# Global Immersion Plan: [Your name, trip name and destination, YYYY] > A planning workbook for an MBA global immersion, study trip or international field seminar: choosing the trip, > setting learning objectives, a country research brief, company visit preparation and question bank, cultural > frameworks used with care (Hofstede; GLOBE, House et al. 2004; Meyer 2014), ethics and conduct, a trip budget with > currency sensitivity, and the reflection deliverable. It is for full-time, part-time and executive MBA students > preparing for a one- to three-week trip that combines classes, company visits and cultural activities. Source basis: > the immersion formats common to international MBA programmes, described in general terms; the cited cultural and > experiential learning research; and official data and travel pages, each named with the date checked. Programme > rules, entry requirements and travel advice change: check your school's trip office and the official pages before > you rely on anything here. This is a planning aid, not immigration, legal, medical or financial advice. Replace every > [bracketed] value and every row marked *Example*. ## Document control | Field | Value | |---|---| | Document ID | GIM-[INITIALS]-001 | | Student | [Your name] | | Programme and class year | [Full-time MBA, Class of YYYY] | | Trip name and code | [Global immersion: Country, course code] | | Destination(s) and dates | [City, country, YYYY-MM-DD to YYYY-MM-DD] | | Faculty lead and trip office contact | [Name, email] | | Team members | [Names] | | Pre-trip deliverable due | YYYY-MM-DD | | Reflection deliverable due | YYYY-MM-DD | | Version | [0.1] | | Last updated | YYYY-MM-DD | | Reviewed by | [Faculty lead / team member] | ## Contents 1. Choosing the trip 2. Learning objectives 3. Country research brief 4. Company visit preparation 5. Cultural frameworks, used with care 6. Ethics and conduct 7. Logistics, entry and budget 8. During the trip: daily log 9. Reflection deliverable 10. Timeline and quality checklist ## How global immersions usually work Many international MBA programmes offer short trips abroad, sometimes required in the core and sometimes elective. Common elements: pre-departure sessions on the country's economy, history and business environment; one to three weeks of company visits, meetings with policymakers, entrepreneurs and alumni, and cultural activities; a team project for a host organisation in some formats; and a graded deliverable (a country analysis, a project report or a reflective essay). Trips are usually led by faculty and organised with a trip office or a partner school. Check your school's current rules on eligibility, credit, fees, cancellation and conduct: they differ between programmes and change from year to year. ```mermaid flowchart LR A["Choose trip (T-6 months)"] --> B["Learning objectives (T-12 weeks)"] B --> C["Country research brief (T-8 weeks)"] C --> D["Company visit sheets (T-3 weeks)"] D --> E["Ethics and conduct briefing (T-2 weeks)"] E --> F["Trip: daily log"] F --> G["Debrief with team (T+3 days)"] G --> H["Reflection deliverable (T+2 weeks)"] H --> I["Follow-up with contacts (T+4 weeks)"] ``` ## 1. Choosing the trip Score each trip option from 1 (poor) to 5 (excellent) on criteria you set **before** looking at the options. | Criterion | Weight | Trip 1 *Example* | Trip 2 *Example* | Trip 3 *Example* | |---|---|---|---|---| | Learning fit with my goals | 0.35 | 5 | 4 | 3 | | Career fit (industry, region, network) | 0.25 | 4 | 5 | 3 | | Total cost for me | 0.20 | 2 | 3 | 4 | | Timing against recruiting and courses | 0.20 | 4 | 3 | 5 | | **Weighted score** | 1.00 | **3.95** | **3.85** | **3.60** | *Example:* Trip 1 is manufacturing and supply chains, Trip 2 fintech and digital payments, Trip 3 the energy transition. Excel for a weighted score: `=SUMPRODUCT($B$2:$B$5,C2:C5)`. The top two scores are close (3.95 against 3.85), so the decision should rest on the criterion that matters most to you, not on the second decimal: check whether Trip 2's career fit outweighs Trip 1's learning fit for your post-MBA plan (`mba/mba-two-year-plan`). Questions to answer before applying: - What do I want to understand that I cannot learn from a case or a classroom? [ ] - Which industries, firms or policy questions in this country connect to my post-MBA goal? [ ] - What does the trip clash with (interviews, exams, a club role, family)? [ ] - What is the total cost to me after any school subsidy, and how will I fund it (`mba/mba-budget-during-program`)? [ ] - What are the trip's cancellation and refund rules? [ ] ## 2. Learning objectives Use the structure "By the end of the trip I will be able to [verb] [what] [evidence]." Link each objective to an activity and to the deliverable, so that you can tell at the end whether you met it. | ID | Objective | Activity that serves it | Evidence for the deliverable | |---|---|---|---| | LO-01 *(Example)* | Explain how the country's export manufacturers manage currency and supply risk | Two factory visits, treasury Q&A | Notes from two visits, one exposure diagram | | LO-02 *(Example)* | Compare consumer payments adoption with my home market and identify two drivers | Fintech panel, street observation | Comparison table with sources | | LO-03 *(Example)* | Test one cultural framework hypothesis about decision making in local firms | All visits | Log entries tagged "decision", reflection section | | LO-04 | [ ] | [ ] | [ ] | | LO-05 | [ ] | [ ] | [ ] | ## 3. Country research brief Fill this brief with the latest official data. For how to read each indicator, see `mba/mba-macro-indicators-card`; for the currency, see `mba/mba-fx-interest-parity-card`. | Topic | Questions | Data and sources (with date) | My notes | |---|---|---|---| | Size and income | GDP, GDP per capita at market rates and at PPP, population, growth over 10 years | World Bank World Development Indicators (data.worldbank.org); IMF World Economic Outlook (imf.org) | [ ] | | Structure | Sector shares, export products and partners, role of state-owned firms | National statistical office; World Bank | [ ] | | Macro position | Inflation, unemployment, policy rate, public debt, current account | Central bank and statistical office; IMF WEO | [ ] | | Currency | Regime (float, peg, managed), recent moves, capital controls | Central bank; IMF | [ ] | | Institutions | Rule of law, regulatory quality, ease of starting a firm | World Bank Worldwide Governance Indicators | [ ] | | Politics and policy | Government, upcoming elections, industrial policy, trade agreements | Official government pages; reputable international press | [ ] | | Society | Demographics, urbanisation, education, languages, religion | Statistical office; UN data | [ ] | | Business environment | Main industries, leading firms, foreign investment rules, labour market | Investment promotion agency; chambers of commerce | [ ] | | Distance from home | Cultural, administrative, geographic and economic distance (CAGE, Ghemawat 2001) | Your analysis | [ ] | | Sustainability | Energy mix, climate commitments, physical climate risk | National climate plan; IEA | [ ] | **Using the CAGE framework.** Ghemawat (2001) argued that distance between countries has four dimensions: cultural (language, religion, social norms), administrative (colonial ties, trade agreements, currency, political hostility), geographic (physical distance, borders, climate, infrastructure) and economic (income levels and costs of resources). Write one line for each dimension between your home country and the host country, then ask which of them would most affect a firm from your home market entering this one. **Brief summary (write last, five sentences).** [ ] ## 4. Company visit preparation ### 4.1 Visit sheet | Field | Visit 1 *Example* | Visit [n] | |---|---|---| | Organisation | [Fictional example: a mid-size precision parts exporter] | [ ] | | Date and host | [YYYY-MM-DD, head of operations] | [ ] | | What it does and how it makes money | Machined parts for automotive and robotics customers; about two thirds exported | [ ] | | Three facts I verified (with source) | Revenue band, main markets, ownership from its annual report | [ ] | | Link to my objectives | LO-01 | [ ] | | My two best questions | See bank below, Q-03 and Q-07 | [ ] | | Team member asking which question | [Name] | [ ] | | Thank-you note sent | YYYY-MM-DD | [ ] | ### 4.2 Question bank Good visit questions are open, specific to the host and impossible to answer from the website. Avoid questions that ask for confidential numbers, invite criticism of competitors or government, or put the host in a difficult position. | ID | Theme | Question | |---|---|---| | Q-01 | Strategy | What has changed most in how you compete over the last five years, and what drove it? | | Q-02 | Customers | Which customer need do local competitors underestimate? | | Q-03 | Risk | How do you decide how much of your foreign currency exposure to hedge, and who decides? | | Q-04 | Operations | Where are the bottlenecks in your supply chain today, and how did you find them? | | Q-05 | People | What do you look for when you promote someone into their first management role here? | | Q-06 | Culture | How are decisions made in a typical meeting: who speaks, who decides, how is disagreement handled? | | Q-07 | Foreign firms | What do foreign firms entering this market most often get wrong? | | Q-08 | Policy | Which government policy has helped or hurt your business most, and why? | | Q-09 | Technology | Where has data or AI changed a real decision in your firm, and where has it not worked? | | Q-10 | Sustainability | Which sustainability requirement from customers or regulators has most changed your operations? | | Q-11 | Career | What advice would you give a manager from abroad joining your team? | | Q-12 | Close | What should we have asked you that we did not? | ## 5. Cultural frameworks, used with care Three frameworks are widely taught in MBA programmes. Each describes **national or societal averages**, measured with surveys at a point in time. They help you prepare questions; they do not predict how any person will behave. Critics point out that nations contain many cultures, that the original surveys sampled particular populations, and that cultures change (McSweeney 2002). **Hofstede.