English Writer 13 | - Freelance Writer
Mar 22, 2018 | #1
In a world of sky-rocketing tuition paired with increasing competition to secure jobs, it is of exceptional importance to delineate the best and most effective ways to prepare tomorrow's workforce. In the preparation of business students, many have questioned where a pragmatic focus on business skills would be more efficient than the traditional inclusion of liberal arts studies. Liberal arts are courses that teach aspects of social/natural sciences, humanities, and the arts. Those who oppose the inclusion of liberal arts in business degrees argue that courses like history and philosophy have little applied value to the future careers of graduates. Proponents for the requirement of liberal arts courses advocate for education of the whole person. Business students need to develop critical thinking skills, an ability to synthesize knowledge, and a motivation to apply ethics to their business practices. Many of these skills are emphasized throughout a liberal arts curriculum. The following literature review will review research-based aspects of this ongoing debate.
The determination of whether to include liberal arts in the education of business majors has far reaching ramifications. Educational institutions recognize that this question represents much more than a philosophical debate. The way a university or college defines their curriculum is a representation of the values of that institution. Curriculum development also determines the distribution of funding throughout an educational institution. Kumar, Stecke, and Frey have argued that educational institutions should view curriculum development as a strategic management tool. Decisions about what to include and exclude from the curriculum should be based on structured foresight and predictions about what each industry needs for the future.
The argument that college curriculum should reflect industry predictions is not a new one. English and Steffy delineated the need for curriculum development to include long-range planning more than two decades ago. In their article, English and Steffy criticized programs based on systemwide, broad-based requirements. Many of these requirements, frequently termed "general education, are liberal arts courses. English and Steffy acknowledged that such programs supported the development of conceptual thinking skills. Systemwide requirements should be approached with caution; however, as this path represents higher levels of risk and uncertainty related to whether tomorrow's business leaders will be prepared for tomorrow's business challenges.
Kumar, Stecke, and Frey delineate a specific example of skills that could be included in a more specialized curriculum that didn't include traditional liberal arts courses. In line with the need to predict the future of business, Kumar, Stecke, and Frey posit that all business students should learn to master business forecasting models. With many faculty members underprepared in this area, specialization at all levels would be key. This suggested modification to most current curriculums does not specifically demand the removal of liberal arts courses. Rather, it emphasizes the overall need to assess curriculum from a strategic perspective. What is the most effective way to educate tomorrow's business workforce?
ENROLLMENT. Between 2007 and 2008, American universities awarded more than 1.5 million bachelor's degrees. Of these, over 335,000 business degrees were awarded. Business degrees represented the most popular path of study. These numbers are a considerable growth from the 840,000 total graduates between 1970 and 1971. The increase of business graduates has resulted in a decrease of arts and sciences graduates. This trend continues. Some universities have responded by bolstering business programs. Others have maintained a steadfast commitment to liberal arts programs.
The types of students enrolling in college have also changed considerably in recent years. Traditional student enrollment has declined. There's been a 45% decline in students who seek a "meaningful philosophy of life" through a college education and a 40% increase in the objective to become wealthy. Prospective students are more cognizant of the competitive workplace and they seek specialized skills. Specific groups, including veterans, are also growing among the ranks of students. Some estimates place veterans making up 20-25% of overall college enrollment. These students enter college with a wealth of real world experience and often year for skills-based training focused on their career.
CHANGES IN CURRICULUM. In the last two decades, many business programs have undergone considerable curriculum changes. Among these includes the addition of at least one Ethics course to most business curriculums. Programs vary widely related to this requirement but many have adopted the importance of ethical business practice into their program objectives. Variation also exists in the inclusion of internships into business programs. Some require them. Others recommend them and the internships themselves vary on accreditation standards.
Recent years have also seen the birth of new business programs. Interdisciplinary programs (i.e. MBA/JD programs) have seen a significant surge in both offerings and graduates. Business programs have begun to recognize specific skills necessary for success as a practitioner. In response, courses that integrate technology and communication have been increasingly added to required business curriculum. Some of these courses are specifically developed for business majors while others have maintained an interdisciplinary, liberal arts perspective.
