ABSTRACT
SUMMARY. This paper describes two “From-To” frameworks incor porating suggested institutional and behavioral changes that introduce experiential learning in a developing country without arousing cul tural disputes. The setting is Myanmar, a country struggling to join the global economy despite severe political and economic troubles. These frameworks may be useful for those assisting MBA program start-ups in other developing countries. [Article copies available fo r a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: getinfo@haworth.com]
Then, a golden mystery upheaved itself on the horizon-a beautiful, winking wonder that blazed in the Sun, of a shape that was neither Muslim dome nor Hindu temple spire. It stood upon a great knoll. . . “ There’s the old Shwedagon,” said my companion. The golden
dome said “This is BURMA, and it will be quite unlike any land you know about.” (quoted in Angelene, 1995)
—Rudyard Kipling, 1898
Kipling’s observation holds true today. The Shwe Dagon pagoda still casts a golden glow over Yangon, the capital of Myanmar. (Kipling called the city and the country by their British names-“Rangoon” and “Bur ma.”) Beneath the 2,500-year-old pagoda, modem Myanmar struggles to convert to a market system so that its people can join the global economy.