** From surveys of employees of one multinational in the late 1960s and early 1970s, Hofstede (1980) identified four dimensions of national culture (a second edition followed in 2001), later extended to six (Hofstede, Hofstede and Minkov 2010): power distance; individualism versus collectivism; masculinity versus femininity (renamed "motivation towards achievement and success" by The Culture Factor Group, which maintains the country scores; checked 2026-10-28); uncertainty avoidance; long-term versus short-term orientation; and indulgence versus restraint. Country scores and a comparison tool are published at theculturefactor.com for non-commercial use; check the current terms. **GLOBE.** The Global Leadership and Organizational Behavior Effectiveness project (House, Hanges, Javidan, Dorfman and Gupta 2004) surveyed middle managers in 62 societies. It measures nine cultural dimensions (performance orientation, assertiveness, future orientation, humane orientation, institutional collectivism, in-group collectivism, gender egalitarianism, power distance and uncertainty avoidance) separately as **practices** ("as is") and **values** ("should be"), and relates them to leadership styles that are seen as effective. The gap between practices and values is often the most interesting finding for a visitor. **The Culture Map.** Meyer (2014) offers eight practical scales for working across cultures: communicating (low-context to high-context), evaluating (direct to indirect negative feedback), persuading (principles-first to applications-first), leading (egalitarian to hierarchical), deciding (consensual to top-down), trusting (task-based to relationship-based), disagreeing (confrontational to avoids confrontation) and scheduling (linear time to flexible time). Positions are **relative**: what matters is where the host culture sits compared with your own. The communication scale builds on Hall's (1976) distinction between high-context and low-context communication. **Hypothesis worksheet.** Write a hypothesis, how you will test it, and what you observed. | ID | Framework and dimension | Hypothesis before the trip | How I will test it | What I observed | Confirmed, refined or rejected | |---|---|---|---|---|---| | H-01 *(Example)* | Meyer: deciding | Decisions in host firms take longer to reach but are implemented fast once made | Ask Q-06 at three visits; note who speaks in meetings | [ ] | [ ] | | H-02 *(Example)* | GLOBE: future orientation, practices versus values | Managers will describe long-term planning as more desired than practised | Ask about planning horizons; compare with my home firm | [ ] | [ ] | | H-03 *(Example)* | Hofstede: power distance | Junior staff will rarely contradict a senior host in front of visitors | Observe Q&A sessions | [ ] | [ ] | | H-04 | [ ] | [ ] | [ ] | [ ] | [ ] | **Self-awareness.** Place your own home culture on Meyer's eight scales and note where you and the host culture are furthest apart. Those are the scales where you are most likely to misread a signal. Cultural intelligence research (Earley and Ang 2003) frames this as a capability you can build, with cognitive (including metacognitive: planning and checking your interpretations), motivational and behavioural facets; later work by Ang and colleagues treats knowledge, strategy, motivation and behaviour as four separate factors. ## 6. Ethics and conduct Global immersions put students in contact with hosts who give their time, sometimes in sensitive settings. Your conduct also represents your school and your classmates. | Area | Rule we agree | Notes | |---|---|---| | Confidentiality | Treat everything said in a visit as confidential unless the host says otherwise; no quotes attributed by name in any public post or deliverable without permission | Some hosts will ask for a non-disclosure agreement; follow the trip office's guidance | | Recording and photos | Ask before photographing or recording people, facilities or screens; respect "no photo" areas | Factory floors and offices often prohibit photos | | Social media | No posts that identify hosts, show confidential settings or mock local customs | Ask yourself how the host would feel reading it | | Gifts and hospitality | Follow the school's rules; give modest team gifts if customary; never offer anything that could look like an inducement | Anti-bribery laws (for example, the US Foreign Corrupt Practices Act and the UK Bribery Act 2010) can apply to individuals and firms; ask the trip office | | Respect and dignity | No "poverty tourism": visits to low-income communities only through hosts who invite them and with consent | Ask what the community gains from the visit | | Local law and custom | Learn the basic laws and norms on dress, alcohol, religious sites, photography and public behaviour | Use official travel advice (see section 7) | | Questions | Ask, do not lecture; avoid comparisons that rank the host country as "behind" | Curiosity over judgement | | Sustainability | Choose lower-impact options where you can; account for the trip's travel emissions if your course asks | | | Academic integrity and AI | Your notes and reflection are your own work; follow your course's AI policy; disclose AI use where the syllabus asks | Never upload confidential host information to an AI tool | | Safety and wellbeing | Buddy system, share itinerary, know the emergency plan and the trip office number | Follow the faculty lead's instructions | ## 7. Logistics, entry and budget ### 7.1 Entry and travel checks Entry rules depend on your citizenship, the purpose of the trip (a study trip with company visits can count as business or study in some countries) and the dates. They change without notice. | Check | Where to look | Status and date checked | |---|---|---| | Entry rules, visa or electronic travel authorisation for my passport and purpose | The host government's official immigration or foreign ministry site; the host country's embassy in my country | [ ] | | Passport validity and blank pages | Host government site | [ ] | | Travel advice and security | Official travel advice from my own government (for example, travel.state.gov for US citizens, gov.uk/foreign-travel-advice for UK nationals), checked YYYY-MM-DD | [ ] | | Health requirements and recommended vaccinations | My government's travel health pages and a travel health clinic | [ ] | | Insurance (medical, evacuation, cancellation) | School's required cover; my policy wording | [ ] | | Re-entry to my study country (student visa holders) | My school's international student office | [ ] | | Emergency contacts (offline copy) | Trip office, faculty lead, embassy, insurer | [ ] | ### 7.2 Budget with currency sensitivity *Example:* a ten-day trip, with local costs in a host currency unit (HCU) at a planning rate of 25.0 HCU per USD. | Item | Currency | Amount | USD at 25.0 | Excel | |---|---|---|---|---| | Programme fee (paid to school) *(Example)* | USD | 3,900 | 3,900.00 | | | Flights *(Example)* | USD | 1,450 | 1,450.00 | | | Travel insurance *(Example)* | USD | 85 | 85.00 | | | Visa or entry fee *(Example)* | USD | 60 | 60.00 | | | Meals not covered, 8 days at 900 *(Example)* | HCU | 7,200 | 288.00 | `=7200/25` | | Local transport *(Example)* | HCU | 2,500 | 100.00 | | | Personal and cultural visits *(Example)* | HCU | 6,000 | 240.00 | | | Gifts for hosts, team share *(Example)* | HCU | 1,200 | 48.00 | | | **Total before contingency** | | USD 5,495 + HCU 16,900 | **6,171.00** | `=5495+16900/25` | | Contingency 10% | | | 617.10 | `=6171*10%` | | **Total with contingency** | | | **6,788.10** | | Currency sensitivity of the local costs (HCU 16,900): | Rate (HCU per USD) | Local costs in USD | Total before contingency | |---|---|---| | 22.5 (rate 10% lower, HCU stronger) | 751.11 | 6,246.11 | | 25.0 (plan) | 676.00 | 6,171.00 | | 27.5 (rate 10% higher, HCU weaker) | 614.55 | 6,109.55 | A 10% move in the host currency changes the total by less than USD 80 here, because most costs are paid in USD; the contingency matters more than the exchange rate. For longer stays the balance reverses (see `mba/mba-exchange-semester-plan` and `mba/mba-fx-interest-parity-card`). ## 8. During the trip: daily log | Date | Activity | What I observed (facts) | My interpretation | Link to LO or hypothesis | Question to follow up | |---|---|---|---|---|---| | YYYY-MM-DD *(Example)* | Visit 1, parts exporter | Head of operations answered all questions; two junior engineers spoke only when invited | Possible hierarchy in public settings; may differ in internal meetings | H-03, LO-01 | Ask alumni contact how internal meetings run | | YYYY-MM-DD | [ ] | [ ] | [ ] | [ ] | [ ] | ## 9. Reflection deliverable Reflective writing is more useful when it follows a cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation (Kolb 1984). Gibbs (1988) offers a practical sequence for each episode: description, feelings, evaluation, analysis, conclusion and action plan. **Suggested structure.** 1. **Objectives revisited.