Feedback from the business industry itself has also been integrated into curriculum development. An article by Tuleja and Greenhalgh identifies the number one skill sought by business employers as oral communication. Similar investigations have revealed the employers have exceptionally high expectations that their employees will have fine-tuned interpersonal skills. Interestingly, these skills are almost never the focus of businesses strictly focused on industry-specific learning objectives. Liberal arts courses, like social sciences and communication, focus more heavily on these sought after abilities. According to research by Kelly et al., liberal arts graduates are finding and keeping high level business positions. Their skills are translating to the real world and are resulting in successful careers.
FUNDING AND CURRICULUM. Many educational institutions have been enjoying mutually beneficial partnerships with corporations for years. In exchange for financial contributions, corporations have established a voice in the development of business curriculum. This relationship is also observable in the alumni giving trend. Both strategic relationships were particularly prevalent in the 1990s with the peak of endowments. Educational institutions provide a public service and many are open to the views of the public in curriculum development. The voices of members of the public, including corporations that are backed with the promise of funding are significantly louder than suggestions about curriculum based on theory or even research findings. This difference is demonstrated in research findings that support a well-rounded education versus the business industry's push for specialization.
In the delivery of her 2009 TED Talk, Elizabeth Coleman credited liberal arts with the production of "the broadest intellectual and deepest ethical potential." Colman is known for her radical transformation of Bennington College. As President, Coleman replaced many historical systems of higher education, like tenure and department divisions (i.e. business and liberal arts divides) with an intense emphasis on interdisciplinary, interactive, hands-on learning. She describes higher education as a "performing art" and suggests that without societal context-learning is meaningless. Study of the liberal arts provides that context. In addition to setting the stage for technical learning, the pursuit of liberal arts offers support to develop specific skills. As evidenced by hiring trends of liberal arts graduate, these skills continue to prove valuable to employers. De la Vergne. lists a number of skills provided through the study of liberal arts. They are as follows:
ANALYSIS. As emphasized in history and sociology courses, it's not enough to simply study historical events and the trends of people. In-depth understanding allows a student to compare, contrast, and consider different perspectives. The ability to analyze a situation thoroughly is an exceptionally valuable skill to a number of business professions. It's one utilized in business practices from the hiring process of employees to the balancing of budgets.
COMMUNICATION. Many liberal arts courses stress the importance of articulate oral and written communication. The ability to organize one's ideas effectively, consider the audience, and deliver the message clearly is one that requires repetitious practice in a number of contexts. Curriculum movements like Writing Across the Curriculum (WAC) and Communicating Across the Curriculum (CXC) have proven effective in improving the overall communication skills of graduates. Communication skills can be utilized to write business memos, respond to business-related emails, deliver presentations, communicate with potential or current clients, and negotiate sales. The ability to communicate effectively has been cited as the most valuable skill according to employers.
CULTURAL LITERACY AND FOREIGN LANGUAGE PROFICIENCY. Many of today's business professionals must function effectively in a global economy that is virtually without borders. To compete, foreign language fluency is ideal. Many higher education professionals criticize the lessened emphasis on the acquisition of a second (or third) foreign language during undergraduate education. This could be interpreted as a weakness in the American higher education system because most other countries promote the acquisition of fluency in at least two major languages. Beyond language, it's imperative to understand differences in levels of formality, body language, and appropriate pace for speech/activities in other cultures. These skills necessitate an understanding from a sociological perspective as well as a historical one.
EMOTIONAL INTELLIGENCE. Described by some psychologists as the superior form of intelligence, emotional intelligence is the ability to understand the motivations of others, take another's perspective, and appropriately experience/express one's emotions. Emotional intelligence involves the ability to regulate impulses, make difficult decisions, and act in an ethical manner-even in the most challenging and tempting of situations. Emotional intelligence is often noted as the intangible characteristic that separates excellent business professionals from average ones. How many ethical and professional dilemmas could be avoided if one had the ability to empathize with the position of others?
LEADERSHIP. The liberal arts are an ideal arena to develop leadership skills because they facilitate the practice of leadership in a number of contexts and with a diverse group of people. Leading all like-minded followers results in a stagnant motivational approach that fails to reap success in the real world. Real world business professionals vary because they often come from a variety of backgrounds. Business majors, however, in strictly business programs are limited in diversity.
