Culture Quest 2023

Lauder Culture Quest 2023 began in Cebu City, a bustling island in the Philippine archipelago recognized as the first Spanish settlement in the Philippines. Following a Welcome Dinner for the program’s 33 participants on December 28, 6 teams set out to explore the city’s landmarks such as Basilica del Santo Niño, the oldest Roman Catholic church in the Philippines, the Cebu Taoist Temple, Fort San Pedro, and the Yap-San Diego Ancestral House Museum. Beyond the city’s historical center, teams ventured around the island to explore its unique geography. Sites visited included the turquoise waters of Kawasan Falls, the Chocolate Hills of Bohol, the town of Moalboal, known for its snorkeling and famous Sardine Run, and Oslob, a unique place for swimming with whale sharks. All teams reunited to welcome the New Year at a party in Cebu City.

On January 1, the group departed for the pristine beaches of El Nido, Palawan. Here, teams toured around the various islands by boat, capturing photos of the steep limestone cliffs and rock formations emerging majestically from crystal clear waters. Teams also kayaked through lagoons, lakes, and caves, sampled local Filipino street food, and enjoyed breathtaking sunsets from secluded beaches.

Lauder Culture Quest provided ample opportunities for local interactions. Teams earned extra points by meeting and interviewing local business owners and government officials, engaging in bartering at the local market, and documenting local traditions as well as exploring the presence of outside cultural influences in Filipino daily life. The Quest concluded with a group dinner in El Nido, filled with karaoke and good vibes.

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The Lauder Institute Code of Conduct

Last Updated December 1, 2023

The Lauder Committee on Academic Programs uses two standards to determine satisfactory progress and eligibility for official Lauder extracurricular student activities, student leadership positions and funding. The two standards are: good academic standing and compliance with the Lauder Code of Conduct. Good academic standing refers to fulfillment of degree requirements, with a minimum standard of a B average for all courses in each academic year, no grades of “F”, and compliance with capstone deadlines and protocols. Students who receive a grade lower than a “B” for either the capstone course or the capstone paper are considered as not in good academic standing.

Students not in good academic standing are not eligible for additional financial aid or awards such as the Lauder summer leadership internships. A student who receives a grade of “F” in a Lauder Core Curriculum Course must re-take that course. The Lauder Core Curriculum includes Regional History, INTS 7210, INTS 7320 and INTS 7410, capstone seminar, and capstone research paper in addition to required Program of Concentration courses.

As Leonard Lauder Fellowships are considered a distinctive recognition, funding may be rescinded if a student fails to maintain both standards.

Academic Standing

The minimum standard for satisfactory work for the graduate faculties of the University is a B average for all courses in each academic year and satisfactory compliance with capstone policies and deadlines (including a grade of B or better in both the capstone seminar and the capstone research paper). A student whose record falls below a B average may be required to withdraw. The School of Arts and Sciences requires a minimum cumulative GPA of 3.0, which includes MBA or JD joint-credits, to forward candidates for degree.

A student who fails to comply with capstone policies and deadlines or to complete a course within the semester during which the course is taken and does not withdraw or change his/her status to auditor will receive, at the faculty member’s discretion, a grade of either I (incomplete) or F (failure). In general, it is expected that a student will complete the work for a course during the term in which that course is taken.

Grade of Incomplete (I). All incomplete grades not removed by the end of the first 3 weeks of the following regular semester will be converted automatically to “F” except in the case of a documented medical or family emergency. Incomplete grades are changed to permanent grades by the faculty member, who files a change-of-grade form upon completion of the course requirements. The faculty member may permit an extension of up to 1 year for the completion of the course. In such cases, any course that is still incomplete after 1 calendar year from its official end may result in a grade of “F” and will not be credited toward a degree.

Lauder Code of Conduct

A student who does not remain in good academic standing or who violates the Lauder Code of Conduct will be informed in writing and may lose eligibility for official Lauder extracurricular student activities, student leadership positions, and funding and could be required to withdraw from the program.

If, upon the recommendation of the designated Faculty Directors, the Committee on Academic Programs designates a student as not being in compliance with the Code of Conduct, eligibility for extracurricular activities, meetings and funding is in jeopardy. See details below about the Lauder Code of Conduct. The Lauder Committee on Academic Programs will determine any sanctions; inform the student of the process for appeal/response and the duration of the non- compliance status.