** For each LO, met, partly met or not met, with evidence from the log. 2. **Two or three critical incidents.** For each: what happened (facts), what I thought and felt, what it means using a course concept or framework, what I would do differently. 3. **Hypotheses tested.** Which framework predictions held, which did not, and why the national average did not fit the people you met. 4. **Business insight.** One recommendation for a firm from your home market considering this country, supported by the research brief and visit evidence. 5. **Personal development.** What changed in how you work across cultures; one behaviour to practise in the next three months. **Before and after (one technique: evidence over generalisation).** - Weak: "People here are very hierarchical and do not like to disagree." - Stronger: "In three of four visits, junior staff spoke only when the senior host invited them. When our alumni contact explained that disagreement is usually raised one-to-one before a meeting, I realised I had mistaken a different channel for an absence of debate." **Rubric** (adapt to your syllabus): | Criterion | Weight | Excellent | Adequate | Weak | |---|---|---|---|---| | Evidence from the trip | 30% | Specific, dated observations from the log | Some examples | Generalisations only | | Use of concepts and frameworks | 25% | Frameworks tested and critiqued | Frameworks named and applied | Frameworks used as labels | | Business insight | 25% | Clear recommendation tied to research and visits | Plausible insight, thin support | No business link | | Self-awareness and action | 20% | Concrete change and plan | General lessons | None | ## 10. Timeline and quality checklist | When | Task | Done | |---|---|---| | T-6 months | Compare trips (section 1), check fees and cancellation rules, apply | [ ] | | T-4 months | Check passport validity and entry requirements (section 7.1) | [ ] | | T-12 weeks | Write learning objectives; agree team roles | [ ] | | T-8 weeks | Country research brief; book required items; insurance | [ ] | | T-3 weeks | Company visit sheets and question assignments | [ ] | | T-2 weeks | Ethics and conduct briefing; team charter updated; offline emergency contacts | [ ] | | T-1 week | Re-check entry rules and travel advice; final budget | [ ] | | Trip | Daily log; thank-you notes within 48 hours of each visit | [ ] | | T+3 days | Team debrief | [ ] | | T+2 weeks | Reflection deliverable submitted | [ ] | | T+4 weeks | Follow up with contacts (`mba/mba-networking-tracker`) | [ ] | **Quality checklist before departure.** - [ ] Three to five assessable learning objectives, each linked to an activity. - [ ] Research brief with a source and date for every number. - [ ] One visit sheet per company with two prepared questions not answered on its website. - [ ] At least three cultural hypotheses written as testable statements. - [ ] Team agreement on confidentiality, photos, social media, gifts and AI use. - [ ] Entry rules and travel advice checked on official pages within the last week. - [ ] Budget with contingency and currency sensitivity. ## Common mistakes 1. **Treating the trip as tourism with visits attached.** Without objectives, there is nothing to reflect on. 2. **Stereotyping with framework scores.** A national average says nothing reliable about the person in front of you. 3. **Asking questions answered on the company's website.** It signals no preparation and wastes the host's time. 4. **Asking for confidential numbers or political opinions.** It puts the host in a difficult position. 5. **Posting from visits without permission.** One photo of a screen or a factory line can breach confidentiality. 6. **Relying on a classmate's visa experience.** Entry rules depend on citizenship and purpose; check official pages. 7. **Writing the reflection from memory weeks later.** Without a daily log, the essay becomes generalisations. 8. **Judging the host country by home-market norms.** "Behind" or "inefficient" usually means "different, for reasons I have not yet understood". 9. **Ignoring the team.** Unassigned questions lead to silence or to five people asking the same thing. 10. **No follow-up.** Thank-you notes and a short follow-up message turn a visit into a relationship. ## Self-test questions 1. Rewrite "experience the business culture" as an assessable learning objective. 2. Name the four dimensions of Ghemawat's CAGE framework. 3. What is the ecological fallacy, and why does it matter when you use Hofstede scores? 4. GLOBE measures each dimension in two ways. What are they, and why is the difference useful? 5. Name four of Meyer's eight scales and explain why positions on them are relative. 6. Which sources should you use for entry requirements, and when should you check them? 7. In the budget example, why does a 10% move in the host currency change the total by less than USD 80? 