Leadership entails an ability to know oneself while also knowing what needs to be done. It demands excellent communication in the delegation of tasks and a persistence to keep with a goal until it is accomplished. Leadership requires initiative and truly successful leaders find a way to empower others. Through liberal arts, students learn about leaders that changed the world. They also develop self-awareness, communication, and other skills that may allow them to make similarly shattering changes-to the world or to the business industry.
PLANNING AND ORGANIZING. The ability to manipulate ambiguous date to make accurate predictions and then respond accordingly is an invaluable asset for a company. Imagine the ability to predict a company disaster and prevent it before it happens. This level of complex reasoning is impossible if business professionals remain focused on present data and can't look beyond to accurately imagine the future. Planning and organization requires categorization, tracking, and synthesis of information. It's not a singular skill but a collection of competencies that can best be improved through the diversification of liberal arts infused education.
RESEARCH. Successful research of business practices rarely remains in the confines of business journals and magazines. Tomorrow's business leaders study client behavior, consumer trends, economic projections, and evidenced-based practices. And understanding of law is also essential. Most importantly, students of liberal arts learn and practice different ways to research so that they can utilize these methods to update their knowledge base throughout their careers.
SYSTEMIC THINKING. The liberal arts instill an ability for individuals to view problematic situations and challenges in the workplace as interrelated parts that require an equally dynamic approach. Systemic thinkers are innovative. They are able maintain the fine and difficult to achieve balance of both client/customer and employee satisfaction. Systemic thinkers recognize the importance of engaging employees in the workplace to maintain and increase productivity. They recognize the strengths of others and the potential for the organization as a whole.
While the benefits of liberal arts are espoused in detail throughout the literature, the need for technical and vocational skills is also apparent. One could easily argue that a strictly liberal arts education lacks the diversity of skills learned in a more focused and skills-based program. For that reason, many scholars have explored the integration of business and liberal arts programs, either through the inclusion of business-oriented liberal arts courses of the infusion of liberal arts scholars in business program faculties. These innovative approaches recognize the value placed on a well-rounded education. Whether one studies liberal arts for one semester or 4-8 years, they often change a student's way of thinking, writing, speaking, and being in the world. This ability to change through education is not one to be overlooked in such an increasingly competitive business climate.
In line with innovative approaches to curriculum development, the following case study illustrates one way that a liberal arts approach has been integrated across the wider curriculum. This wider curriculum could and does include business programs in several educational institutions. As noted by the research findings of Tuleja and Greenhalgh (2008), Communicating Across Curriculums has proven an effective way to improve students' oral communication skills throughout the entirety of their higher education.
The communication across curriculum movement (CXC) of the 1980's followed the writing across curriculum (WAC) movement of the 1960's. Social communication, focused primarily on speaking, became a priority with the increased focused on outcomes-based educational objectives. Communication competence was cited as a need across disciplines. In response, CXC courses were created. Communication skills taught and practiced in these courses might support a student in leading a meeting, delivering a speech, participating in a group project, and/or navigating successful business relationships. Studies have supported the success of these programs in expanding students' ability to use critical thinking skills.
TYPES OF CXC PROGRAMS. Most educational institutions have integrated the CXC movement into their curriculums in one of three ways. First, separate instruction CXC courses require all students to take a standalone communications course. Separate courses are typically taught by one member of the faculty and they usually last one semester or quarter. They focus on researching one's speaking topic, organizing a speech, and delivering it well. In contrast, integrated CXC programs combine objectives related to communication with other content-driven goals for various courses. Faculty across the university or college receives training on effective methods of teaching communication skills. Students receive CXC instruction in a number of their courses, including economics, finance, and marketing. The third and final type of CXC program is consultant-based. This model is based on the second program type of integrated instruction but includes the consultation of experts in the field of communication for the creation of CXC learning objectives, assignments, and assessments. These experts may be involved in syllabus development and/or evaluation of students on communication skills. A comparison and contrast of these three types of CXC program is useful to the debate between the inclusion of liberal arts in the study of business as the three types of programs vary on their level of integration and specialization.
EVALUATION OF CXC PROGRAMS. Research conducted by Tuleja and Greenhalgh considered student ratings of effectiveness in addition to other variables to determine the most effective of the three types of CXC programs. Their study concluded that integrated programs were the most effective programs to deliver the necessary communications-related learning objectives to students. Interestingly, students valued the feedback of TA's more than communications experts hired as consultants for the consultant-based programs. A need for some business focus was indicated in the superior outcome of integrated programs over separate CXC programs. These findings support the integration of other liberal arts objectives into the overall business curriculum.
