Summer Global Business Program

Transcripción

Santiago, Chile Dear future Santiago, Chile student,
¡Bienvenido! We’re excited that you’re preparing to study abroad on an IFSA-Butler program and have
chosen the Summer Global Business program as your destination. Santiago is a vibrant and charming
capital city in the Southern Cone. We’re sure you’re going to love studying there.
This document contains important information about academics and housing for the Summer Global
Business program. After reading through this document, please complete and return the family
placement form. The form can be sent to IFSA-Butler via mail, fax or e-mail.
If you have not done so already, you can begin your program application online at www.ifsabutler.org/apply/apply-online. To complete your application, you must submit a few forms in addition to
the online application in order for your complete application to be reviewed by the selection committee.
Please click on the link for “Supplemental forms for intermediate and advanced Spanish-speaking
programs” at www.ifsa-butler.org/apply/forms. Acceptance decisions are sent via e-mail seven to 10 days
after the submission of your complete application.
As your IFSA-Butler program advisor, I’m here to assist you with any questions or concerns you may have
right up until the moment you board your flight for Santiago. I have studied and traveled throughout
Latin America and even worked in Santiago. Once you arrive in Santiago, you’ll be in the very competent
hands of our resident staff. Until then, please feel free to contact me at any time. You can reach me at:
Institute for Study Abroad, Butler University
1100 W. 42nd St., Suite 305
Indianapolis, IN 46208
Toll Free: 800-858-0229 ext. 4249
Direct: 317-940-4249
Fax: 317-940-9704
E-mail: [email protected]
Web: www.ifsa-butler.org
I’m looking forward to working with you over the next few months!
Saludos,
Emily
Institute for Study Abroad® • 1100 W. 42nd St., Suite 305 • Indianapolis, IN 46208 • 800-858-0229 • Fax: 317-940-9704 • www.ifsa-butler.org
Santiago, Chile
Academic Information
IFSA-Butler offers an eight-week study abroad program at the School of Business and Economics at
Universidad de Chile in Santiago. This document is designed to provide you with a general overview of
the program’s academic requirements and course offerings in order to prepare you for a successful
summer abroad. Please review this document along with the “Academics” section of your Preparing to
Study Abroad guide, which was included in your welcome packet.
What is the academic structure of the Summer Global Business Program?
The program allows you to enroll in three classes specially designed for IFSA-Butler students at the
School of Business and Economics at Universidad de Chile. These classes, taught in Spanish by Chilean
professors, are intended to provide you with an understanding of the events and issues that make Chile
what it is today.
What are the registration conditions?
You must take a full course load as determined by IFSA-Butler, which is 9 U.S. semester credit hours for
the summer. Credit will be awarded on a Butler University transcript based on a typical U.S. summer
course load. Taking less than a full course load may jeopardize your student status and result in personal
academic repercussions and/or loss of financial aid.
All courses are graded on an A–F scale, and there is no provision for pass/fail or auditing courses unless
pass/fail is the only method of assessment for the course. Students are not allowed to register for online, distance education or hybrid courses. See the “Academics” and “Program Fees and Financial Aid”
sections in Preparing to Study Abroad for more information.
What program courses does IFSA-Butler offer?
The following courses are specially designed for IFSA-Butler students on the Summer Global Business
program. You are required to enroll in all three courses offered on this program: Culture,
Management and Business, Doing Business in South America, and
Sustainable Development in the Southern Cone. Please refer to the
“Program Courses” section of your program materials for detailed
course syllabi.
Culture, Management and Business (3 U.S. semester credit
hours)
This course is conducted in Spanish and combines language
instruction in Spanish with a survey of concepts used in
economics and business, as well as a study of business-related
vocabulary and Chilean business practices.
Doing Business in South America (3 U.S. semester credit
hours)
This course is conducted in Spanish by university professors. It
provides an analytical framework to further students’
understanding of four thematic areas: Strategic context for international business in South America,
economic and trade context in South America, legal and business practices in Chile, and practicalities of
conducting business in Chile.
Sustainable Development in the Southern Cone (3 U.S. semester credit hours)
This course is conducted in Spanish by university professors. Its aim is to identify and evaluate the
process of development in the Southern Cone and its impact in businesses. This course concentrates on
how natural resources, environment, pollution, and many other factors play a strategic role when doing
business in South America.
What is the Universidad de Chile like?
