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The 2026 session of this program is complete. More information about future sessions to come soon.
Sweden, Stockholm
View a program preview from the Program Leader, David Ward.
This experience will examine whether a country driven by high ideals and ethical business practices can sustain its commitments. The 3-credit program combines classroom instruction on campus during the spring semester and international travel to Sweden over spring break.
For many years Swedes have been proud to live in a society animated by moral principles. As early as the 1930s observers of the country's economy described it as charting a humane "middle way" between the planned economy of Russia and the bare-knuckles capitalism of the United States. Today, of course, American companies trumpet their commitment to social responsibility on a variety of fronts--especially on environmental, social, and governance issues. And investors' decisions are increasingly informed by an array of these "ESG" criteria.
But the Swedes have been inhabiting this ground for quite some time. For example:
- It is a global leader in alternative energy development - such as the use of hydrogen rather than coal in the production of "green steel."
- It employs women as managers at a higher rate than the United States, offers state-subsidized childcare, and its parental leave policies are the most generous in the world.
- Its welcoming immigration laws have resulted in a national population that is 20% foreign born. During the 2015 migrant crisis, it accepted more refugees, as a percentage of its population, than any other country in Europe.
- Its workforce is heavily unionized, and its business landscape has long been shaped by close cooperation between government, corporate, and labor interests.
It's an impressive record, but does Sweden really deserve its reputation as a "moral superpower"? (Its loose attitude toward Covid restrictions during the pandemic certainly garnered much global criticism.) And is the Swedish model sustainable in a world of increasing political polarization, geopolitical unrest, and economic uncertainty?
Sample Itinerary:Day 1: Arrive and explore Stockholm, Welcome Dinner
Day 2: Guided walking tour of Gamla Stan (Old Town), optional Nordic foodie tour
Day 3: Vasa Museum, Nobel Prize Museum
Day 4: Company visits
Day 5: Company visits
Day 6: Local university visit, Royal Palace
Day 7: Volunteer experience, optional Swedish cooking class
Day 8: Free day to explore Stockholm, Farewell Dinner
Day 9: Return to the US
Learning Objectives
We have overall Goals and Expectations for Study Abroad Participants, covering the personal, academic and professional aspects of study abroad. Additionally on this program, you can:
- Build country-specific knowledge of Sweden and other Nordic countries by applying models of intercultural communication and situating the country in a global economic and social context
- Understand how globalization is shaping local economies, and how local economies in turn influence globalization.
- Apply intercultural competency skills and models to adapt communications in different situations
- Transfer international business theory to professional practice.
- Demonstrate personal and leadership qualities needed for success in global enterprise.
Diversity & Inclusion
We are committed to providing quality study abroad and domestic study away programs for every UW-Madison student. We work strategically to identify, address, and remove barriers that may prevent participation and to provide a welcoming and inclusive environment for students. Our staff actively engages with students, faculty, and staff from diverse backgrounds and prioritizes the continuous development of our knowledge and cultural competence. We also recognize the importance of increasing access to study abroad for historically underrepresented student populations. We are committed to diversity and inclusion so that every student can engage with and understand their identity through a new lens and continue to develop and make progress on their personal, professional, and academic goals.
Sustainability
We recognize that the future of study abroad, domestic study away, and international internship programming requires a Commitment to Sustainability. We are devoted to examining, developing, and improving sustainability in all our endeavors, aligning with campus priorities and following through with UW-Madison's climate action and Resilience Commitment. Join our efforts and learn more about how to study abroad sustainably.
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Eligibility
- Undergraduate students from all majors on campus are welcome to apply, though preference may be given to students in the Wisconsin School of Business.
- 2.5 cumulative GPA
- Sophomore, Junior, Senior
- Open to UW-Madison degree-seeking students only
- Good academic and disciplinary standing
- At the time of application and the semester prior to participation, UW-Madison students must be currently enrolled. Transfer Students to UW-Madison need to be currently enrolled at their home institution
Advising Location
Program Structure
UW Signature
Subjects
Classroom Language
English
Housing
Hotels
Program Duration
2026 in-country dates: March 27-April 4
(additional days may be needed for travel)
Application Deadline(s)
| Spring break module 2025-26 | 11/9/2025 | Cost Details |
| Applications will be considered on a rolling basis. | ||
Future durations will be posted at a later date.
APPLY NOW
INTL BUS 350 (on-campus spring course, 2 credits)
- The on-campus course will provide academic, cultural, and logistical preparation prior to the Spring Break travel experience.
- Enrollment in this course is required for participation in the travel. Permission to enroll will be given to students after their acceptance into the program.
- During the 2026 session, the on-campus course will meet from January 22-April 9 on Tue/Thu from 2:30-3:45 PM.
INTL BUS 349 (travel over spring break, 1 credit)
- The in-country portion will enhance classroom knowledge with a mix of first-hand experiences in Sweden including guest lectures from Swedish local entrepreneurs, academics, and non-profit leaders, and field study that includes day-trips, company visits, and community engagement.
- Students will automatically have this credit posted to their spring term after the conclusion of the program.
- During the 2026 session, the in-country dates are March 27-April 4.
Program Leader
David Ward
Teaching Faculty, General Business
Experienced educator with Ph.D. in English. Strong background in workplace writing and speaking and cross-cultural strategies. Twenty-five years of experience teaching professional communication at the University of Wisconsin-Madison.
Teaching Philosophy and Goals:
(1) Working at “Intersections”: Steve Jobs famously said that he worked at the “intersection of the humanities and technology”; I likewise aspire to demonstrate connections across disciplinary and professional boundaries. In my class on intercultural communication, for example, we often discuss how a current or historical event, such as the ongoing migrant crisis in Europe, sheds light on differing cultural values. These conversations lead to an outlining of practical strategies for effective communication in the present. I believe that the best teaching enacts the “connectedness” of knowledge. Doing this well can engage and energize a classroom. And when students begin to see their academic experience as an exploration not of disparate fields of study but of a coherent landscape, they are better able to function in a complex, evolving, and interconnected professional environment.
(2) Demonstrating Informed Flexibility: Deborah Tannen has asserted that the best communication style is a flexible one; this is also the hallmark of the best pedagogy. What makes sense when planning a specific class may not work well in practice; what “clicks” one semester may not be productive in the next. It is therefore vital to continuously adapt and adjust one’s approaches, both in “real time” in a specific class and across semesters, in order to better achieve course learning outcomes. (For example, having a variety of strategies at the ready allows me to shape class time effectively when a given activity is working especially well—or not so well.) By being adaptive rather than scripted in a specific class session, I model for students the importance of a fluid, informed communication strategy that is sensitive to feedback.