Conclusion
It's difficult to define the exact expectations for tomorrow's business leaders. All business graduates will learn skills related to management, marketing, and accounting. Some stress the need for increased specialization with the demands of today's complex and technical business industry. Others argue that the growing globalization of business necessitates an even deeper understanding of cultural differences, communication across these differences, and awareness of personal strengths/abilities. As summarized by MacDonald and Ramaglia, the real question is how to best integrate liberal arts into business programs.
There are a surprising number of stakeholders interested in the development of business curriculum. Some increasingly question the devotion of funds for the continued support of strictly liberal arts programs. In 2011 Governor Rick Scott of Florida proposed budget cuts that would end funding of liberal arts programs in all of the state's colleges and universities. During the same year, Bill Gates made a similar suggestion to higher education budget adjustments. Both argued that the liberal arts were frivolous in a culture that so desperately needs more math, science, and technology graduates. While impressive leaders in their own rights, Scott and Gates failed to recognize the reality that liberal arts grads are indeed obtaining employment. Some research suggests that when they are hired in the business sector, they often outperform their technically trained colleagues.
Rather than argue for absolutes in terms of funding most, including the students themselves, identify at least some value in liberal arts. The integration of business courses from a liberal arts perspective or taught by liberal arts faculty may be a viable option to meet the needs of both sides of this debate. Such integration might include a reflection on the historical origins and social ramifications of business practices. The Communication Across Curriculum movement is one indication that such integration may lead to positive outcomes. The value of a well-rounded, generalist education is rarely questioned. Instead, numerous stakeholders converge to determine the absolute most effective and efficient ways to adequately prepare tomorrow's leaders to achieve and/or maintain American dominance in all domains of the business industry.
References
Baker, S.M., Faircloth, J.B., Simental, S. (2005). Perceptions of University-Corporate Partnership Influences on a Brand. Journal of Marketing Theory and Practice, Vol. 13, No. 2, pp. 32-46.
Brint, S., Riddle, M., Turk-Bicakci, L., Levy, CS. (2005). From the Liberal to the Practical Arts in American Colleges and Universities: Organizational Analysis and Curricular Change. The Journal of Higher Education, Vol. 76, No. 2, pp. 15 1-180. The Ohio University Press.
Coleman, E. (2009). Liz Coleman's call to Reinvent liberal arts education. [Video File].
Dakduk, M. (2010). From Combatto College.
De la Vergne, S. Liberal arts skills: What are they? The Liberal Arts Advantage- For Business. Writing Blog.
DeNicola, D. R. (1986 December). Liberal arts and business. Nation's Business, pp. 4.
English, F. W. & Steffy, B. E. Curriculum as a strategic management tool. Educational Leadership, 39(4), 276-278.
Godwin, L. and Neville, M.G. (2008). Learning from a Whole-System, Strength-Based Approach: A Case of Collaborative Curriculum Development. American Society for Quality, The Journal for Quality and Participation, Spring, 11-14.
Kelly, M. H., Britt, M., Hardenbergh, T. G., & Hardenbergh, W. E. (2011). Why business schools are bringing military history back to the curriculum. Interdisciplinary Journal of Contemporary Research in Business, 3(7), 14-27.
Kumar, A., Stecke, K. E., & Frey, R. (2009). Pedagogical guidance for teaching forecasting in an ERP environment: Revamping the business school curriculum for strategic advantage. Operations Management Education Review, 3, 109-124.
MacDonald, D. B. and Ramaglia, J. A. (2004). Teaching International Business Law: A Liberal Arts Perspective. Journal of Legal Studies Education, 22: 39-64.
Tuleja, E. A., & Greenhalgh, A. M. (2008). Communication across the curriculum in an undergraduate business program: Management 100-Leadership and Communication groups. Business Communication Quarterly, 71(1), 27-43.
Strategic Curriculum Development
The determination of whether to include liberal arts in the education of business majors has far reaching ramifications. Educational institutions recognize that this question represents much more than a philosophical debate. The way a university or college defines their curriculum is a representation of the values of that institution. Curriculum development also determines the distribution of funding throughout an educational institution. Kumar, Stecke, and Frey have argued that educational institutions should view curriculum development as a strategic management tool. Decisions about what to include and exclude from the curriculum should be based on structured foresight and predictions about what each industry needs for the future.