All members of the Lauder community are expected to uphold the highest ethical standards and practices appropriate to their status as members of the Lauder community. The MBA student body has articulated specific related guidelines, approved by vote in the spring of 1989.

The full text of the “Graduate Code of Ethics” can be found in the MBA Resource Guide. The Code of Student Conduct and Responsibilities at Penn Law similarly applies. Students are responsible for reviewing the codes of conduct noted above. Failure to uphold the Lauder and Wharton Code of Conduct means that a student is officially not in compliance with this standard.

Above and beyond the Codes above and to ensure a positive and productive learning and teaching environment, the Lauder Institute will respond to disruptive behavior, which is considered behavior that interferes with or obstructs the functioning and flow of a work or educational environment and individual academic efforts. Examples of such disruptive behavior include, but are not limited to, (a) frequent tardiness; (b) distractive talking, such as speaking out of turn or monopolizing classroom conversation; (c) verbal disputes, perhaps of such form, frequency, and range to indicate a student’s systemic inability to form peer bonds; (d) physical disputes or threats thereof; (e) substance abuse; (f) use of electronic devices that have been defined as not permitted during instructional periods; (g) malicious gossip meant to ostracize or bully others; (h) threats to harm self or others; (i) intellectual mocking that may intimidate or “silence” others from further active participation in learning activities; and (j) frequent complaining, possibly aimed to be excused from and/or renegotiate responsibilities or commitments that are part of a standard Lauder curriculum.

A response system is in vigor if any of the codes in this section are violated. The response aims to treat students fairly and consistently. It includes: (1) a verbal warning by the faculty member/Lauder representative in situ for any failure to meet academic requirements or adhere to the Lauder Code of Conduct; (2) notification to respective Faculty Director of any issue; (3) a written warning/documentation by the relevant faculty and/or academic faculty head; (4) a formal meeting with the faculty member/ Lauder representative; and (5) a follow-up meeting/message about progress or continuing issues.

Students will be given the opportunity to respond and debrief with Faculty Directors. The opportunity to respond will occur upon return from off-campus activities. The Lauder Committee on Academic Programs will review cases that are brought to the Committee and determine consequences. The Managing Director will inform a student – in writing – if he or she is not meeting the standards of academic standing and/or Lauder Code of Conduct as well as any decisions of the Committee on Academic Programs.

During off-campus Lauder summer immersions, Lauder Intercultural Ventures (LIVs), and mini- immersions, the Lauder Institute reserves the right to dismiss a student from a Lauder activity due to severe disruption to program activities. In the case of Lauder Summer Immersion, dismissal will follow 3 written warnings from the Lauder Institute faculty/representative; however, the Institute may request that a student leave the program immediately in exceptional situations. In cases where a student is requested to leave the Summer Immersion program, but is not requested to withdraw from the Lauder Institute, the student must submit make-up work in order to receive a course grade. The course grade will be no higher than a “C”. In the case of Lauder Intercultural Ventures (LIVs), mini- immersions, or officially-recognized Lauder academic activities, dismissal will follow 2 written warnings from the Lauder Institute faculty/representative; however, the Institute may ask a student to leave the program immediately for egregious behavior. The Managing Director will also communicate penalties as a consequence of the reported incidents; these may include, but are not limited to, required make-up work, cancellation of fellowship awards for that semester, and denial of eligibility for Lauder honors or awards. Students will not receive refunds for summer immersion expenses or rescheduling fees in the event of dismissal from Institute activities. Please note that Lauder classes are for students enrolled in the Lauder M.A. degree only.

A special note on virtual activities/recordings for instructional purposes: all video, audio, and on-screen activity, including chat windows, are for the purposes of Lauder classroom instruction only, and must not be posted publicly or shared beyond your class members. Inviting others or circulating recordings is not allowed. As classes may need to be recorded, the Lauder Code of Conduct, the Wharton Code of Ethics as well as the Student Code of Conduct and Privacy Policies of the University of the Pennsylvania apply. Violations of these policies may affect the course grade and standing in the Lauder Program.