8. Name the four stages of Kolb's experiential learning cycle. 9. Give two rules your team should agree about confidentiality during company visits. 10. What makes a strong reflection paragraph stronger than a weak one? ## My notes and next steps | Date | Note | Next step | |---|---|---| | YYYY-MM-DD | *Example:* The treasury discussion at visit 1 connected directly to the FX card | Take the international finance elective next term | | YYYY-MM-DD | [ ] | [ ] | ## Sources and further reading - Hofstede, G. (1980). *Culture's Consequences: International Differences in Work-Related Values*. Sage. - Hofstede, G. (2001). *Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations* (2nd ed.). Sage. - Hofstede, G., Hofstede, G. J. and Minkov, M. (2010). *Cultures and Organizations: Software of the Mind* (3rd ed.). McGraw-Hill. - House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W. and Gupta, V. (Eds.) (2004). *Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies*. Sage. - Meyer, E. (2014). *The Culture Map: Breaking Through the Invisible Boundaries of Global Business*. PublicAffairs. - Hall, E. T. (1976). *Beyond Culture*. Anchor Press/Doubleday. - Ghemawat, P. (2001). Distance still matters: the hard reality of global expansion. *Harvard Business Review*, 79(8). - McSweeney, B. (2002). Hofstede's model of national cultural differences and their consequences: a triumph of faith, a failure of analysis. *Human Relations*, 55(1), 89-118. - Earley, P. C. and Ang, S. (2003). *Cultural Intelligence: Individual Interactions Across Cultures*. Stanford University Press. - Kolb, D. A. (1984). *Experiential Learning: Experience as the Source of Learning and Development*. Prentice Hall. - Gibbs, G. (1988). *Learning by Doing: A Guide to Teaching and Learning Methods*. Further Education Unit, Oxford Polytechnic. - The Culture Factor Group, country comparison tool, theculturefactor.com (checked 2026-10-28). - World Bank, World Development Indicators, data.worldbank.org; IMF, World Economic Outlook, imf.org (October 2026 edition published on 13 October 2026, checked 2026-10-28). - Official travel advice, for example U.S. Department of State, travel.state.gov, and GOV.UK, Foreign travel advice, gov.uk/foreign-travel-advice. ## Answer key 1. For example: "By the end of the trip I will be able to describe how decisions are made in two host firms and compare them with my last employer, using notes from at least three visits." 2. Cultural, administrative, geographic and economic distance. 3. Inferring individual behaviour from group averages. Hofstede scores describe national samples; individuals and organisations vary widely around them. 4. Practices ("as is") and values ("should be"). The gap shows where a society would like to change, which helps explain tensions and what leaders are expected to do. 5. Any four of communicating, evaluating, persuading, leading, deciding, trusting, disagreeing and scheduling. Meyer's point is that people perceive others relative to their own culture, so the distance between two positions matters more than the absolute position. 6. The host government's official immigration or foreign ministry pages and its embassy; your own government's travel advice. Check when you plan, and again in the week before departure. 7. Only HCU 16,900 (USD 676 at plan) is in the host currency, so the 10% moves change the total by +USD 75.11 or -USD 61.45, while USD 5,495 is fixed in dollars. 8. Concrete experience, reflective observation, abstract conceptualisation, active experimentation. 9. For example: no attribution of quotes without permission; no photos or recordings without consent; no confidential information in public posts or AI tools. 10. It uses specific, dated evidence, separates observation from interpretation, connects to a concept, and shows a change in understanding or behaviour. ## Revision history | Version | Date | Author | Change summary | |---|---|---|---| | 0.1 | YYYY-MM-DD | [Your name] | First draft from the template | | 0.2 | YYYY-MM-DD | [Your name] | *Example:* Added visit sheets after the itinerary was confirmed | ## Standard and licence note Structure aligned with the immersion formats common to international MBA programmes, described in general terms, the cited cultural frameworks (Hofstede 1980 and later editions; House et al. 2004; Meyer 2014; Hall 1976; Ghemawat 2001) and experiential learning models (Kolb 1984; Gibbs 1988), with official data and travel pages checked on 2026-10-28. The text is original and independent; it is not affiliated with or endorsed by any school, framework owner, publisher or government. Entry rules, travel advice and trip policies change: check the current official pages and your trip office before relying on any statement here. This is not immigration, legal, medical or financial advice. Template licence: MIT.