The Advantages of English as an International Language

English is the language of business and offers unique advantages for international commerce and business education. As a communication medium, the ability to share ideas and conduct transactions across multiple continents helps speed up trade and idea sharing that often leads to wealth generation. The building of international relevance in the business world is fostered by connecting people and their ideas.

Consider the purpose of communication and its impact on the transference of information. When two people share similarities of a language, they need fewer feedback loops to understanding the conversation. Using the same language lowers the time it takes to propose and clarify propositions within daily interactions. This process of knowledge sharing speeds up exponentially and can increase the profitability that people will enhance knowledge.

American companies have an advantage because of the commonality English as a business language (Cavaliere, Glasscock, & Sen, 2014). The more English is used around the world, and the more likely the U.S will be advantaged from present and future business contracts. International commerce becomes more plausible when two companies can communicate and integrate easily. A similarity of language can create similarity of thought and purpose.

Language is embedded with codes, symbols, patterns of thinking and values. When a particular language is spoken in different cultures and locations, the people’s culture will begin to align with the values of that language. The more the people speak a particular language, the more they are going to find similarities with others who speak that language.

In the education arena, opportunities for employment in English speaking companies support English education.  English as a business language ensures that the majority of the great ideas and opportunities are supported by using the mental framework set out by the semantic structure of the language itself. Language changes the way we think and understand problems.

Using English as an international business language also helps in educating and employing individuals with American businesses. Graduating students will associate opportunity and education with English speaking companies. The eventual result is the attraction of talent to an opportunity like a magnet is attracted to metal objects.

The way we think is related to the way we talk and use words. Speaking in a particular language activates various centers in our brains and becomes part of our memories and thought processes. Using English as a business language helps people to understand the same perspectives and values that made America an economic powerhouse. Ease of communication speeds up the transference of knowledge, ideas and collaboration with other entities and countries. The commonality of language can encourage higher business theory development and marketing effectiveness.

Cavaliere, F., Glasscock, K. & Sen, K. (2014). The englishization of business: does this help or hinder teaching global business? Education, 135 (2). 

Are College Students Emphasizing the Right Employment Skills?

We hear a lot about what skills are needed within the workplace from the perspective of the employer but we do not often hear about student perspectives. Research helps highlight how undergraduate and graduate students view the necessary skills to be successful in the workplace. It is surprising to find that both undergraduate and graduate students have some similarities but also some differences in their skill perception. 

Employers are regularly looking for a whole host of necessary skills from recent graduates. At 2006 survey entitled Are They Ready to Work found that employers valued work ethic, written and oral communication, teamwork / collaboration, critical thinking, problem solving, and ethics /social responsibility. With over 400 employer participants the survey can be seen as a strong benchmark for recruiter needs.

A survey conducted by Ingbretsen (2009) helped to further lend support to the skills employers request from recent graduates. Such skills were communication skills, work ethic, teamwork, and analytical skills. Such employers desire to find employees that know how to work in groups and use their analytical skills to solve important organizational problems. 

What employers view as important isn’t necessarily what students feel is important. Understanding the differences in perceptions might help narrow the gap through further education and encouragement. If employers are requesting one thing and new employees are emphasizing another then there is bound to be some initial friction as graduates adjust to new work roles.

Research conducted by English, Manton, Sami and Dubey (2012) helped to shed light on the differences in opinion between undergraduate and graduate students between the characteristics needed in the workplace.  A total of 153 graduate students and 360 undergraduate students were surveyed on 26 characteristics needed to be successful in the workplace. All of the students were either from a Business Administration or MIS course at A&M University.

Results: 

-Integrity and Honesty were ranked first for both graduate and undergraduates.

-Strong work ethic was ranked second for both graduate and undergraduates.

-Both graduate and undergraduate students focused more on intrinsic qualities that included integrity, good work ethic, listening skills, common sense, self motivated, positive work attitude, maturity, problem solving ability and critical thinking skills.

-Undergraduates ranked maturity and critical thinking skills as higher than graduate schools.

-Both graduates and undergraduates ranked a positive attitude as high.

-The lowest rankings for both graduate and undergraduate students was cultural fit, prior work experience, extracurricular activities, and knowledge of a second language.

-Both graduate and undergraduate students ranked writing skills lower than studies conducted by others.

Analysis:

The study helps to create greater understanding of how undergraduate beliefs adjust when entering into graduate students. This also emphasizes how employer’s perspectives may not be the same as new employees entering into the market. Even with a number of differences there are plenty of similarities that can be emphasized for shared perspectives. Colleges can also provide stronger emphasis on employer desired characteristics while employers can enhance employee expectations through their training programs limiting any negative effects of divergence of beliefs.

English, D., Manton, E., Sami A. & Dubey, A. (2012). A comparison of the views of college of business graduate and undergraduate students on qualities needed in the workplace. College Student Journal, 46 (2).

Ingbretsen, R. (2009, February 18). What employers really look for when hiring a college graduate. Retrieved from http://searchwarp.com/swa437827-What-Employers-Really-Look-For-When-Hiring-ACollege-Graduate.htm

The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resource Management. Are they really ready to work? 21 Century Skills