Code of Academic Integrity. The University of Pennsylvania’s Code of Academic Integrity, which articulates the principles and spirit governing cases of cheating, plagiarism, fabrication, multiple submissions, misrepresentation of academic records, facilitating academic dishonesty, and unfair advantage applies to all Lauder students. The Code of Academic Integrity may be found at: https://catalog.upenn.edu/pennbook/code-of-academic-integrity/. Failure to uphold to the University code of academic integrity means that the student is automatically not in good academic standing.

International Fieldwork Photo Contest: Winners Announced

The Lauder Institute is pleased to announce the winners of its International Fieldwork Photo Contest.

These photos were taken by students from the Class of 2024 while completing international fieldwork for their masters research project.

The photos shown below reflect research undertaken in South Korea, Japan, New Zealand, and China where student teams engaged in cross-regional analysis, exploring topics as wide-ranging as the impact of ‘World Heritage Site’ designation, regulation of cryptocurrency, and the growth of snow sports tourism.

Winning photos will be framed and displayed at The Lauder Institute.

To learn more about Lauder Capstone Research, click here.

WINNERS:

ADAM STEIN

Gamcheon Culture Village | Busan, South Korea

“How would you feel if your house became a tourist attraction overnight? In Busan’s Gamcheon Culture Village, residents were forced to answer this question after a public art project transformed the neighborhood into a leading tourist attraction, providing new income sources for some residents while forcing others to abandon their homes. This case study on mass tourism relates to our team’s research on the effects of UNESCO World Heritage Site designation, revealing that a fresh coat of paint can sometimes be even more impactful than international recognition.” – Adam Stein

Adam is a student in Lauder’s Latin America Program, with a concentration in Spanish.

PHILLIP WEINSTEIN

Sensō-ji | Tokyo, Japan

“Amidst Tokyo’s bustling urban landscape, Sensō-ji Temple stands as a serene sanctuary of tradition and spirituality in Japan. Its vibrant red gate welcomes visitors with timeless allure, contrasting against the modern city’s hustle and bustle. Winding through Nakamise Street, a colorful array of stalls beckon with trinkets and treats, bridging the gap between past and present. As one steps into the temple grounds, my Japanese Fujifilm camera’s click captures both the present we live in today and the history of yesterday, just like our research on Japan’s movement away from fiat into a new age of cryptocurrency.” – Phillip Weinstein

Phillip is a student in Lauder’s Europe Program, with a concentration in Russian.

MAESOUMEH MOHAMMADKHANI

Milford Sound | South Island, New Zealand

“Our team travelled to New Zealand to study the growth of snow sports tourism. While visiting Fiordland National Park, I captured a boat travelling through Milford Sound. We discovered that the term “sound” is a misnomer for Milford Sound, as it is more accurately classified as a fjord. This was just one among many insights we gained into New Zealand’s national geography and environment, both of which offer an ideal setting for adventure sports.” – Maesoumeh Mohammadkhani

Maesoumeh is a student in Lauder’s Latin America Program, with a concentration in Spanish.

HONORABLE MENTION:

WENJIA YOU & MELODY XIE

Laomendong | Nanjing, China

“We visited South Korea and China to do a comparative study on the global popularity of K-pop. In Asian pop music, traditional attire like Han Fu (pictured here) is a cornerstone of music video iconography, symbolizing a blend of heritage and modernity. Our visit to Nanjing immersed us in this cultural phenomenon. Wearing Han Fu, we experienced a vivid connection to history, witnessing how ancient traditions are reimagined in today’s pop culture. This photo captures the essence of this cultural fusion, reflecting the global appeal of East Asian pop music and the rebranding of traditions by younger generations. – Wenjia You and Melody Xie

Wenjia is a student in Lauder’s Global Program, and Melody is a student in Lauder’s East and Southeast Asia Program, with a concentration in Japanese.

HONORING OUR STUDENT VETERANS

November 11, 2023

On this Veterans Day, we proudly introduce four Lauder Institute students, each of whom brings a rich history of service with the U.S. Armed Forces, representing the U.S. Air Force, Army, and Navy. Veterans possess a unique and global perspective, having traversed the world while navigating diverse cultures, languages, and geographies in service to their country. Over the years, the Lauder Institute, as an international studies degree program, has drawn in numerous globally-minded veterans, recognizing the invaluable qualities of service, leadership, and adaptability that they bring to the world of business and beyond. Read on to learn more about our veterans, including the best lesson they learned during their time in the military.

