Embedding the entrepreneurial mindset at a liberal arts university

2021 ◽  
pp. 1-6
Author(s):  
Silvia Carnini Pulino
Keyword(s):  
Liberal Arts ◽  
Liberal Arts University

‘Teaching’ Practicing

2006 ◽  
Vol 28 (2) ◽  
pp. 41-41
Author(s):  
Alice Wright
Keyword(s):  
Liberal Arts ◽  
Liberal Arts University

As an undergraduate at a relatively small liberal arts university, I admit that before reading this collection of articles, I had no idea what nanotechnology was. Furthermore, once I had read the issue, I had even more questions about nanotechnology than when I started!

NAIA to NCAA D-II Sports Transition

2015 ◽  
pp. 472-512
Author(s):  
Sherrie L. Wisdom ◽  
Graham Weir
Keyword(s):  
Intercollegiate Athletics ◽  
Liberal Arts ◽  
National Collegiate Athletic Association ◽  
Transition Process ◽  
Academic Community ◽  
Academic Impact ◽  
Liberal Arts University ◽  
Real World Application ◽  
Quantitative Verification ◽  
Barriers And Challenges

The intent of this chapter is to provide results of a self-study of the transition process of a medium-sized, independent university from affiliation with National Association of Intercollegiate Athletics to National Collegiate Athletic Association Division II. This transitional movement by a four-year, liberal arts University represented real-world application of critical thinking to decision making, which created an impact on all stakeholders. The study purpose was to provide documentation of the transition with analysis of potential barriers and challenges, an examination of procedures placed, and quantitative verification of potential academic impact on both athletes and non-athletes. Data informed the original decision. This project continued analysis with before-to-after comparisons of measureable characteristics, such as athlete and non-athlete GPA, extent to which NCAA involvement influenced both athlete and non-athlete student choice to attend University, and before-to-after perceptions of University's reputation and stature within the academic community.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

The Beida-Tsinghua Connection: Yenching in the World of Beijing’s Elite Universities

2007 ◽  
Vol 14 (1-2) ◽  
pp. 61-77
Author(s):  
John Israel
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Eastern China ◽  
The United States ◽  
Teachers Colleges ◽  
Liberal Arts University ◽  
The World ◽  
Higher Educational ◽  
Higher Education In China ◽  
Diploma Mills

AbstractYenching University did not exist in isolation but was part of several overlapping educational networks, international, national, sectarian, and local. Internationally, it was a modern Christian liberal arts university, comparable to Christian higher educational institutions in the United States and elsewhere in the world. Nationally, it was one of the colleges under the aegis of the United Board for Christian Higher Education in China and, more broadly, part of a modern higher educational network, centered in the large cities of eastern China. Locally, it was a component of a super-elite North China complex of higher education located in Beijing and Tianjin. This complex, as Yeh Wen-hsin has pointed out in her taxonomy of Republican-era higher education, stood in contrast with Guomindang universities such as National Central and Sun Yat-sen, as well as with teachers colleges, provincial universities, diploma mills, and other less renowned institutions.

Where Do We Go from Here? Strategic Answers for University-Based Family Business Programs

2003 ◽  
Vol 16 (2) ◽  
pp. 125-144 ◽  
Author(s):  
Greg McCann
Keyword(s):  
Strategic Planning ◽  
Family Business ◽  
Liberal Arts ◽  
Holistic Model ◽  
Liberal Arts University ◽  
Business Programs ◽  
Risk Of Failure ◽  
Teaching Research

This article argues that family business centers need to align themselves with their universities' missions through strategic planning. It further argues that in most cases this means building the program on an academic base of either teaching or research. Part of establishing that base includes analyzing the balance among teaching, research, and service (i.e., using the “Holistic Model”). Without this approach, the risk of failure greatly increases. The experience discussed throughout this article is that of a small, private, liberal arts university that, using the approach recommended, built its center on the foundation of teaching. Many of these issues warrant further research.

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