manner consistent with sustainable development. The United Nations is also involved in promoting international standards of accounting and reporting and in bringing accounting models and training to Eastern Europe and the former Soviet republics.

A variety of topics are also available for business students in nonfinancial disciplines. Marketing students may be interested in the continuing controversy regarding the marketing of infant formula in developing countries. Economics students may be challenged by the problems of debtor nations, development issues, and economic self-sufficiency for women in developing countries) Computer information systems and operations research students may be interested in issues of technology transfer, a key element in the economic development strategies of many of the United Nations‘ member nations.

The fourth step is to establish the rules of procedure for the simulation.[7] These rules of procedure will govern the deliberations. The fifth step is to assign countries to the participants. Be sure that the key countries needed for an interesting exercise are included. Step 6 is to prepare any background materials that are necessary to assist students in beginning their research. Step 7 is the actual classroom simulation. Step 8 involves the evaluation of the activity and the students’ level of participation. Suggestions for preparing students for the MUN simulation and evaluating their work are presented in the following sections.

Preparing Students for the MUN

Preliminary activities required to prepare students for the MUN will depend on a number of factors, including the U.N. body simulated, students’ previous exposure to the United Nations, and students’ knowledge of current international issues. It may be appropriate to develop an information packet for students. The packet could include the rules of procedure for the conference or classroom simulation, background information on the topics selected, and sample resolutions. (It is important to note here that your university or college library may be a depository for United Nations materials or that there may be a United Nations depository nearby.) The Model United Nations Survival Kit helps students prepare for the conference. The kit includes A Guide to Delegate Preparation (Muldoon, 1992), A Global Agenda: Issues Before the U.N. General Assembly (Tessitore & Woolfson, 1992), International Economic Diplomac, (1994), and ABCs of the United Nations (1994).

It is necessary that meetings be held with the students to guide them in preparing for the simulation. You may want to schedule a series of weekly meetings with an agenda for each. A sample schedule is shown in Table 1.

Student Evaluation

One of the most important elements of a quality MUN program is the evaluation process. In evaluating student participation in MUN activities, you may wish to examine a number of factors. First, consider the student’s depth of understanding of the agenda issues as presented in position papers. Second, evaluate the delegate’s use of clear logic and persuasive argumentation during the debate. Third, evaluate the delegate’s skills at cooperating, compromising, and problem solving. Keep in mind that student delegates should not surrender their basic national interests or stray too far from their countries’ real-world historical positions.

Fourth, examine the delegate’s effectiveness in private caucus negotiations as demonstrated by the acceptability of resolution texts to a majority of the delegates. Fifth, consider the student’s demonstrated ability to function effectively within the MUN milieu. Sixth, evaluate the student’s demonstrated general sustained interest, enthusiasm, and involvement throughout the simulation. Last, determine the extent to which the resolutions passed contain practical, feasible solutions that would be acceptable to real-world governments.

Benefits to Students

Two major benefits accrue to students participating in MUNs. Students expand their knowledge base and develop important skills. Students participating in MUN conferences learn about many different nations and about the dynamics of international affairs. In addition to learning about the cultures and policies of the countries they represent, students also learn about the world as a whole. They learn the details of important global issues, the policies of dozens of nations toward these issues, the activities and complexities of the United Nations, and the current state of world affairs.

While preparing for and participating in a MUN, students sharpen a variety of personal and technical skills. To accurately represent their country assignments, students must thoroughly research their countries and the agenda topics. To persuade other member states, student ambassadors not only must know their assigned countries’ positions and policies on the issues but also exercise their persuasive writing and speaking skills and their leadership and diplomatic skills. Most important, the MUN process forces students to learn the important skills of caucusing, negotiating, and consensus building, skills that are also essential in the global business environment. A few students who are given the opportunity to plan and manage the conference will benefit from practical leadership and administrative training.

Students participating in MUN simulations are more likely to develop global perspectives and to appreciate the dynamics of an interdependent world. Moreover, students will probably have the opportunity to interact with peers from many countries because the MUN is a favored activity of international students studying at U.S. colleges and universities. Finally, students will also become aware of available internships and permanent job opportunities with national and international organizations in the private, nonprofit, and public sectors.

CONCLUSION

The MUN is an effective mechanism for providing undergraduate business students with the international and multicultural experiences they need to function effectively in a global economy. The experience provides the international exposure that many schools now seek for their students. Students learn about the world and the role of their nation in international affairs. Moreover, they hone a number of essential skills including written and oral communications, research, caucusing, negotiating, and consensus building. They also learn to function as team members. Participation in MUNs is therefore an effective way to develop knowledge and skills that are essential in the global business environment.

NOTES

1. This information was obtained from the Director of International Programs at Bentley College. For more information about the Bentley College program, contact the Director of International Programs, Bentley College, Waltham, MA 02154-4705.

2. For information on organizing a Model United Nations club, write to the Director of Model United Nations & Youth Programs, United Nations Association of the USA, 485 Fifth Avenue, New York, NY 10017-6104.

3. The videotape “The Model United Nations” may be obtained by writing to the United Nations Association of the USA, 485 Fifth Avenue, New York, NY 10017-6104.

4. A calendar of Model United Nations conferences may be obtained by writing to the Director of United Nations & Youth Programs, United Nations Association of the USA, 485 Fifth Avenue, New York, NY 10017-6104.

5. A delegation is composed of several team members who represent a given United Nations member country on the committee being simulated. Usually, one of the team members is selected to be the head delegate and speaks for the delegation at all plenary sessions.

6. A list of the current agenda topics for the General Assembly can be obtained from the United Nations. An annual publication, A Global Agenda: Issues Before the General Assembly (Tessitore & Woolfson, 1992), is also available.

7. The United Nations Association of the USA has developed a standard set of Model United Nations Rules of Procedures for the principal organs of the United Nations, which can be obtained by writing to the Director of Model United Nations & Youth Programs.

TABLE 1 Schedule of Meetings

Session no. Agenda

1 Introduction
The Model United Nations videotape
Reading assignment [a]

2 Discussion of reading assignments [a]
for next meeting
Committee assignments

3 Discussion of reading assignment
Background on country selected–type of
government, people, religion, culture, and
economy

Research guidelines for position papers

Reading assignments [a] for next meeting

4 Discussion of reading assignment

Draft of position paper due

5 Position papers and draft resolutions due

Discussion of position papers and draft
resolutions

Mock debate following rules of procedure

a From A Guide to Delegate Preparation (Muldoon, 1992) and A Global Agenda: Issues Before the General Assembly (Tessitore & Woolfson, 1992).

REFERENCES

ABCs of the United Nations. (1995). New York: United Nations Association of the United States of America.

Berton, L. (1994, August 12). College courses on accounting get poor grade. The Wall Street Journal, pp. B1-B2.

International Economic Diplomacy: A Guide to the Global Economy: The Issues, Institutions, and Influences. (1994). New York: United Nations Association of the United States of America, Foundation for Teaching Economics.

Muldoon, J.P., Jr. (Ed.). (1992). A guide to delegate preparation. New York: United Nations Association of the USA.

Tessitore, J., & Woolfson, S. (Eds.). (1992). A global agenda: Issues before the 47th General Assembly of the United Nations. New York: University Press of America.

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By MARY JONES PHILLIPS and JOHN P. MULDOON, JR. North Carolina Central University Durham, North Carolina and United Nations Association of the USA New York, New York

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Source: Journal of Education for Business, Jan/Feb96, Vol. 71 Issue 3, p142, 5p, 1 chart.
Item Number: 9604164519