A Collaborative Model for Recruiting Liberal Arts Majors into Graduate Education Programs

Of the four possible “futures” for I-O psychology discussed by Ryan and Ford (2010), one (Scenario 2: Identity Merger) struck close to home. In fact, it is not the future for us, it is the present. The three of us are I-O psychologists with appointments in both a psychology department and a fully integrated interdisciplinary organizational science (OS) PhD program. The program, which is now 5 years old, spans two colleges (Liberal Arts & Sciences and Business) and includes individuals from four departments (Psychology, Management, Sociology, and Communication Studies). Although considerable thought was invested in how to structure and operate such an interdisciplinary program well before we accepted our first class of students, our collective thinking has evolved dramatically as we have experienced the program.

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Rethinking Graduate Education in English: The Liberal Arts College Perspective

ADE Bulletin ◽

10.1632/ade.111.33 ◽

1995 ◽

pp. 33-37

Author(s):

John T. Day

Keyword(s):

Graduate Education ◽

Liberal Arts ◽

Liberal Arts College

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Leading the Way

10.1093/acprof:oso/9780190457938.003.0007 ◽

2017 ◽

Author(s):

Victoria Chien Scott ◽

Greg Meissen

Keyword(s):

Graduate Education ◽

Community Psychology ◽

Effective Leadership ◽

Nonprofit Sector ◽

Psychology Students ◽

Community Leadership ◽

Health Issues ◽

Education Programs ◽

The Social ◽

Leadership Framework

There are numerous leadership opportunities and a great need for more effective leadership in the nonprofit sector. While community leadership is one of the 18 community psychology competencies, it is rarely addressed by community psychologists or taught in community psychology graduate education programs. In this chapter, a framework and rationale for community leadership is provided along with ideas and encouragement for community psychologists to become more intentional in using a community leadership framework. Principles for effectively working with and within nonprofits are provided along with the qualities needed for effective leadership. Community psychology students are motivated to work in the nonprofit sector because they care deeply about the social justice and health issues addressed by these organizations, so we included ideas for how students could develop a leadership framework and pursue experience with nonprofits as part of their education. Working with the assumption that all community psychology activity should have empowerment as one of its outcomes, a community leadership framework ensures giving voice to nonprofit staff and those they serve.

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Success beyond STEM: an analysis of educational background of the Fortune 50 CEOs

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-02-2020-0018 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

James Welch

Keyword(s):

Liberal Arts ◽

College Education ◽

Educational Background ◽

Business Leaders ◽

Global Business ◽

Stem Majors ◽

Content Type ◽

Undergraduate Major ◽

Educational Backgrounds ◽

Liberal Arts Majors

PurposeThe purpose of this article is examine some of the most successful contemporary global business leaders in relation to undergraduate institution and undergraduate major in order to examine the value and return of higher education programs for global business leadership. This is an important topic in the modern global context, as there continues to be an increasing global push toward deemphasizing and defunding liberal arts education in favor of science, technology, engineering and math (STEM) fields for college and university students around the globe.Design/methodology/approachThe educational backgrounds of the 2019 Fortune 50 CEOs were researched in relation to undergraduate institutions attended and undergraduate majors. The study also included an examination of graduate education, if applicable. Using available biographical information regarding the CEOs educational backgrounds, these business leaders were compared relative to the educational data.FindingsAn examination of the undergraduate educational backgrounds of the 2019 Fortune 50 CEOs revealed an exact split between 18 STEM majors, 18 liberal arts majors and 18 business majors, with 1 CEO who began university studies but did not graduate. Upon examination, it is also apparent that some majors were more directly related to a CEO's industry, while other majors ended up having little relation to the CEO's chosen career path.Practical implicationsThe results of this study contribute to the very important discussion concerning the long-term value of a college education. At both micro and macro levels, stakeholders are constantly questioning the ultimate return on investment of a college education, and examination of the 2019 Fortune 50 CEOs indicates that the choice of college major is only one ingredient in the overall recipe for professional success. For these business leaders, there were a wide variety of educational paths, in terms of college academic preparations, that eventually led to the very pinnacle of professional and leadership attainment.Originality/valueThis study demonstrates that a particular undergraduate field of study is not going to make or break a career, and the examination of these Fortune 50 CEOs indicates that one's ultimate career achievement is not simply relegated to the specific field of undergraduate major.

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Innovative Math For Liberal Arts Majors

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v4i5.4233 ◽

2011 ◽

Vol 4 (5) ◽

pp. 9 ◽

Cited By ~ 1

Author(s):

Nora Strasser

Keyword(s):

Critical Thinking ◽

Student Success ◽

Success Rate ◽

21St Century ◽

Liberal Arts ◽

Life Skills ◽

Statistical Reasoning ◽

Course Changes ◽

Liberal Arts Students ◽

Liberal Arts Majors

An innovative Math for Liberal Arts course was designed to provide liberal arts students with the life skills necessary to survive in the 21st century. The course emphasizes application driven mathematics. This course has been successful in changing students perceptions of the usefulness of the course and improving student success rate as well as actively engaging them in the study of mathematics. Topics such as critical thinking, unit analysis, statistical reasoning, and managing money are included. Students spend time analyzing a budget as well as learning about the stock market and the mathematics associated with each. Students who took this course were far more likely than those who took the more traditional survey type of course to rate the course as being important. The course changes are delineated and the students responses to those changes are described.

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