The University of Chile is the country’s oldest and largest public institution of higher education. All
courses are held at the Universidad de Chile’s School of Business and Economics, whose undergraduate
business program was recently named as one of the best in Chile. The campus of the business and
economics school is small but modern and located minutes by subway from the heart of downtown
Santiago.
What Universidad de Chile courses are available to me?
Students can only enroll in the three courses described above. Students are not eligible to enroll in
other classes taught at the Universidad de Chile. All courses are worth 3 U.S. semester credit hours.
How will I register for courses?
Course registration will take place when you arrive in Chile.
What do I need to know about exams?
All academic obligations, including final exams, must be completed before leaving Chile. You are not
permitted to reschedule exams, request alternate assessment or arrange to have your exams proctored in
the United States. If this occurs, IFSA-Butler will not be able to assist you in conducting an academic
record query on the class in which you made this arrangement. Additionally, all academic obligations,
including final exams, must be complete before leaving Chile.
How will my home university know what my classes were and what grades I received?
After you return to the U.S., IFSA-Butler will send a Butler University transcript to your home university.
The transcript reflects the courses taken, credits attempted and grades earned at Universidad de Chile
during your summer abroad. We will also send an official transcript to your permanent home address.
What if I need academic help during the semester?
In addition to the formal Spanish class, our program can organize tutoring sessions for students
throughout the summer. Please meet with the IFSA-Butler resident staff if you would like the
assistance of a tutor.
Each IFSA-Butler student will also be paired with a local Chilean student from the School of Business and
Economics at the Universidad de Chile. This mentor will not only help with day-to-day student life issues,
but will also be a language partner for the IFSA-Butler student, with the aim of fostering cultural and
language exchange.
Are there any special events organized by the program?
Excursions are designed to complement the academic components of the program and include day trips
to the Banco Central, the seaport of Valparaíso, a Chilean vineyard, a copper wine, and local small
businesses. A three-day excursion to La Serena in northern Chile to study small and medium-sized
businesses and seaports is also planned.
In addition to the thematic excursions, students will also have the opportunity to attend five national and
international forums where guest speakers discuss current events related to business issues in Chile.
Photo by IFSA‐Butler Student Esther Liu, Northwestern University
Santiago, Chile
Mandatory Program Course: Culture, Management and Business
Course Description:
This course is designed for students who already have knowledge of linguistic structures and background
in the oral and written use of Spanish. During the class, topics of grammar, vocabulary, culture and
economics will be covered to reinforce the correct use and understanding of formal and conversational
Spanish. Students will practice and become confident in the handling and use of intermediate level
structures and will be able to develop their language skills in the colloquial, academic and business
contexts.
The course will consist of 45 contact hours.
General Course Objectives:
1. To become an effective communicator in Spanish through speaking and writing for everyday
use and in the business and academic environment
2. To achieve auditory competence favorable for interactions, conversations and
comprehension.
3. To use functioning Spanish lexis
4. To use lexis related to economics
5. To provide students tools to be able to distinguish Chilean and Latin American cultural codes
6. To recognize different dimensions of the Chilean business world
Specific Objectives:
1. To give the student the necessary grammatical strategies for optimum oral and written
production
2. To practice grammar, vocabulary and the communicative functions of language and business
through oral and written language activities appropriate for an intermediate level of Spanish
3. To speak and write in Spanish in economics, business and sustainable development contexts
4. To achieve improved oral fluency
Content:
The content to be covered during the course will be:
Grammar
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Descriptive verbs
Regular and irregular verbs in present and past indicative
Questions
Prepositions and adverbs of place
Forms and use of personal direct and indirect object pronouns, and others
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Pronoun position
Future and conditional verb tenses
Reflexive verbs
Imperative verb tense
Subjunctive verb tense
Chilean Spanish
 Recognition of the principal phonetic aspects of Chilean Spanish
 Recognition of the principal expressions and terms most common to Chilean Spanish
Business Spanish
 Economic terms and concepts
 Colloquial and informal expressions in the business world
 Overview of the social and economic reality of Latin America
Chilean Culture
 Comparison of the economic and social realities of the U.S. and Chile
 Chilean and Latin American business idiosyncrasies
Vocabulary
 Increase the student’s lexis in all areas
 Learn techniques to expand vocabulary
Evaluation:
There will be three exams on material covered in class and a research project. Attendance and class
participation will also be evaluated.
First exam
Second exam
Third exam
Research project
Participation
15%
15%
15%
40%
15%
Santiago, Chile
Mandatory Program Course: Doing Business in South America
Description:
South America is both a region with a very attractive and dynamic market for doing business in, and
sometimes a quite complex and a not so easy context to understand and to really exploit its
opportunities.
