Luis Enrique Solórzano and Lorena Flores talk about the importance of reputation and congruency that must be present in ethical endeavors.
Luis Enrique Solórzano - CEO at The Purpose
Luis Enrique Solórzano - CEO at The Purpose
30+ Yrs.in family businesses environments but corporate demands and goals developed the strengths necessary at the current volatile world. Multicultural and cross-functional operations [Latam-Caribe] at FMCG, and corporate top management in multi-media create sensitivity and communicational empathy at different perspectives: brand-advertiser, media, and consumer.
Developments at PepsiCo from brands and products to market re-launches require not only marketing, but also design and implementation of manufacturing, logistics, and distribution networks, through a set of skills and character to make things happen, and understanding of the importance of an effective communication.
Leading from top management in media complements to the necessity for commercial results, with the responsibility of ethical and visionary communication of activities that affect people and community´s development.
Since 2013 Luis Enrique has focused on sustainable development, and understanding of mega-trends on sustainability, new technologies and its impact in the change of industries, economic activities, organization's management, and the need for cultural change towards more ethical and sustainable practices.
From a commercial and marketing perspective, there is no doubt about the importance of having a good reputation.
Brands with negative burden, caused by old problems related to their organization, product, or their customer service, are practically impossible to keep using. The reputation clearly became an unbreakable barrier.
A Brand, walking the basic steps to gain awareness, a presence between their consumers and stakeholders, and competing to be in the top of mind of its category; also coordinates distribution efforts towards a correct availability to finally achieve higher market share. The brand also understands that this entire commercial journey can encounter a broken bridge or a turn down into the depth, due to a setback in its reputation.
The communication of brands to gain battles and commercial spaces, for the short, mid, and long term, consider reputation as an strategic allied, but at the same time as a constant threat, if marketing is not consistent with a bigger picture always being drawn by all the people interacting with the brand and the company, further than commercial fields.
The relationship with the Company´s surrounding community, and the internal workforce management have always been delicate elements to ensure that reputation adds to the commercial efforts, and it is not by the contrary a fatidic setback.
Volatility, new interactive media, and the omnipresent environment and community agendas, have imposed an evolution to the reputation factor. Now, the brand building and consumers bonding tell relevant and meaningful stories about economy, environment, and society, instead of transient tricks to capture users, or stories about vane prides based on commercial conquests. Now, the brand reputation is built at several arenas, not only played at commercial fields.
Lorena Flores Moscoso - Writer
Lorena Flores Moscoso - Writer
She has a degree in Ecoturismo in UVG, a degree in Literature UVG, a Master in Superior Education UVG, a Master in Turistic Business Administration from Universidad Santiago de Compostela. Actualy she study a Master in Ambient studies UVG.
The prestige of the study abroad programs a dilemma of ethical and academic consistency for higher education institutions
Study abroad programs have become a cliche, an idea, which is repeated and reinforced among the educational community. This type of program is sold as life transforming experience for the participant. Students may perceive studying abroad, in other cultural context be a transformative experience and at the same time the teacher wants to establish whether he achieve a leaning outcome and give credits to it. But what about the student relationship with the host culture. How can this be evaluated?
The mobility program is given under the framework of intercultural education, an education that promotes the understanding, acceptance and respect of different cultures. A competency is defined as the ability the student develops on one aspect in particular that transcends the classroom and takes any professional or personal situation. It is knowing, being and doing.
Uniting these two concepts it derives the definition of intercultural competence than consists of a series of skills cognitive and affective behavior that support effective and appropriate interaction in different cultural contexts. To develop these skills we must take into account some fundamental principles
Cultural knowledge is not equivalent to a cultural competence. The student may know about politics, geography, history, the new context but is more important interact with host community members being aware of their values, beliefs and behaviors.
Learning the language is not a cultural learning. If you learn the language outside the context the student is fluent but he doesn’t have proficency.
The mobility programs raise an disequilibrium between the student and his new surroundings. This must not become an element of dissatisfaction but learning.
The cultural interaction not necessarily develops a competency. Learning takes place when the student is able to take elements of the context in which is and assess them from that perspective.
The cultural contact not eliminates or minimizes the stereotypes by which it has to be mediated. The other is not denied by the denial but inclusion
Finally the mobility programs must be develop from an ethnorelative perspective and this involves acceptance, adaptation and integration of cultural difference.
Acceptance implies respect for the difference of behaviors and values. Adaptation refers to the empathy that should generate student, linguistic competence that allows them to consciously change and use another frame of reference, act under the understanding of plurality and internalize more than one vision of the world. Integration is the highest reach and is the power in context to evaluate cultural differences and be able analyze that your identity is not based mainly on a culture.
This knowing, being and doing of the program not only responds to the academic content and the prestigious of the institution of higher education, a program specific or of the student. It approach, development and execution must be congruent with the intercultural competencies to be acquire. It must need to create in the participant cultural awareness towards the host culture based assessment of other cultures, openness without judgement, curiosity and discovery, tolerance to ambiguity, etc. This prestige and the consistency of internal and external desire outcomes will be based on the good living participant. In its free will but conscious, not limiting their acts but using their judgment in a new cultural framework and establish what is right and wrong, internalizing a relative vision of the world instead of an ethnocentric one.
Only under this framework study abroad programs can preserve its prestige as life transforming experiences and be consistent with an intercultural education.