Business Education and the Liberal Arts: A Rhetorical Approach

2011 ◽  
pp. 221-230
Author(s):  
Joseph W. McDonnell
Keyword(s):  
Lifelong Learning ◽  
Ethical Leadership ◽  
Professional Education ◽  
Business Education ◽  
Liberal Arts ◽  
Business Schools ◽  
Learning Objectives ◽  
Business Executives ◽  
Business Curricula

This chapter explores the connection between liberal and professional education. It suggests ways to infuse broader learning objectives into business curricula as a foundation for lifelong learning and practice. Drawing on the liberal art of rhetoric, the chapter shows the use of Plato’s dialogue, the Gorgias, in an MBA class as a case study on ethical leadership. Rhetoric teaches leaders to listen and adjust to various constituencies and to develop pragmatic and persuasive policies that benefit both the organization and the community. Through such pedagogical methods and content, business schools can raise larger issues and provide students with ways to think critically, assisting the next generation of business executives to develop their moral characters and align their behaviors and decisions with justice rather than personal advantage.

scholarly journals Motivational Patterns Of Enrollees In University-Based Executive And Professional Education Courses

2010 ◽  
Vol 3 (8) ◽  
pp. 43-54
Author(s):  
Vincent S. Daniels ◽  
Robert C. Preziosi
Keyword(s):  
Lifelong Learning ◽  
Professional Education ◽  
Business Education ◽  
Exploratory Case Study ◽  
Research Questions ◽  
High Level ◽  
National Economies ◽  
Education Courses ◽  
Business And Management

The purpose of this paper is to begin an exploration into high-skills lifelong learning in the field of business and management, referred to as executive and professional education (EPE).  Several additional undertakings were necessary, including: discovering methods of valuing knowledge to a region, state or country, and establishing why participants in EPE programs enroll in them. To support this inquiry two research questions were developed, as follows:  1. What are the components of relevant EPE? 2. What motivates participants to take part in EPE? An exploratory case study was written exploring the intricacies of developing a successful EPE department.  This exploratory case study served as a basis for developing a survey, administered to participants in EPE to determine reasons for their participation.  This final survey was conducted in the classroom. The researchers believe that the findings and conclusions will be of value to practitioners involved in EPE, as well as to academics studying this area of business education.  This research exercise has assisted the researchers in being more effective in managing and developing EPE within their own university.  As professions and skills are made obsolete in the knowledge economy the need for continued high level lifelong learning becomes increasing important to the sustainability and viability of local, regional, state and national economies.

Integrating sustainability into business curricula: University of New Hampshire case study

2014 ◽  
Vol 15 (4) ◽  
pp. 473-493 ◽  
Author(s):  
Nelson A. Barber ◽  
Fiona Wilson ◽  
Venky Venkatachalam ◽  
Sara M. Cleaves ◽  
Josina Garnham
Keyword(s):  
Sustainable Development ◽  
Business Schools ◽  
Interdisciplinary Collaboration ◽  
Development Education ◽  
Content Type ◽  
Business Educators ◽  
Depth Study ◽  
Business Curricula ◽  
University Of New Hampshire

Purpose – This paper aims to demonstrate how sustainable development education can be implemented at business schools, despite institutional barriers, through innovative and collaborative relationships with internal and external stakeholders. Businesses are beginning to accept their social responsibility through proactive approaches to maximizing their net social contribution, embracing opportunities and managing risks resulting from their economic, environmental and social impacts. Yet, many business schools are lagging in integration of sustainability into their curriculum, and as a result are not adequately educating future business leaders. Design/methodology/approach – This case study presents the challenges in developing and implementing sustainability education, as well as analyzes the various underlying drivers of these barriers. The paper provides a detailed description of some of the ways one business school has overcome these barriers, and provides generalizable insights that can help other business schools and universities understand how they can engage in the implementation of similar sustainable development programs. Findings – As business educators, we should reevaluate our role and our focus. Through education, interdisciplinary collaboration, research and community and industry engagement, sustainability can become firmly established within the existing value structure of business schools. Originality/value – While many business schools worldwide are discussing the importance of integrating sustainability into their curricula, and while employers and students are demanding the same, few business schools have genuinely made progress in meeting these demands. This paper presents both the challenges to integrating sustainability and an in-depth study of one business school’s approach to creating unique and innovative solutions to overcome these barriers.

Writing and Other Communication Standards in Undergraduate Business Education: A Study of Current Program Requirements, Practices, and Trends

1999 ◽  
Vol 62 (1) ◽  
pp. 10-28 ◽  
Author(s):  
Melinda Knight
Keyword(s):  
Web Sites ◽  
Business Education ◽  
Liberal Arts ◽  
Business Schools ◽  
Oral Communication ◽  
Business Communication ◽  
Current Program ◽  
Lower Division ◽  
E Mail

A survey of 52 top-ranked undergraduate business schools suggests that profi ciency in written and oral communication is considered an important requirement for an undergraduate business degree. This conclusion derives from a study of offi cial Web sites, with follow-up verification by e-mail. All schools have writing and other communication ( primarily oral) standnrds in place; 50 have lower-division writing requirements, and 17 schools have other lower-division communication requirements ( primarily oral). A total of 36 schools have upper-division writing requirements, and 25 of those schools offer business communication courses through the business schools, and not through liberal arts divisions.