The argument that college curriculum should reflect industry predictions is not a new one. English and Steffy delineated the need for curriculum development to include long-range planning more than two decades ago. In their article, English and Steffy criticized programs based on systemwide, broad-based requirements. Many of these requirements, frequently termed "general education, are liberal arts courses. English and Steffy acknowledged that such programs supported the development of conceptual thinking skills. Systemwide requirements should be approached with caution; however, as this path represents higher levels of risk and uncertainty related to whether tomorrow's business leaders will be prepared for tomorrow's business challenges.Kumar, Stecke, and Frey delineate a specific example of skills that could be included in a more specialized curriculum that didn't include traditional liberal arts courses. In line with the need to predict the future of business, Kumar, Stecke, and Frey posit that all business students should learn to master business forecasting models. With many faculty members underprepared in this area, specialization at all levels would be key. This suggested modification to most current curriculums does not specifically demand the removal of liberal arts courses. Rather, it emphasizes the overall need to assess curriculum from a strategic perspective. What is the most effective way to educate tomorrow's business workforce?
History of Business Education
ENROLLMENT. Between 2007 and 2008, American universities awarded more than 1.5 million bachelor's degrees. Of these, over 335,000 business degrees were awarded. Business degrees represented the most popular path of study. These numbers are a considerable growth from the 840,000 total graduates between 1970 and 1971. The increase of business graduates has resulted in a decrease of arts and sciences graduates. This trend continues. Some universities have responded by bolstering business programs. Others have maintained a steadfast commitment to liberal arts programs.
The types of students enrolling in college have also changed considerably in recent years. Traditional student enrollment has declined. There's been a 45% decline in students who seek a "meaningful philosophy of life" through a college education and a 40% increase in the objective to become wealthy. Prospective students are more cognizant of the competitive workplace and they seek specialized skills. Specific groups, including veterans, are also growing among the ranks of students. Some estimates place veterans making up 20-25% of overall college enrollment. These students enter college with a wealth of real world experience and often year for skills-based training focused on their career.
CHANGES IN CURRICULUM. In the last two decades, many business programs have undergone considerable curriculum changes. Among these includes the addition of at least one Ethics course to most business curriculums. Programs vary widely related to this requirement but many have adopted the importance of ethical business practice into their program objectives. Variation also exists in the inclusion of internships into business programs. Some require them. Others recommend them and the internships themselves vary on accreditation standards.
Recent years have also seen the birth of new business programs. Interdisciplinary programs (i.e. MBA/JD programs) have seen a significant surge in both offerings and graduates. Business programs have begun to recognize specific skills necessary for success as a practitioner. In response, courses that integrate technology and communication have been increasingly added to required business curriculum. Some of these courses are specifically developed for business majors while others have maintained an interdisciplinary, liberal arts perspective.
Feedback from the business industry itself has also been integrated into curriculum development. An article by Tuleja and Greenhalgh identifies the number one skill sought by business employers as oral communication. Similar investigations have revealed the employers have exceptionally high expectations that their employees will have fine-tuned interpersonal skills. Interestingly, these skills are almost never the focus of businesses strictly focused on industry-specific learning objectives. Liberal arts courses, like social sciences and communication, focus more heavily on these sought after abilities. According to research by Kelly et al., liberal arts graduates are finding and keeping high level business positions. Their skills are translating to the real world and are resulting in successful careers.
FUNDING AND CURRICULUM. Many educational institutions have been enjoying mutually beneficial partnerships with corporations for years. In exchange for financial contributions, corporations have established a voice in the development of business curriculum. This relationship is also observable in the alumni giving trend. Both strategic relationships were particularly prevalent in the 1990s with the peak of endowments. Educational institutions provide a public service and many are open to the views of the public in curriculum development. The voices of members of the public, including corporations that are backed with the promise of funding are significantly louder than suggestions about curriculum based on theory or even research findings. This difference is demonstrated in research findings that support a well-rounded education versus the business industry's push for specialization.
