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The Case for Change in Business Education: How Liberal Arts Principles and Practices Can Foster Needed Change
Abstract
A liberal arts education is touted as a tradition that produces graduates who are humane, interdisciplinary, and have the ability to think critically. While many liberal arts colleges offer business in their degree offerings, it can be seen as antagonistic to a liberal arts education. Can the liberal arts and business education find mutuality? This paper argues that the consideration of this issue is timely due to the recent decline of liberal arts education in favor of technical degrees and the recent criticisms of business education as lagging behind other majors in learning outcomes. An integration framework is offered for business education within liberal arts.
... A cursory review of the history of management reveals a disregard for the influence of culture (Evans, 1976;Ewest & Klieg, 2012). The emphasis in Scientific Management is the standardization of procedures and tasks. ...
... One of the possible reasons for the difference relates to the assumptions made about the positionality of the managers/teachers (Stern & Johnston, 2013). In the case of business administration employees are sometimes viewed as part of the production process and therefore the emphasis is not catering to their needs but rather the focus is on how to get them to adapt to the organization's work processes (Ewest & Klieg, 2012;Fritz, 1996). On the other hand, in education there has been a gradual shift away from the teacher-centered approach in favor of a service oriented paradigm (Lueddeke, 2008). ...
... Therefore the main conclusion of this brief exploratory overview of the challenge brought about by greater diversity in the workplace is that a broad and flexible toolkit will be required by the leaders of the future. Differentiation from the classroom, cultural immersion from anthropological fieldwork, the suspension of judgment, tolerance of uncertainty, and communication skills are some of the many skills that should be included in leadership training (Ewest & Klieg, 2012;L. R. Frey, 1995). ...
The workplace is becoming increasingly diverse and therefore issues of social
justice and inclusion have rise to the top of the list of concerns of many
management teams. Nevertheless many managers find themselves at a loss in
terms of understanding the implications of the international concern on issues
of social justice. A holistic approach to diversity and social justice in the
workplace requires an applied anthropological perspective as well as an
interdisciplinary perspective. The present paper argues that managers and
leaders in general can borrow some very simple and useful techniques from
applied anthropology and education in order to foster a more inclusive and
just workplace.
... Moreover because of the interdisciplinary nature of management and business administration there is a lack of consensus on the particular approach to negotiation that should be promoted (Ertel, 1991). Another important challenge is the expense involved in including negotiation as part of professional training beyond the basic undergraduate education in order to fill the gap of, what many managers consider to be, overly theoretical and impractical formal studies (Ewest & Klieg, 2012;Jordan, 2003). A final issue is the incomplete teaching of negotiation and the feeling by many managers that their employees grasp the main concepts of negotiation but lack the tools to implement those concepts in practice (Goldsmith, Greenberg, Robertson, & Hu-Chan, 2003). ...
... Negotiation in the field of business administration was historically focused on distributive approaches due to the important influence of theories borrowed from economics and financial sciences (Emery & Trist, 1965;The Essentials of Strategy, 2006;Ewest & Klieg, 2012;Mann, Marco, Khalil, & Esola, 2001;Weise, 1989). Economics and in particular the subfield of development economics have moved away from a focus on distributive negotiation due to internal challenges to foundational disciplinary assumptions such as the rationality of the economic man and the finite nature of resources (Suttipun & Arwae, 2020). ...
... The actually existing training system for negotiators and every single member of the workforce is a negotiator in one way or another, starts in primary and secondary schools and then continues through higher education. Undergraduate education is particularly important in this regard because it is the terminal degree for most managers, something that is slowly changing towards the MBA (Ewest & Klieg, 2012;hallinger & Lu, 2013). The literature on the structure and purpose of higher education is very clear on the immense societal investment on undergraduate studies for the rank and file of the professional class (Iloh & Toldson, 2013;Kimball, 2013;Lytle, 2013;Mangu-Ward, 2008;Meenakumari & Krishnaveni, 2011). ...