That’s why it is important to be able to capture South American past and present, as well as its historical,
political, social and economic changes.
This program aims to provide an appropriate analytical framework for enhancing student’s competence
in order to better understand and to solve main international business problems in South America. Method of Presentation:
Colloquium, lectures, seminars, debates and comparative case study.
Required Work and Form of Assessment:
This course will be taught trough a combination of lectures, cases (written and video analysis), student
research and presentations.
Group assignments
Class participation
Final exam
Contact Hours: 45
40%
30%
30%
Content:
1. Interpreting and working on the strategic context for international business in South America:
the geographical, political and sociocultural framework
 Trends and perspectives for doing business in the region
 Political and cultural Impediments for doing business
2. Economic and trade context:
 Differences and the common trends among South America countries
 Regional economic perspectives
 Regional commercial treaties
 Trade agreements and the regional cooperation framework
 Regional integrative efforts: Mercosur, Aladi and Andean Pact, among others
3. South America legal and business practices:
 Legal forms for business
 Taxation
 Labor contracts
 Attitudes toward time, formality, space, friendship, etc.
 Corruption and ethical problems
4. Negotiating across South America: the Chilean experience.
Readings:
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“The World is Flat” by the New York Times columnist Thomas Friedman.
“The Future of American Power” by Fareed Zakaria.
“The Default Power” by Josef Joffe.
K. Omahe, Next Global Stage: The Challenges and Opportunities in Our Borderless World
J. E. Stiglitz, Making Globalization Work
Walter Sánchez, “Washington Moscow, Beijing and Latin America: a case of soft power diplomacy”
IPSA, World Congress, Santiago Chile, 2009.
Panorama Económico de América Latina. CEPAL, 2008
Las elecciones en América Latina, 1996-2010 .FLACSO,2005
Estudios Internacionales, Journal published by the Institute of International Studies, Univ.of Chile.
Foreign Affairs Latinoamerica.México.2009
The Inter-American Dialogue, Washington D.C.
Castells, Manuel. pp. 369-394 Conclusión: Entender Nuestro Mundo, en, “La era de la información”
FEC, 2007. p. 91-134 (La otra cara de las tierras: Movimientos sociales contra el nuevo orden
global)
DIRECON, ¿Porqué firmar Acuerdos de Libre Comercio? www.direcon.cl
Método de trabajo para el agente comercial internacional, Arrabal Pablo, en los “Los Agentes
Comerciales Internacionales.”
Rafael Papillón, Análisis de riesgo país. La evaluación económica de los países, Mac – Graw Hill,
España. 1997
www.direcon.cl/frame/acuerdos_internacionales/documentos/tlc-amcham
Estrategia y negociación en el sistema multilateral de comercio, DOLMEN, 2004
Chile en la Región, Cesim, 2003
Patricio Leiva, La Asociación Estratégica. Chile-Unión Europea, CELARE, Stgo, Chile, 2003.
Walter Sánchez, en, Anales de la Universidad de Chile, 2004-2005, N.42, La política vecinal de Chile
navega en la bruma.
G. Sorman , L'Economie ne ment pas Economics Does Not Lie)
G. Sartori, Homo Videns
Philip Kotler, The Marketing of Nations
Somkid Jatusripitak, A Strategic Approach to Building National Wealth
Websites:
International and national sources, international business resources, Library of Congress country studies,
political science resources, economic, trade and investments statistics, international organizations, NGOs,
primary and secondary sources.
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International Affairs Resources: www.etown.edu/vl
International Treaties: http://library.tamu.edu/govdocs/workshop/treaties.html
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Political Science Resources: www.psr.keele.ac.uk
Comisión Económica para América Latina y el Caribe: www.eclac.cl
Foreign Affairs: www.foreignaffairs.org.versión en español.
Davos: www.weforum.org
Nafta: www.nafta-sec-alena.org
Banco Interamericano de Desarrollo: www.iadb.org
Cumbres y Conferencias Latinoamericanas: www.oei.es
Dirección de Relaciones Económicas Internacionales. Direcon: www.direcon.cl
Instituto para la Integración Latinoamericana: www.iadb.org/intal
Mercosur: www.mercosur.org.uy
Naciones Unidas: www.un.org
Unión Europea: www.europa.eu.int
Cumbre de las Américas: www.summit-americas.org
OEA: www.oas.org
Organización Mundial del Comercio: www.wto.org
Sistema Económico Latinoamericano. SELA: www.sela.org
APEC: www.apecsec.org.sg
Biblioteca del Congreso Nacional de Chile: www.bcn.cl
Biblioteca del Congreso, USA: www.lcweb.loc.gov
The Brookings Institution: www.brook.edu
Centro de Documentación Europea www.uv.es/cde
Congreso Nacional de Chile: www.congreso.cl
Comunidad Sudamericana de Naciones: www.comunidad sudamericana.org
Santiago, Chile
Mandatory Program Course: Sustainable Development in the Southern Cone
Description:
As for many other regions of the world, sustainable development in the Southern Cone is increasing in
importance.