Value of Liberal Arts Education
In the delivery of her 2009 TED Talk, Elizabeth Coleman credited liberal arts with the production of "the broadest intellectual and deepest ethical potential." Colman is known for her radical transformation of Bennington College. As President, Coleman replaced many historical systems of higher education, like tenure and department divisions (i.e. business and liberal arts divides) with an intense emphasis on interdisciplinary, interactive, hands-on learning. She describes higher education as a "performing art" and suggests that without societal context-learning is meaningless. Study of the liberal arts provides that context. In addition to setting the stage for technical learning, the pursuit of liberal arts offers support to develop specific skills. As evidenced by hiring trends of liberal arts graduate, these skills continue to prove valuable to employers. De la Vergne. lists a number of skills provided through the study of liberal arts. They are as follows:
ANALYSIS. As emphasized in history and sociology courses, it's not enough to simply study historical events and the trends of people. In-depth understanding allows a student to compare, contrast, and consider different perspectives. The ability to analyze a situation thoroughly is an exceptionally valuable skill to a number of business professions. It's one utilized in business practices from the hiring process of employees to the balancing of budgets.
COMMUNICATION. Many liberal arts courses stress the importance of articulate oral and written communication. The ability to organize one's ideas effectively, consider the audience, and deliver the message clearly is one that requires repetitious practice in a number of contexts. Curriculum movements like Writing Across the Curriculum (WAC) and Communicating Across the Curriculum (CXC) have proven effective in improving the overall communication skills of graduates. Communication skills can be utilized to write business memos, respond to business-related emails, deliver presentations, communicate with potential or current clients, and negotiate sales. The ability to communicate effectively has been cited as the most valuable skill according to employers.
CULTURAL LITERACY AND FOREIGN LANGUAGE PROFICIENCY. Many of today's business professionals must function effectively in a global economy that is virtually without borders. To compete, foreign language fluency is ideal. Many higher education professionals criticize the lessened emphasis on the acquisition of a second (or third) foreign language during undergraduate education. This could be interpreted as a weakness in the American higher education system because most other countries promote the acquisition of fluency in at least two major languages. Beyond language, it's imperative to understand differences in levels of formality, body language, and appropriate pace for speech/activities in other cultures. These skills necessitate an understanding from a sociological perspective as well as a historical one.
EMOTIONAL INTELLIGENCE. Described by some psychologists as the superior form of intelligence, emotional intelligence is the ability to understand the motivations of others, take another's perspective, and appropriately experience/express one's emotions. Emotional intelligence involves the ability to regulate impulses, make difficult decisions, and act in an ethical manner-even in the most challenging and tempting of situations. Emotional intelligence is often noted as the intangible characteristic that separates excellent business professionals from average ones. How many ethical and professional dilemmas could be avoided if one had the ability to empathize with the position of others?
LEADERSHIP. The liberal arts are an ideal arena to develop leadership skills because they facilitate the practice of leadership in a number of contexts and with a diverse group of people. Leading all like-minded followers results in a stagnant motivational approach that fails to reap success in the real world. Real world business professionals vary because they often come from a variety of backgrounds. Business majors, however, in strictly business programs are limited in diversity.
Leadership entails an ability to know oneself while also knowing what needs to be done. It demands excellent communication in the delegation of tasks and a persistence to keep with a goal until it is accomplished. Leadership requires initiative and truly successful leaders find a way to empower others. Through liberal arts, students learn about leaders that changed the world. They also develop self-awareness, communication, and other skills that may allow them to make similarly shattering changes-to the world or to the business industry.
PLANNING AND ORGANIZING. The ability to manipulate ambiguous date to make accurate predictions and then respond accordingly is an invaluable asset for a company. Imagine the ability to predict a company disaster and prevent it before it happens. This level of complex reasoning is impossible if business professionals remain focused on present data and can't look beyond to accurately imagine the future. Planning and organization requires categorization, tracking, and synthesis of information. It's not a singular skill but a collection of competencies that can best be improved through the diversification of liberal arts infused education.
RESEARCH. Successful research of business practices rarely remains in the confines of business journals and magazines. Tomorrow's business leaders study client behavior, consumer trends, economic projections, and evidenced-based practices. And understanding of law is also essential. Most importantly, students of liberal arts learn and practice different ways to research so that they can utilize these methods to update their knowledge base throughout their careers.