The present paper explores the different methods, models, and challenges of teaching negotiation in the business sector. Particular attention is paid to the challenges brought about by borrowing methods and techniques borrowed from the fields of law and conflict analysis and resolution. A problem-based approach is favored as a way to make negotiation less theoretical and more pragmatic. The integration of communication and problem-solving techniques as part of the negotiation curriculum is also recommended and a case study of the application of the Buzan mind-mapping technique as part of integrative negotiation is explored in detail. Moreover, certain best practices borrowed from applied anthropology are also operationalized to deal with cultural and social differences in business negotiation.
... Management practices are part of the wider field of leadership studies (Ewest & Klieg, 2012;Goldsmith, Greenberg, Robertson, & Hu-Chan, 2003;Hendrickson, Lane, Harris, & Dorman, 2013;Cooper & Vafadari, 2021). Leadership is a socio-cultural phenomenon and thus it is deeply embedded in a web of symbols, mores, and social norms. ...
... More research interdisciplinary research is needed in the field of management and leadership (Ewest & Klieg, 2012;Kollman, 2008;Mann, Marco, Khalil, & Esola, 2001;Miller, 2009). The field's focus on quantitative research has narrowed its purview and thus limited the possible range of solutions and questions that have been tackled (Rivero &von Feigenblatt, 2016;Rubin & Rubin, 2005). ...
Thailand has been at the core of the Asian Values debate since the 1992 World Conference on Human Rights held in Vienna. Sufficiency Economy Philosophy (SEP) is an approach developed by the late King Bhumibol Adulyadej to condense and operationalize his approach to governance and development during the last two decades of his seventy year reign. Integrating values borrowed from Theravada Buddhism such as benevolence, emphasis on the middle way, and an emphasis on the public good, SEP is one of the most highly developed alternative approaches to development and governance in the Asian region. During his seventy-year reign, King Bhumibol Adulyadej saw thirty prime ministers come and go as well as over eighteen revised constitutions. Nevertheless, the country remained relatively peaceful and stable and the core pillars of Nation, Monarchy, and Religion provided continuity for the people throughout the upheavals of the Cold War and the new millennium. SEP has shown resiliency and flexibility to deal with a vast array of challenges both domestic and foreign. The present study explores the development of SEP with a particular focus on the role of values and leadership styles. SEP provides evidence of an actually existing Asian-value oriented inclusive leadership style that is practiced in both the private and the public sectors. A tentative model of SEP as a management style is provided and subjected to critical analysis.
... Concepts such as "soft power" popularized by Joseph Nye received increasing attention both in the field and in closely related disciplines (Miller, 2009). Negotiation in the field of business administration was historically focused on distributive approaches due to the important influence of theories borrowed from economics and financial sciences (Emery & Trist, 1965; The Essentials of Strategy, 2006;Ewest & Klieg, 2012;Mann, Marco, Khalil, & Esola, 2001;Weise, 1989). Economics and in particular the subfield of development economics have moved away from a focus on distributive negotiation due to internal challenges to foundational disciplinary assumptions such as the rationality of the economic man and the finite nature of resources (Suttipun & Arwae, 2020). ...
... The actually existing training system for negotiators and every single member of the workforce is a negotiator in one way or another, starts in primary and secondary schools and then continues through higher education. Undergraduate education is particularly important in this regard because it is the terminal degree for most managers, something that is slowly changing towards the MBA (Ewest & Klieg, 2012;hallinger & Lu, 2013). The literature on the structure and purpose of higher education is very clear on the immense societal investment on undergraduate studies for the rank and file of the professional class (Iloh & Toldson, 2013;Kimball, 2013;Lytle, 2013;Mangu-Ward, 2008;Meenakumari & Krishnaveni, 2011). ...
The present paper explores the different methods, models, and challenges of teaching negotiation in the business sector. Particular attention is paid to the challenges brought about by borrowing methods and techniques borrowed from the fields of law and conflict analysis and resolution. A problem-based approach is favored as a way to make negotiation less theoretical and more pragmatic. The integration of communication and problem-solving techniques as part of the negotiation curriculum is also recommended and a case study of the application of the Buzan mind-mapping technique as part of integrative negotiation is explored in detail. Moreover certain best practices borrowed from applied anthropology are also operationalized to deal with cultural and social differences in business negotiation.