The Southern Cone’s unique economic, political, and regulatory profile and social terms will be assessed
in order to be able to understand how natural resources, environment, pollution and many others play
strategic roles when doing business in South America.
The objective of this course is for students to be able to identify and evaluate the process of development
in the Southern Cone and its impact on business.
Method of Presentation:
 Lectures
 Two field trips
Contact hours: 45
Required Work and Form of Assessment:
Three individual essays (four to five pages each) on three of the main topics of the course
Content:
1. Basic issues on sustainability and sustainable development
 Sustainability
 Growth and development
 Sustainability pillars
2. Economic development in South America
 History
 Determinants
 Recent trends
3. Natural resources and the environment in South America
 Natural resource endowments
 Environment
 Environmental problems
4. Economic activity and natural resources in South America
 Main economic sectors and industries
 Resource dependency
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Natural resource course
5. Natural resources and biodiversity use in South America
 Biodiversity
 Ecosystem services
 Trends and perspectives
6. Pollution in South America
 Air pollution
 Water pollution
 Waste
7. Environmental laws and regulations in South America
 Legislation
 Regulation
 Enforcement
8. Environmental institutions in South America
 Environmental institutional framework
 Public environmental management
Readings:
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Asenjo, R. (2006): “Institucionalidad pública y gestión ambiental en Chile”. En Foco, Nº91, pp. 19.
Expansiva; Santiago, Chile.
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Calvo, V., Figueroa, E. y Vargas, J.R.; (1997). Medio Ambiente en Latino América: Desafíos y
Propuestas. IICE y CENRE. San José, Costa Rica.
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Crafton, Quentin R.; Adamowicz, Wiktor; Dupont, Diane; Nelson, Harry; Hill, Robert J. and
Renzetti, Steven. (2004). The Economics of the Environment and Natural Resources. Blackwell,
Publishing.
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Figueroa, E.; (ed.) (1994). Políticas Económicas para el Desarrollo Sustentable de Chile. CENRE.
Santiago, Chile. pp. 317.
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Figueroa, E., R. Asenjo, S. Valdés y S. Praus. (2006) “La Responsabilidad Civil Ambiental, el Daño
al Medio Ambiente y su Valor: Una Aproximación Legal y Económica”; Revista de Derecho
Ambiental, Año 2, Nº 2:69-95.
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Figueroa, E. y D. Hervé (2006): “Evaluación del marco institucional y de la gestión ambiental en
Chile”. En Foco, Nº 97. Expansiva.; Santiago, Chile. pp.13.
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Figueroa, E.; (1997). "Desarrollo Económico y Medio Ambiente en Latinoamérica"; en V. Calvo, E.
Figueroa, y J. R. Vargas (eds.), Medio Ambiente en Latinoamérica: Desafíos y Propuestas; IICE y
CENRE. pp. 1-40.
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Figueroa, E., R. Alvarez, G. Donoso, J. Muñoz y G. Lagos; (1996). "La Sustentabilidad del Sector
Exportador Como Restricción al Desarrollo Futuro de Chile"; en O. Sunkel (ed.), Sustentabilidad
Ambiental del Crecimiento Económico Chileno. Centro de Análisis de Políticas Públicas de la
Universidad de Chile. Editorial ANDROS. Pág. 47-86. Santiago, Chile.
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Figueroa, E., P. Reyes, y J. Rojas. (2009). Pago por Servicios Ambientales en Áreas Protegidas de
América Latina; FAP/OAPN Program, United Nations Food and Agricultural Organization (FAO),
Environmental Ministry of Spain and RedParques. FAO. ISBN 978-92-5-306263-8. pp. 133.
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Figueroa, E. y R. Serrano. (2009) "Implementación del Convenio de Biodiversidad en Chile:
Avances y Desafíos"; Derecho Ambiental. Año III, Nº3:93-100
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Field, B. (2001): Natural Resource Economics, Waveland Press, Inc.
