scholarly journals Family Business/Entrepreneurial Studies: A Small Private Liberal Arts College Approach

2004 ◽  
Vol 1 (12) ◽  
Author(s):  
M. Tony Bledsoe
Keyword(s):  
North Carolina ◽  
Family Business ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Business Research ◽  
Female Undergraduate ◽  
Privately Held Firms ◽  
The Impact ◽  
The U.S ◽  
Privately Held

The Center for Women’s Business Research reports that, “As of 2002, there are an estimated 10.1 million privately-held majority or 50% women-owned businesses in the U.S., accounting for 46% of all privately-held firms. These firms generate $2.3 trillion in sales and employ 18.2 million workers.” Further it states, “In North Carolina, women-owned firms approach 171,000, employment tops 307,000, and sales exceed $37.3 billion.” Given the impact of these statistics, the questions arises what, if anything, should a small, all-female, undergraduate, private liberal arts college do about developing and implementing a Family Business/Entrepreneurial (FB/E) studies program? This paper reviews issues: national, state and college to determine the direction for establishing a program at this school.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Revising the Declension Narrative: Liberal Arts Colleges, Universities, and Honors Programs, 1870s-2010s

2014 ◽  
Vol 84 (2) ◽  
pp. 243-264 ◽  
Author(s):  
Bruce Kimball
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Liberal Arts College ◽  
Honors Programs ◽  
College Mission ◽  
The Past ◽  
Diversity In Higher Education ◽  
Arts Programs ◽  
The U.S

This article examines the prominent narrative asserting that liberal arts colleges have continuously declined in number and status over the past 130 years. Bruce A. Kimball identifies problems in this declension narrative and proposes a revision positing that the decline of liberal arts colleges began only after 1970. Further, he maintains that the fraction of the U.S. population enrolling in collegiate liberal arts programs has remained surprisingly consistent over the past two centuries. That same fraction continues after 1970 because universities began to replicate the liberal arts college by establishing honors programs, and student enrollment after 1970 shifted from liberal arts colleges to the new subsidized honors programs in universities. Kimball concludes that this shift does not ensure that the fraction of enrollment in collegiate liberal arts will continue to remain consistent in the future. There is reason to doubt the long-term commitment of universities to supporting honors programs devoted to the traditional liberal arts college mission of fostering culture, community, and character, although this mission grows more important and complex as access to and diversity in higher education increase.

Peer reference assistants in a small liberal arts college: case study

2016 ◽  
Vol 44 (3) ◽  
pp. 292-308 ◽  
Author(s):  
Kasia Gonnerman ◽  
Ken Johnson
Keyword(s):  
Liberal Arts ◽  
Information Science ◽  
Liberal Arts College ◽  
Library Science ◽  
Content Type ◽  
Mentorship Program ◽  
Reference Services ◽  
The Impact ◽  
Student Assistants

Purpose The purpose of this study is to demonstrate how to create and sustain a successful mentoring program for reference student assistants in the liberal arts environment. The study delineates student training, program assessment and the impact on reference practice in a way that can be used at other institutions considering implementing a similar initiative. Design/methodology/approach This case study is written by professionals who have been deeply engaged in initiating, running and assessing the program. It presents the value of the program in an unbiased and objective manner by including the voices of the student mentees themselves reflecting on the experience. Findings The mentorship program has proven to be worthwhile and rewarding in equal measures to both the mentees and reference librarians working with our future successors. It serves an important role in inspiring and encouraging library student workers to become interested in academic librarianship as a career choice and it prepares them to be successful students in library and information science graduate programs. Originality/value Although the discussion of training reference student assistants per se is not rare in the library literature, this particular program is unique in several ways: its main intent is to mentor students who are interested in pursuing librarianship as a career goal; it occurs in the context of a liberal arts college rather than in a larger university setting, especially those offering degrees in information and library science; and it empowers students to provide in-depth independent reference services for their peers and faculty.

scholarly journals Every Campus A Refuge

2018 ◽  
Vol 1 (1) ◽  
pp. 135-146 ◽  
Author(s):  
Diya Abdo ◽  
Krista Craven
Keyword(s):  
United States ◽  
North Carolina ◽  
Liberal Arts ◽  
Research Study ◽  
Liberal Arts College ◽  
The United States ◽  
College Campuses ◽  
College Faculty ◽  
Detailed Account ◽  
Refugee Families

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.

scholarly journals The Impact of a Technology Ban on Students’ Perceptions and Performance in Introduction to Psychology