... less dramatic responses are emerging, as well. many observers have urged four-year colleges to explore innovative ways of integrating humanities and professional education (colby, ehrlich, sullivan, & dolle, 2011;Ewest & Kliegl, 2012) and such colleges as Morehouse, Franklin and marshall, and Bennington have begun offering activities and coursework that allow students to connect the liberal arts experience to life beyond campus by incorporating vocational training into their curricula and thus adapting to the evolving demands of their students. spellman (2009) and others believe that such developments should be celebrated as entirely consistent with the liberal arts philosophy, offering both continued adherence to the core aims and values of a liberal education and a path to sustained viability. ...
As many national commissions and observers have noted, the past forty years have brought unprecedented declines in humanities enrollments and programs in U.S. higher education. These changes are particularly striking in the iconic academic heart of the enterprise, the four-year college sector, where many institutions have diversified curricular offerings well beyond their historic roots in the liberal arts. Colleges have significantly varied, however, in the extent of their retreat from the traditional core curriculum. What factors, then, are associated with maintaining earlier established academic norms in this organizational field? This analysis of four-year colleges' humanities degree production investigates several propositions, concluding that deeper institutionalization and stronger financial resources have been especially important in constraining schools' retreat from the humanities over recent decades. Examination of time-based interaction effects suggests notable evolution in the role of religious affiliation and gender in humanities degree production over the period. Implications of the findings for research and policy are considered.
Young Americans have a distinct knowledge deficit regarding history, culture, and geography (Hess, 2008; National Geographic, 2006) that is so severe that they “lack even the most basic skills for navigating the international economy” (National Geographic 2006, p. 7). This manuscript provides an outline for a marketing strategy course that is designed to address these deficits. By applying concepts from military strategy to marketing strategy – with a strong emphasis on historical and geographical literacy – students achieve a deeper understanding of marketing strategy and a more flexible use of strategic principles across a variety of contexts, time frames, and national boundaries.
This chapter explores the way in which yogic principles influence leadership behavior and approaches. Current understandings of leader development have not incorporated principles of stillness as part of leadership evolution and growth, which leaves the door open for such an exploration. Using a combination of semi-structured personal interviews with individuals at the intersection of yoga and leadership, this inductive inquiry finds that yoga influences leadership in three primary ways: by transforming leadership into a humble service, by allowing leaders to display their humanity through example, and by encouraging leaders to tune in within themselves for better decision-making. This chapter opens the door on the discussion of consciously intertwining yogic practice and philosophical foundations for the benefit of leader development at the individual level.
The most important outcome of any academic course is to increase understanding for both learners and their instructors. However, in many business courses this is made problematic because of the ways in which business schools have constructed the bodies of knowledge that they consider relevant. This chapter considered the ways in which the Human Resource Management (HRM) course has evolved and argues that in its trajectory it has become artificially separated from many other critical understandings and bodies of knowledge, particularly those of national and organizational cultures. However, within the teaching and learning of HRM there are many opportunities for considering overarching perspectives, integrating what have become separated aspects, and providing the richer and more expansive understanding of subject matter that is increasingly demanded from business graduates in the complex and globalized world of work. The chapter explores the nature, significance, and potential of these opportunities—opportunities that are generally understood as teachable moments.
This article describes the transformational change at Babson College in Wellesley, Massachusetts. By any measure, Babson College is a different and dramatically better place than it was 10 years ago. At the heart of the changes are radical curriculum reforms in both the undergraduate and MBA programs, with unusual integration among business subjects and between business and liberal arts; an undergraduate competence-based curriculum; requirements for international experience, more field-based work, an emphasis on team learning and ethical considerations; and other innovations. Instrumental in launching change were a relatively new dean and a new president's initiatives and leadership, but the seeds had been sown several years earlier. Numerous failed attempts to move the faculty in the interim had created frustration among several faculty reformers waiting to be tapped. The evening MBA program became the largest in the greater Boston area. The foundation of liberal arts had been strengthened, and bridges between the liberal arts and business programs were under construction.