scholarly journals CASE STUDY METHOD AS PEDAGOGY IN BUSINESS SCHOOLS: AN INVESTIGATION FROM THE PERSPECTIVE OF INDUSTRY

2021 ◽  
Vol 9 (3) ◽  
pp. 660-670
Author(s):  
Muhammad Abrar ◽  
Sajjad Baig ◽  
Shahnawaz Saqib ◽  
Rizwan Shabbir ◽  
Mohsin Bashir
Keyword(s):  
Business Schools ◽  
Theoretical Perspective ◽  
Business Community ◽  
Problem Solving Skills ◽  
Business Executives ◽  
Road Map ◽  
Business Graduates ◽  
Study Results ◽  
Practical Standpoint

Purpose of the study: This study was planned to explore the perception of the business community and their requirement for the skills they see most demanding in business graduates. Methodology: For this purpose, data were collected from a hundred senior business executives across various industries such as textile and cellular industries to document their perception and requirement. Collected data has been analyzed through statistical techniques and Exploratory Factor Analysis and Mean Attribute Scores. Main Findings: Study results revealed that the business community seeks seven skills in business graduates, namely, organization skills, interpersonal skills, Ability to analyze skills, problem-solving skills, Ability to think skills, thinking about alternative skills, and strategic planning skills while the Ability to think has been found most demanding talent in the business community. Applications of this study: This study provides guidelines to the Academia, and industry in devising a mechanism to make more effective business education through case study pedagogy. Novelty/Originality of this study: From a theoretical perspective, this study provided important insights into literature by exploring the most demanding skills in business graduates, while from a practical standpoint, this study provides a road map for business schools to train their students according to the needs of the business community. Limitations and future directions of the research are discussed.

Integrating liberal education, business, and high-impact practices – the case of George Mason university’s school of business

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Magro ◽  
Lisa Marie Gring-Pemble ◽  
Charish R. Bishop
Keyword(s):  
Business Education ◽  
Liberal Education ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
High Impact ◽  
Global Learning ◽  
Content Type ◽  
High Impact Practices ◽  
Study Approach

Purpose In College Learning for the New Global Century, the National Leadership Council of Liberal Education and America’s Promise (LEAP) argue for a liberal education for all students because “(i)n an economy fueled by innovation, the capabilities developed through a liberal education have become America’s most valuable economic asset.” (LEAP, 2007). The Business for a Better World Center and the School of Business at George Mason University endorse this view and have applied the liberal education approach to the study of business. This paper aims to explore the current environment of business education, the role of liberal education and the school’s programs and their benefits. Design/methodology/approach This paper relies on a case-study approach. Findings In this paper, the authors explore how George Mason University’s School of Business brings a liberal education approach to business education and draws on a combination of high impact practices, such as first-year seminars, common intellectual experiences, learning communities, collaborative assignments, undergraduate research, community-based learning, internships, capstone courses and projects and diversity and global learning (Kuh, 2008). Mason’s experience demonstrates the feasibility and benefits of this integration. Originality/value This case study provides unique insight into how business schools can integrate a liberal education approach into business education with successful results. As such, the paper contributes to the growing body of research on the benefits of liberal arts and business education models as a means of addressing global goals and provides a valuable case study to understand better the necessity of integrative, interdisciplinary learning.

scholarly journals Strategic capacities in US universities – the role of business schools as institutional builders

2018 ◽  
Vol 16 (1) ◽  
pp. 186-198 ◽  
Author(s):  
Guillaume Carton ◽  
Charles McMillan ◽  
Jeffrey Overall
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Business Schools ◽  
Professional Schools ◽  
Corporate Universities ◽  
Consulting Industry ◽  
New Challenges ◽  
Professional Faculties

The global expansion of the higher education and professional faculties like business schools offers a case study in the strategic capabilities of universities and professional schools like business to build academic strength, reputation, and legitimacy. The expansion of business schools reflects novel strategies like ecosystems collaboration and network advantages, presenting new challenges for quality, relevance, and competitive threats from the consulting industry, corporate universities, MOOCs, and highly-specialized business schools. The paper concludes with recommendations for business education.

Minting the Obverse: Library and Information Studies as a One-Sided Coin

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Tim Gorichanaz
Keyword(s):  
Professional Education ◽  
Liberal Arts ◽  
Academic Research ◽  
Human Knowledge ◽  
Research Department ◽  
Library And Information Studies ◽  
Information Studies ◽  
Key Concepts

A synthesis of the work of Michael Buckland reveals the critique that, for too long, LIS has been a one-sided coin. Growing out of professional education, LIS has traditionally nurtured only its applied, practical and empirical side. Challenging this imbalance, emerging research in LIS points to the development of the basic, liberal arts and conceptual side of the discipline. Indeed, the advent of JCLIS reflects this trend. An interest in basic LIS is welcome for a number of reasons: By clarifying key concepts, it will lead to improved practice; by contributing more widely to human knowledge it will fulfill the obligations of being an academic research department; and by exploring information issues which are becoming relevant to all members of society, it will realize a greater purpose. This paper surveys the extent to which the basic side of LIS has emerged, examining the content of the top LIS journals and the curricula of the top LIS institutions. The findings point to an inchoate reverse, but one with numerous challenges that remain beyond the horizon. This paper serves as an invitation to researchers and educators to consider how they can further contribute to minting the basic side of the coin of LIS.

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