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Riera, Pere; García, Dolores; Krïstom y Brännlund, Runar. (2008). Manual de Economía
Ambiental y de los Recursos Naturales. pp.376.
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Rodriguez, Francisco and Sachs, Jeffrey. ‘Why Do Resource Abundant Economies Grow More
Slowly?’. Journal of Economic Growth, September 1999, 4, 277-303.
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Sachs, Jeffrey and Warner, Andrew. ‘Natuarl Resource Abundante and Economic Growth’.
European Economic Review, May 2001, 45, pp. 827-838
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Tietenberg, T. (2007): Environmental Economics & Policy, 5ª edición, Pearson Education, Inc
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Yale-Columbia.; (2005). 2005 Environmental Sustainability Index. Yale Center for Environmental
Law and Policy, and Center for International Earth Science Information Network.
Websites:
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Carbon Footprint: www.carbonfootprint.com
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Convention on Biological Diversity: www.cbd.int
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Environmental Performance Index: epi.yale.edu/Home
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FAO: www.fao.org
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Intergovernmental Panel on Climate Change: www.ipcc.ch
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Resources for the Future: www.rff.org/Pages/default.aspx
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World Watch Institute: www.worldwatch.org
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WWF: www.wwf.org
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United Nations Environment Programme: www.unep.org
Family Placement Form
Programs in Latin America
Keep this page. Fill out the attached program family preference questionnaire, make a
copy of it for your records, and return it to us within 10 days.
Study abroad is much more than academics. Learning takes place not only during class, but 24 hours a day. One of the best
out-of-class experiences is the homestay. It is a vital, required component of our program. Additionally, living with a host
family is the factor most cited as helping improve students’ Spanish.
We’ve found that students who are happy with their housing are generally happy in their adopted country. To make the
most of living with a host family, you must be flexible.
1. Redefine family. Most students on our program imagine the perfect host family as one with two parents, some college-
aged kids and a dog; however, we have very few families in our program that conform to that image. Generally, such
families have very little time or space to commit to international students and are too busy to really interact with the
international student.
On the other hand, few students enter our program excited about the prospect of living with a widow or single mother,
but sometimes these less traditional families provide the best experiences. Older widows or couples have already
raised their children and are familiar with the expectations of a young, newly-independent adult. Many truly enjoy the
company of the student. Because we “recycle” host families that receive favorable ratings from students, we have a
large number of this type of family.
2. Taste all the food given to you. The foods you eat abroad will be very different from those to which you are accus-
tomed. Even if you are certain that you will not like a new food, try it anyway out of politeness.
A special note to vegetarians: vegetarians are poorly understood in Latin America, and they are often undernourished.
Before departing the United States, you should decide how strict you are going to be. You should be as flexible as you
feel comfortable, and be careful to stay healthy by including enough vitamins, calcium and proteins in your diet.
3. Smoking is still considered socially acceptable in many parts of Latin America, and so the likelihood of being placed in
a home where people smoke is quite high. For this reason, we cannot guarantee that you will be placed in a non-smoking household, if that is what you prefer.
4. Be prepared to give up some independence. U.S. students have more disposable income and independence than
young adults in other countries and societies in the world. Students in Latin America usually live at home with their
parents throughout their college years, and they maintain the parent/child relationship until later in life.
Your host parents will treat you just as they are accustomed to treating others of your age group. Some students compare living with a host family to returning to high school; you will be in classes during the day and return each night to
a family that is concerned about your well-being. What U.S. students may consider controlling behavior by the host
family is usually a legitimate concern for their safety. Most host families relax their rules after a few weeks of getting to
know the student.
5. What’s the single most important factor? Host family assignments are made using the information you provide on the
attached questionnaire. While we try to accommodate your preferences when placing you, we can’t always take all of
them into account. Please indicate what is most important to you so we can concentrate on your top priority when
placing you with a host family.
While most host families have an altruistic interest in sharing their home, culture and country with a international student,
the family receives a monthly payment for the housing service it provides. As a paying guest, you should feel comfortable
in your new home. If you are unhappy after a trial period of a few weeks, discuss your housing situation with our resident
director. We’ll help you resolve any problems.
* Please refer to the “Living with a Host Family” section of the Preparing to Study Abroad booklet for more detailed information.