This study uses data from synopses of academic mission statements to explore the relationship between liberal arts claims and curricula. Descriptive statistics reveal that 68 percent of the colleges promoting a liberal arts mission are dominated by professional disciplines. Multivariate analysis identifies several institutional characteristics that significantly affect the probability of inconsistency between claims and curricula. Explanations for the inconsistency are discussed.
This study examines the relationship between the most popular major field of degrees awarded by baccalaureate colleges in the USA and the organisational language used to identify themselves as liberal arts institutions. Informed by competing theoretical frameworks (neoinstitutional theory and strategic adaptation), two primary research questions guide this research. First, how often will business be the most popular major at baccalaureate colleges whose public rhetoric proclaims a commitment to a liberal arts and sciences education? Second, what environmental and organisational characteristics predict the popularity of business majors at these institutions? The results reveal a decoupled (inconsistent) relationship between the popularity of the business major (at 55% of the institutions) and the liberal arts identity that is a foremost component of these colleges' public self‐presentations. Multivariate analysis indicates that technical, market‐based forces predict decoupling, but the promotion of liberal arts rhetoric suggests that while colleges adapted to technical environmental pressures, they remained concerned with legitimacy. Therefore, both neoinstitutional and strategic adaptation theories were necessary to explain how and why ‘liberal arts’ colleges maintain socially acceptable accounts to justify actions of questionable institutional legitimacy.
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?
For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
The article discusses liberal arts, as a bulwark of business education. Liberal-arts education offers students the best chance to grow intellectually and morally. It provides best opportunity to produce leaders with positive character and intent. A separatist strategy is not the educational corrective to corporate greed.
Stanley Hauerwas is one of the most widely read and oft-cited theologians writing today. A prolific lecturer and author, he has been at the forefront of key developments in contemporary theology, ranging from narrative theology to the “recovery of virtue.” Yet despite his prominence and the esteem reserved for his thought, his work has never before been collected in a single volume that provides a sense of the totality of his vision.
The editors of The Hauerwas Reader, therefore, have compiled and edited a volume that represents all the different periods and phases of Hauerwas’s work. Highlighting both his constructive goals and penchant for polemic, the collection reflects the enormous variety of subjects he has engaged, the different genres in which he has written, and the diverse audiences he has addressed. It offers Hauerwas on ethics, virtue, medicine, and suffering; on euthanasia, abortion, and sexuality; and on war in relation to Catholic and Protestant thought. His essays on the role of religion in liberal democracies, the place of the family in capitalist societies, the inseparability of Christianity and Judaism, and on many other topics are included as well.
Perhaps more than any other author writing on religious topics today, Hauerwas speaks across lines of religious traditions, appealing to Methodists, Jews, Anabaptists or Mennonites, Catholics, Episcopalians, and others.
Although liberal arts colleges are reputed not to offer business education, a study of one hundred eighty-two nationally known colleges found that most offer business majors. Apart from economics, these programs may operate outside disciplinary mainstreams. Five structures for business education are identified. Although business education varies negatively with some performance measures, it is a common adaptive strategy for liberal arts colleges.