JEB BEARD

ACTIVE DUTY: U.S. AIR FORCE, 2009 – 2022

“The best life lesson I learned from the military was to put people first. Whether you’re deployed overseas, or fighting over budget in the Pentagon, taking care of people first allows the mission to easily fall into place. I’m learning that this lesson is just as true in business leadership.”

Jeb was born in Arkansas but spent much of his childhood in Brussels and Lausanne before attending high school in Georgia. After earning his undergraduate degree from the United States Air Force Academy, Jeb was commissioned as an intelligence officer in the U.S. Air Force, where he spent the majority of his career in the Special Operations community. The military stationed Jeb in Texas, New Mexico, Florida, and Washington, D.C., and deployed him on multiple missions to Afghanistan, Iraq, West Africa, and Southeast Asia. His most rewarding deployment was to Ouagadougou, Burkina Faso, where he organized multiple training missions between the Burkinabe and U.S. military following a period of civil unrest. Jeb is currently serving as an Air Force reservist while completing his MA/MBA.

Jeb is a student in Lauder’s Africa Program, with a concentration in French.

MANNY FIGUEROA

ACTIVE DUTY: U.S. ARMY, 2018 – 2022

“Your ability to lead and create change isn’t determined by the stamps on your resume or the ribbons on your chest – it’s determined by how you show up every day, your willingness to listen, and act. The best leaders I had were the most unconventional ones; the ones who dared to listen.”

Manny was born and raised in Houston, Texas. The son of a Salvadoran refugee, Manny was the first in his family to attend college. Upon graduating from Dartmouth College in 2018, Manny enlisted in the United States Army and began serving as a cryptologic language analyst, specializing in Persian-Farsi. He distinguished himself with meritorious service as Team Lead, Directorate of Operations for the National Security Agency. He led a team of eight joint-service military analysts, supplying critical intelligence to deployed U.S. and coalition forces. He was also selected to create and manage an initiative focused on adversary weapons development and manufacturing. His efforts helped shape national security policy in a heavily contested region of the world and he was recognized by the Secretary of Defense, the director of the NSA, and the Office of the President of the United States.

Manny is a student in Lauder’s Latin America Program, with a concentration in Spanish.

TOMMY MADDOX

ACTIVE DUTY: U.S. ARMY, 2018 – 2022

“Integrity is everything. You need to understand who you are to your core and exactly what your convictions are. This allows others to build trust in you and inspires them to be their best selves. When others are counting on you and expending their blood, sweat, and tears on your behalf, you need to demonstrate you are worthy of that expenditure.”

Tommy earned his Bachelor of Science degree in civil engineering from the United States Military Academy at West Point. Following graduation, he was commissioned as an infantry officer in the United States Army. He was first stationed at Fort Benning, Georgia, where he completed the Infantry Basic Officer Leader Course and Ranger School. From 2018 to 2022, Tommy was stationed at Schofield Barracks, Hawaii. As an infantry platoon leader, he completed training deployments to Australia and Indonesia. As an operations officer, he established an international network of over 15 countries throughout the Indo-Pacific area, committed to advancing jungle warfare techniques.

Tommy is a student in Lauder’s Latin America Program, with a concentration in Portuguese.

WILL MISITANO

ACTIVE DUTY: U.S. NAVY, 2015 – 2023

“One of the best life lessons I learned during my time in the Navy was to learn as much as you can from your team, and to not be afraid to ask questions. Being dedicated to learning from the sailors you work with helps to build trust and cooperation. This trust is important because you will soon be leading those sailors, and they will look up to you for help.”

Will was born and raised in Oceanside, New York, and graduated from Carnegie Mellon University where he was a member of the Naval Reserve Officer Training Corps. In 2015, Will commissioned as an ensign in the United States Navy and went on to complete his training to become a submarine warfare officer. Following his training, he served three years aboard the USS Jacksonville as both audit and surveillance officer and the submarine’s main propulsion assistant. Based out of Pearl Harbor, Hawaii, Will and his sailors were responsible for all nuclear related mechanical systems onboard the submarine and carried out the vessel’s final deployment. After the USS Jacksonville was decommissioned in 2021, Will served as a strike officer in Manama, Bahrain, at the U.S. Navy’s Fifth Fleet Headquarters, then as an analyst at the Nimitz Warfare Analysis Center at the Office of Naval Intelligence (ONI) in Washington, D.C.

