1. Title VI 50 th Anniversary Conference March 19-21, 2009 Washington, D.C. UD’s FIBER Grant: A Title VI Grant in Action for the Industry Hye-Shin Kim, PhD Department of Fashion and Apparel Studies

2. The Fashion International Business Education Response (FIBER) project seeks to enhance international business education within the apparel design and fashion merchandising curricula at the University of Delaware and support the business community to engage in international business. Project Director: Hye-Shin Kim Co-Project Directors: Marsha Dickson and Sharron Lennon Project Manager: George Irvine Assessment and Evaluation Specialist: Kathy Pusecker Funded by the U.S. Department of Education, Business and International Education Program, 2007-2009. 1

3. Examples of FIBER Project Partners Liz Claiborne Walter Wilhelm Associates, LLC Nordstrom Business World Trade Center Delaware VESTEX Commission, Guatemala The Fashion Group International National Retail Federation American Apparel and Footwear Association (AAFA) Trade China Center for Economic Research and Beijing International MBA, Peking University Textile Science and Technology Department, Kasetsart University, Thailand University of Rome – La Sapienza Educational 2

4. 3 Hong Kong India Italy China Guatemala Thailand

5. 4 Faculty Development, Travel, and Research International Curriculum and Student Development International Learning Module Study Abroad and Service Learning Professional and Business Community Outreach Online FIBER Journal FIBERcast

6. 5 Faculty Development and International Travel Strengthen partnership for collaboration Conduct research for modules Participate in academic and industry conference Experience people and culture Visit business sites

7. FIBER International Learning Modules 6 Global Product Development Global Sourcing and Manufacturing Global Product Development, Sourcing, and Manufacturing Global Consumers Global Retailing Global Consumers and Retailing Social Responsibility in Global Business Sustainability in Global Business Social Responsibility and Sustainability in Global Business Cross Cultural Business Communication Conducting Business with Foreign Partners: The Nuts and Bolts How to Conduct Business Globally

8. Fashion International Business Education Learning Goals International Knowledge and Analysis Demonstrate knowledge of global issues, processes, trends, and systems impacting the apparel manufacturing and retail industries. Understand how changes in the global environment (i.e., cultural, social, economic, technological, and political factors) impact product development/design, sourcing and distribution. Understand how the apparel and textile industries operate in different societies in the world economy. Analyze how the textile and apparel industries in various regions of the world work collaboratively and in competition. Analyze how country differences can impact a company’s global strategies. Understand the requirements and challenges of managing human resources in the international textile and apparel industries. Understand consumers in global and comparative contexts. Analyze the impacts and ethical aspects of decisions and policies on the apparel manufacturing and retailing industry, businesses, workers, consumers, and the environment. International Skills Develop strategies to adapt to the current and changing global business environment. Formulate strategies appropriate for competing in different countries. Apply knowledge, diverse cultural frames of reference, and alternate perspectives to solve open ended problems related to global product development, sourcing, retailing, and consumer behavior. Practice sensitivity, adaptability, and flexibility in international settings. Display ability to work cooperatively and in a team with diverse people. Communicate effectively (visually, verbally, and in writing) with people of diverse backgrounds and in international settings. 7

9. Impact of Learning Modules on Curriculum 8

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12. Impact of Learning Modules on Curriculum 11

13. Impact of Learning Modules on Curriculum 12

14. Courses proposed and revised with international learning goals 13

15. Study Abroad and Service Learning 14

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27. International FIBERcast Programs Topics related to “The Globalization of the Apparel Manufacturing and Retailing Industry – Leveraging International Business Partnerships for Success” Four podcasts programs Audience: SME apparel firms, academics and students Rationale for FIBERcast Current economic conditions restrict travel and time Leverage large readership of FIBER journal. 26

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30. FIBER PROJECT ASSESSMENT 29

31. 30 FIBER Project Activity Project Activity AchievementsCriteriaData Collection Method Examples Faculty Development, Research, and Travel  Faculty Development  Faculty Research, and Travel  Increase international business knowledge and expertise.  Disseminate knowledge to students, faculty, and businesses.  Conduct research on issues in the global apparel manufacturing and retailing industry.  Local and foreign partnerships with government, business and educational organizations.  Number of faculty trained.  Number of faculty traveled.  Quantity and quality activities.  Effectiveness of development activities to prepare faculty for educational and business outreach activities.  Number of international partners.  Quality of international partnerships.  Pre/post faculty survey  Faculty reports  Survey administered to partners  External evaluator report International Curriculum and Student Development  International Learning Module  Study Abroad and Service Learning  Increase student knowledge in the five key countries.  Develop student skills to analyze an international bus. situation and develop effective strategies.  Prepare students to work within an international context.  Students become of aware of and address larger societal problems or needs.  Number of students and courses impacted the learning modules.  Ability of learning modules to satisfy international business learning in Exhibit 3.  Three study abroad and service learning programs offered.  Number of students who participated in study abroad and service learning programs.  Ability of study abroad and service learning programs to satisfy international business learning goals as outlined in Exhibit 3.  Creation of e-portfolio.  Pre/post CFIS student survey (see Appendix)  Student evaluation  Student projects  Service learning survey (see Appendix)  Faculty reports  Industry partner feedback  External evaluator report  Rubric Scoring of e-portfolio  Diversity Perspective Index Pre/post (see Appendix) Apparel Manufacturing and Retailing Industry Outreach  On-line FIBER Journal  On-line FIBERcast  Facilitate internationalization of SME apparel businesses.  Provide current news and information related to international business.  Strengthen linkages with private-sector organizations or trade associations.  Number of attendees in the short course program.  Number of short course seminars offered.  Effective assistance to SME apparel firms and other professionals.  Number of members who subscribe to the FIBER Journal.  Effective collaboration with private- sector organizations and trade associations.  Participant evaluation of FIBERcast  Survey administered to partners  Number subscriptions to on-line journal and number of hits to website  On-line survey administered to FIBER Journal subscribers about usefulness and accessibility of information  External evaluator report  End of project survey to FIBERcast participants and on-line journal subscribers