Institute for Study Abroad®1100 W. 42nd Street Suite 305 • Indianapolis, IN 46208-3345 • www.ifsa-butler.org • 800-858-0229 • Fax: 317-940-9704
Family Placement Form
Por favor, completar y entregar en 10 días a:
Institute for Study Abroad, Butler University
1100 W. 42nd Street, Suite 305
Indianapolis, IN 46208-3345
317-940-9704 Fax
Nombre: _________________________________________________________________________________________________
Programa y país: ___________________________________________________________________________________________
Teléfono: _____________________________________ Universidad EE.UU.: ___________________________________________
Sexo:
Hombre
Mujer
Edad: _______________________________________________________
Argentina/Chile/
Costa Rica/Peru:
Sem. 1 (Primavera EE.UU.)
Año Académico (Sem. 2, 1)
Sem. 2 (Otoño EE.UU.)
Año (Sem. 1, 2)
Verano
Mexico:
Otoño EE.UU.
Primavera EE.UU.
Año Académico
Verano
Preguntas sobre la salud y la dieta
¿Actualmente estás bajo un programa de dieta estricto? ¿Cuán flexible es tu dieta?
¿Eres vegetariano(a)?
En caso afirmativo, ¿qué no comes?
Carne roja
Huevos
Pollo
Productos de leche
Pescado
Otro (por favor indique)
¿Eres alérgico a algún alimento?
¿Tienes alergias o condiciones médicas que requieren arreglos especiales? Por favor, explícalos. (opcional)
¿Tendrías algún inconveniente en vivir en una casa con animales domésticos?
¿Fumas productos de tabaco?
¿Tienes alergias al humo?
La familia
¿Con cuál tipo de familia prefieres vivir?
¿Cuál papel te gustaría hacer dentro de la familia?
Por favor, indica tus preferencias personales de uno a cuatro.
(1=más preferido, 4=menos preferido)
_____ Familia con niños
_____ Familia con hijos de nivel universitario
_____ Familia sin hijos
_____ Mujer soltera o viuda
Muy independiente: No te molesta si la familia está fuera
de la casa la mayor parte del tiempo. Pocas actividades
con la familia. Mucho tiempo y espacio para ti mismo(a).
Algo interactivo: Quieres participar en las actividades de
la familia, y a la misma vez mantener tu independencia.
Quieres que la familia te invite a participar en actividades suyas, pero no sentirte obligado(a).
Muy interactivo: Deseas integrarte con la rutina diaria de
la familia y ser considerado(a) como hijo o hija real.
Prefieres comer la cena todas las noches con la familia.
¿Cuál es tu carrera universitaria?
¿Cuáles son tus afiliaciones religiosas o étnicas? (opcional)
¿Qué característica consideras más importante en una familia?
¿Qué nos falta preguntarte?
Por favor utiliza el espacio siguiente para hacer una descripción de ti mismo(a) con más detalles. Infórmanos de tus características personales (por ejemplo, conversador, muy organizado(a), tímido(a), etc.), lo que te gusta y no te gusta, deportes
favoritos, pasatiempos, y otros intereses. Añade aquí cualquier otra información que consideres importante que nosotros sepamos en cuanto a tu estadía en una familia.
Everything on this form will be shared with the host family unless you indicate otherwise. Is there information on this form you
prefer we do not share with them? If so, please indicate below:
Solo para los estudiantes que van a la Universidad Nacional en Costa Rica:
Cuál vivienda prefieres:
centro de la ciudad
en los alrededores
pueblos cercanos
Housing Contract
I affirm that the above information is accurate and complete to the best of my knowledge. I understand that the Institute for
Study Abroad assumes no responsibility for any problems resulting from being supplied with incorrect or incomplete information on this form, and I also understand that once a housing assignment is given, no changes can be made.
I understand and agree that I shall pay to IFSA-Butler all fees associated with the housing to which I am assigned as outlined in
the program fee information provided to me by IFSA-Butler with my program contract.
Housing assignments are for the duration of the program, and the Institute for Study Abroad provides no alternate housing.
IFSA-Butler will not refund any sums paid for housing if a student vacates his or her housing for any reason, either voluntarily
or involuntarily, before the end of the semester or term.
I understand that while housing is guaranteed, my first choice of accommodation is not.
I understand and agree that living in housing arranged by IFSA-Butler is a requirement of the program to which I have been
admitted. I further understand and agree that if I refuse or fail to live in program housing, I will be subject to dismissal from the
program, withdrawal of services by IFSA-Butler, and/or loss of academic credit, with no refund of fees paid.
Student Signature: _______________________________________________
Date: ______________________________

Summer Global Business Program

Transcripción

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