Will is a student in Lauder’s SAMENA Program, with a concentration in Arabic.

To watch our Veterans Day video on YouTube, click here.

Four Decades of the Lauder Institute’s Global Impact

As the Lauder Institute celebrates its 40th anniversary, Wharton Magazine takes a look back at our evolution as a one-of-a-kind program to develop international business leaders (and, in the process, a particularly passionate alumni network).

We look forward to continuing to educate and build our extraordinary community of global citizens, innovative thinkers, and compassionate leaders for decades to come.

Read the full story >>>

Watch our 40th Anniversary Video>>>

Celebrating Latinx Heritage Month

As Latinx Heritage Month (September 15th to October 15th) unfolds across the United States, the Lauder Institute is celebrating the diverse cultural heritage of its students from the Latin America (LatAm) region. Approximately 24% of students from the combined Classes of 2024 and 2025 are from Latin America or have Latin American heritage through their parents. This contingent of students represents fourteen Latin American countries and territories: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, the Dominican Republic, Ecuador, El Salvador, Mexico, Nicaragua, Peru, Puerto Rico, and Venezuela.

We met with a few of our LatAm students to ask them what they love most about their culture. Watch the video below:

✨Mercedes Beras Goico (G’24, WG’24) – Dominican Republic – celebrates the passion, tenacity, resilience, and vibrance of Dominican people.

✨Santiago Gonzales (G’25, WG’25) – Colombia – celebrates Colombian dancing, showcased best at the annual Carnival de Barranquilla. He also loves Colombia coffee culture, noting that the country produces some of the world’s best coffee.

✨Maria Zorrilla (G’25, WG’25) – Mexico – celebrates the diversity of regional Mexican cuisine.

✨Ignacio Marchionna Faré (G’24, WG’24) – Argentina – celebrates Argentinian BBQ (asado), local music, and the warmth of Argentinian people.

✨Cristian Navarro Delgado (G’24, WG’24) – Costa Rica – celebrates the phrase ‘Pura Vida’ which is used in many ways throughout Costa Rica, but always as an invitation to absorb life at every moment.

✨Rafaela Tord (G’24, WG’24) – Peru – celebrates coming together with her family over Sunday brunch and enjoying great Peruvian food, as well as exploring the natural beauty of the Peruvian landscape.

✨Ignacia Leiva Crossley (G’25, WG’25) – Chile – celebrates her family-oriented culture and its focus on the cooperative versus the individual.

Made with LauderLove: New International Recipe Book

The Lauder Institute is delighted to announce the release of its inaugural recipe book featuring a collection of international recipes from the Class of 2023.

The book is a reflection of the rich tapestry of cultures and backgrounds that make up the Lauder student body. Across the Class of 2023, more than 30 languages are spoken and 40 countries are represented, with dual and international citizens making up 67% of the class population.

In this initiative led by Mili Lozada-Cerna, Faculty Director of Lauder’s Language and Culture Programs, students came together to cook, share, and celebrate the world’s diverse cuisines. This collaborative effort, which will be a project repeated annually, epitomizes the Lauder Institute’s core values of community, student-centered learning, and intercultural awareness.

The recipe book is organized into sections that align with the Institute’s Regional Programs of Concentration: Africa, East & Southeast Asia, Europe, Latin America, and SAMENA (South Asia, Middle East, and North Africa).

Students from the Class of 2023 will receive a limited edition printed copy of the book. A digital download is available below. We invite you to join us on this culinary journey, where food becomes the language through which we celebrate, understand, and embrace a global mindset.

Click the image for digital download.

A Look Inside the Hindi Summer Immersion

Two first-year students from our SAMENA (Hindi) program discuss the highlights from their 5-week stint in India.

✨Yashodhana Raj (G’25, WG’25) was born in Mumbai and lived, studied, and worked in Israel, Italy, Austria, Russia, and India before joining Lauder. Her work has mainly focused on women empowerment, emerging economies, and supporting conscious entrepreneurs engaged in advancing UN Sustainable Development Goals.