2018 ◽  
Vol 46 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Thomas G. Hutcheon ◽  
Aileen Lian ◽  
Anna Richard
Keyword(s):  
Student Engagement ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The Other ◽  
Final Grade ◽  
Personal Technology ◽  
And Performance ◽  
Grade Performance ◽  
The Impact

To test the impact of the implementation of technology bans on students’ experience within a course, we collected data from four sections of Introduction to Psychology at a small liberal arts college in the northeast. In two sections, students were banned from using personal technology devices during lecture. In the other two sections, students were permitted to use personal technology devices freely during lecture. We found a significant reduction in student engagement but not in reported interest in psychology or perceived professor–student rapport for students in the technology-ban condition relative to students in the technology-permitted condition. In contrast to previous studies, we found no difference in final grade performance across condition. Although further research is needed, these results suggest that instructors should consider the composition of students in their course prior to implementing a technology ban in the classroom.

scholarly journals Every Campus A Refuge

2018 ◽  
Vol 1 (1) ◽  
pp. 135-146
Author(s):  
Diya Abdo ◽  
Krista Craven
Keyword(s):  
United States ◽  
North Carolina ◽  
Liberal Arts ◽  
Research Study ◽  
Liberal Arts College ◽  
The United States ◽  
College Campuses ◽  
College Faculty ◽  
Detailed Account ◽  
Refugee Families

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.

Islamic Philanthropy as a “Discursive Tradition”

2016 ◽  
pp. 186-204
Author(s):  
Sabithulla Khan
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Educational Institutions ◽  
Institutional Constraints ◽  
American Muslims ◽  
Islam In America ◽  
Islamic Schools ◽  
American Muslim ◽  
Relations Of Power ◽  
The U.S

By examining philanthropy towards Zaytuna College, the first Muslim liberal arts college in the U.S. and ISNA, and contextualizing it in the discourses of giving among American Muslims, this paper seeks to offer a theoretical framework for contextualizing Islamic philanthropy during ‘crisis'. I argue that philanthropy in this context should be seen as a gradually evolving ‘discursive tradition,' and not an unchanging one. Given the discourse of Islam in America being one framed in the rubric of ‘crisis,' and the attempts by American Muslim organizations to garner philanthropic support using this framework; it is important to understand how certain crisis situations impacted discourses of philanthropy towards this sector. This paper attempts a Foucaldian analysis of how American Muslims negotiate this discursive tension in the realm of giving. I build on the work of various scholars and offer a framework that treats philanthropy towards Islamic schools, cultural and educational institutions as a ‘discursive tradition' to understand how the dynamics of philanthropy are changing in this sector. I propose that a discursive approach could also offer us new insights into how philanthropy is being transformed, under certain institutional constraints and relations of power.

Test-Optional Admission at a Liberal Arts College: A Founding Mission Affirmed

2007 ◽  
Vol 77 (4) ◽  
pp. 429-435 ◽  
Author(s):  
BRIAN SHANLEY
Keyword(s):  
Test Performance ◽  
Liberal Arts ◽  
Standardized Test ◽  
Liberal Arts College ◽  
Academic Preparation ◽  
Standardized Test Scores ◽  
Student Body ◽  
History Of ◽  
Test Optional ◽  
The Impact

In this essay, Father Brian J. Shanley discusses Providence College's pilot program to eliminate standardized test scores from the required components of an admission application. Building on the college's ninety-year history of opening the doors of higher education to underrepresented populations, Providence College's test-optional policy is designed to ensure that students with strong academic preparation are not excluded from matriculating because of poor test performance. Shanley provides insight into the college's process of holistic application review and the institution's plan to study the impact of its new policy on the makeup and success of its student body.

Unleashing the Relationship Power of Family Firms: Identity Confirmation as a Catalyst for Performance

2008 ◽  
Vol 32 (6) ◽  
pp. 1063-1081 ◽  
Author(s):  
Laurie P. Milton
Keyword(s):  
Family Business ◽  
Family Firms ◽  
Theory Of The Firm ◽  
Family Businesses ◽  
Relationship Power ◽  
Business Research ◽  
Broad Perspective ◽  
Relational Capabilities ◽  
The Impact ◽  
The Relationship

This paper adopts a broad perspective on identity and identity relations and argues that family businesses can develop identity confirmation as a unique, hard to imitate competitive resource that unleashes and leverages the relational capabilities that differentiate them from nonfamily businesses. A person's identities are “confirmed” in a business, to the extent they are supported therein. Identity and identity confirmation research is marshaled to consider the impact of identity confirmation on succession. Implications for other relational challenges family businesses face are explored. The potential for family business research to contribute to a general theory of the firm is illustrated.

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