JOHN Thain has one. So do Richard Fuld, Stanley O'Neal and Vikram Pandit. For that matter, so does John Paulson, the hedge fund kingpin. Yes, all five have fat bank accounts, even now, and all have made their share of headlines. But these current and former giants of finance also are all card-carrying M.B.A.'s. The master's of business administration, a gateway credential throughout corporate America, is especially coveted on Wall Street; in recent years, top business schools have routinely sent more than 40 percent of their graduates into the world of finance. But with the economy in disarray and so many financial firms in free fall, analysts, and even educators themselves, are wondering if the way business students are taught may have contributed to the most serious economic crisis in decades. "It is so obvious that something big has failed," said Ángel Cabrera, dean of the Thunderbird School of Global Management in Glendale, Ariz. "We can look the other way, but come on. The C.E.O.'s of those companies, those are people we used to brag about. We cannot say, 'Well, it wasn't our fault' when there is such a systemic, widespread failure of leadership." Critics of business education have many complaints. Some say the schools have become too scientific, too detached from real-world issues. Others say students are taught to come up with hasty solutions to complicated problems. Another group contends that schools give students a limited and distorted view of their role — that they graduate with a focus on maximizing shareholder value and only a limited understanding of ethical and social considerations essential to business leadership. Such shortcomings may have left business school graduates inadequately prepared to make the decisions that, taken together, might have helped mitigate the financial crisis, critics say. "There are extraordinary things taking place in business education, and a lot that is very promising," said Judith F. Samuelson, executive director of the Business and Society Program at the Aspen Institute. "But what's the central theorem of business education? It's wanting." Some employers and recruiters also question the value of an M.B.A., and are telling young people they can get better training on the job than in business school. A growing number are setting up programs to help employees develop skills in-house.
In this interview, international strategy guru Gary Hamel explains the thinking behind his new book, Leading the Revolution. He believes that the impetus for radical change in a business must come from the ideas and energies of the people within the company, not from consultants or external advisors. He also believes that innovation and radical change will be necessary for wealth creation in the coming years – change not only in products and processes, but change in entire business models as well. The interview includes Hamel’s guidelines for those at any level of an organization who may have ideas about new opportunities that can revolutionize the company or the industry.
A variety of constituents in management education have advocated the need for integrating liberal arts into the business curriculum. In response, this article presents an overview of a freshman seminar for prospective managers. The purpose of the seminar is to explore the arts and literature to discover what lessons can be learned about leadership. Through application of the five learning disciplines, students are challenged to analyze and interpret artistic and literary works with respect to leadership concepts.
The literature urges business schools to change their undergraduate curricula in response to changes in the models and methods currently used by corporate America. Critics contend that business schools should place more emphasis on teamwork and integrative models. Business schools are urged to “break down the silos” between functional subjects by integrating traditional courses in the undergraduate business curriculum. This article argues such criticism is based on confusing the need for changes in business pedagogy with the need for change in business curricula, and on an incomplete appreciation of the specialization, signaling, and hedging embedded in the current curricula. Most existing MBA curricula and undergraduate “capstone” courses already address the critics' concerns. This article emphasizes individual courses should be modified to ensure students gain additional appreciation for collaborative, interdisciplinary projects; however, such modification should not sacrifice the current depth of specialized learning in individual courses.
Many academicians believe that collegiate liberal arts education and business education are antithetical. Furthermore, the decline in the numbers of traditional college students has exacerbated the perceived conflict. This article explores the alternate proposition that liberal arts institutions are uniquely qualified to meet the growing global demand for international business education.
Specifically, a process is proposed by which U.S. liberal arts institutions can develop international business programs employing primarily existing resources. By doing so, they would be able to compete more effectively for the growing global market of students seeking international business programs.
This monograph deals with the dominant characteristics of liberal education as a number of historical typologies, models, or categories, and attempts, from time to time, to distinguish the claims made by defenders from reality. The typologies, chosen because of their frequent occurrence in discussions of liberal education, are: character formation, leadership, breadth, personality development, critical thinking, and general education. The discussion begins with an exploration of secondary education as a determinant of how liberal education is conceived and taught at higher levels. The monograph identifies strands of liberal education that have vanished, and it makes the case that the historical change from a university mission centered on the dissemination of knowledge to its transformation has created difficulties for inherited conceptions of liberal education. In fact, formal education may not be the only means of achieving some of the traditional ends of liberal education. Liberal education may need to be moved toward realizable objectives. Three large topics need to be considered: (1) the role of secondary education in furthering the ends of liberal education; (2) a review of the principal objectives of liberal education as historically defined; and (3) the reconsideration of what should be taught as liberal education and how it should be taught. Appendixes discuss new technologies and list participants in an international discussion of liberal education. (Contains 23 endnotes and 36 references.) (SLD)
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