✨Neha Saraf (G’25, WG’25) was born in India and raised in Kazakhstan, Zambia, and Dubai. She spent her formative years of education and career in London, UK before joining Lauder. Neha was an investment banker for 5 years and recently founded “The Finance Connect,” a free resource sharing and mentoring platform for students wanting to enter the financial services industry.

Learn more about Summer Immersions here.

Summer Immersions for 2023 Take Flight

Summer Immersions for the Class of 2025 are underway. The Summer Immersion program, a required part of the Lauder Institute’s International Studies curriculum, takes first-year students around the world for a 5-week period, providing an unparalleled opportunity for field-based and interdisciplinary learning. Guided by faculty directors and in the company of their peers pursuing the same Program of Concentration, students practice their target language in real-world settings, delve into regional history and culture, and engage in-depth with local economies and business practices. Over the course of the summer, students are exposed to a wealth of informal and formal contexts, from visiting iconic landmarks to collaborating with local businesses, community organizations, and government bodies. The Summer Immersion offers a transformative learning and bonding experience that builds intercultural awareness, strengthens leadership skills and business acumen, and deepens a student’s international mindset.

One of the features of the Summer Immersion is the incorporation of summer research projects. Students form teams and embark on research culminating in an article on an economic, cultural, or political topic related to their international experience. These articles are published in Lauder’s Annual Global Business Insight Report.

Pictured below are some activities from the 2023 Summer Immersion.

The German Program takes a boat tour on the Alster River in Hamburg, Germany

Global Program students visit Vietnam’s VNG Corporation in Ho Chi Minh and meet with founder, Le Hong Minh

The Africa-French Program enjoys a meal in Dakar, Senegal

The French-Europe Program visits rising startup, Kiro, which aims to revolutionize personalized medicine. Students spoke with Kiro’s Founder & CEO, Alexandre Guenoun and CTO, Stan Kocken

The Spanish Program visits River Plate Stadium in Buenos Aires, Argentina

The Hindi Program stays relaxed with yoga stretches between classes in New Delhi, India

Portuguese Program students are hosted by Nubank for a corporate visit in São Paulo, Brazil

The Mandarin Program meets for their welcome dinner at Da Lai Xiao Guan in Taipei, Taiwan

The Africa-General Program visits the Centre for African Popular Culture at Asheshi University (Ghana) where Founding Director, Dr. Joseph Oduro-Frimpong, provides a lecture on the intersection of art and design thinking

Learn more about Summer Immersions here.

The Lauder Institute Launches Italian Language Track in Europe Program

Published June 15, 2023

The Lauder Institute is pleased to invite applicants for a new Italian Language Track in our Europe Program of Concentration beginning in Summer 2024. Applicants for the Lauder Class of 2026 who meet the eligibility requirements may select ‘Italian’ as their language of instruction in the Europe Program.

The Institute’s language and culture courses are aligned with the Institute’s commitment to develop outstanding business leaders. Spoken by more than 70 million people worldwide, Italian opens doors to a vibrant culture deeply rooted in art, literature, music, history, and commerce.

“At the Lauder Institute, we believe that language is the gateway to cultural understanding and effective leadership in international business,” says Managing Director, Kenric Tsethlikai. “Italy plays an important role in the European Union and the global economy. Its thriving industries, including fashion, tourism, design, manufacturing, and cuisine, have global influence making it a compelling area of study for our students.”

The Europe Program of Concentration at Lauder already offers four languages of instruction: French, German, Russian, and Spanish. Students study regional and national diversity, local perspectives and experiences, and Europe’s geopolitical and economic relations with the world. Students in the 24-month Europe/Italian program will work toward a superior-level of Italian language proficiency by the time they graduate through a combination of in-class language study, interdisciplinary coursework, and international immersive experiences.

Applicants interested in applying to the Italian Track must meet specific proficiency requirements to be eligible. Educated native speakers* in Romance languages (such as French, Portuguese, Spanish) without prior knowledge of Italian will be considered for the Europe/Italian program. These applicants should test in their native language and are required to submit a Superior-level OPI rating for that language. In addition, educated native speaker* applicants who speak some Italian should take an OPI in Italian even if the expected rating is at or below Advanced. For more information on language and testing, please review the options and requirements here.

If you are interested in applying, please visit our Admissions page for more information. https://lauder.wharton.upenn.edu/admission/

*A person who speaks that particular language as a first language AND whose formal education was delivered in that language through high school.