SYSTEMIC THINKING. The liberal arts instill an ability for individuals to view problematic situations and challenges in the workplace as interrelated parts that require an equally dynamic approach. Systemic thinkers are innovative. They are able maintain the fine and difficult to achieve balance of both client/customer and employee satisfaction. Systemic thinkers recognize the importance of engaging employees in the workplace to maintain and increase productivity. They recognize the strengths of others and the potential for the organization as a whole.
A General Education
While the benefits of liberal arts are espoused in detail throughout the literature, the need for technical and vocational skills is also apparent. One could easily argue that a strictly liberal arts education lacks the diversity of skills learned in a more focused and skills-based program. For that reason, many scholars have explored the integration of business and liberal arts programs, either through the inclusion of business-oriented liberal arts courses of the infusion of liberal arts scholars in business program faculties. These innovative approaches recognize the value placed on a well-rounded education. Whether one studies liberal arts for one semester or 4-8 years, they often change a student's way of thinking, writing, speaking, and being in the world. This ability to change through education is not one to be overlooked in such an increasingly competitive business climate.
In line with innovative approaches to curriculum development, the following case study illustrates one way that a liberal arts approach has been integrated across the wider curriculum. This wider curriculum could and does include business programs in several educational institutions. As noted by the research findings of Tuleja and Greenhalgh (2008), Communicating Across Curriculums has proven an effective way to improve students' oral communication skills throughout the entirety of their higher education.
Case Study: Communicating Across Curriculums
The communication across curriculum movement (CXC) of the 1980's followed the writing across curriculum (WAC) movement of the 1960's. Social communication, focused primarily on speaking, became a priority with the increased focused on outcomes-based educational objectives. Communication competence was cited as a need across disciplines. In response, CXC courses were created. Communication skills taught and practiced in these courses might support a student in leading a meeting, delivering a speech, participating in a group project, and/or navigating successful business relationships. Studies have supported the success of these programs in expanding students' ability to use critical thinking skills.
TYPES OF CXC PROGRAMS. Most educational institutions have integrated the CXC movement into their curriculums in one of three ways. First, separate instruction CXC courses require all students to take a standalone communications course. Separate courses are typically taught by one member of the faculty and they usually last one semester or quarter. They focus on researching one's speaking topic, organizing a speech, and delivering it well. In contrast, integrated CXC programs combine objectives related to communication with other content-driven goals for various courses. Faculty across the university or college receives training on effective methods of teaching communication skills. Students receive CXC instruction in a number of their courses, including economics, finance, and marketing. The third and final type of CXC program is consultant-based. This model is based on the second program type of integrated instruction but includes the consultation of experts in the field of communication for the creation of CXC learning objectives, assignments, and assessments. These experts may be involved in syllabus development and/or evaluation of students on communication skills. A comparison and contrast of these three types of CXC program is useful to the debate between the inclusion of liberal arts in the study of business as the three types of programs vary on their level of integration and specialization.
EVALUATION OF CXC PROGRAMS. Research conducted by Tuleja and Greenhalgh considered student ratings of effectiveness in addition to other variables to determine the most effective of the three types of CXC programs. Their study concluded that integrated programs were the most effective programs to deliver the necessary communications-related learning objectives to students. Interestingly, students valued the feedback of TA's more than communications experts hired as consultants for the consultant-based programs. A need for some business focus was indicated in the superior outcome of integrated programs over separate CXC programs. These findings support the integration of other liberal arts objectives into the overall business curriculum.
Conclusion
It's difficult to define the exact expectations for tomorrow's business leaders. All business graduates will learn skills related to management, marketing, and accounting. Some stress the need for increased specialization with the demands of today's complex and technical business industry. Others argue that the growing globalization of business necessitates an even deeper understanding of cultural differences, communication across these differences, and awareness of personal strengths/abilities. As summarized by MacDonald and Ramaglia, the real question is how to best integrate liberal arts into business programs.
There are a surprising number of stakeholders interested in the development of business curriculum. Some increasingly question the devotion of funds for the continued support of strictly liberal arts programs. In 2011 Governor Rick Scott of Florida proposed budget cuts that would end funding of liberal arts programs in all of the state's colleges and universities. During the same year, Bill Gates made a similar suggestion to higher education budget adjustments. Both argued that the liberal arts were frivolous in a culture that so desperately needs more math, science, and technology graduates. While impressive leaders in their own rights, Scott and Gates failed to recognize the reality that liberal arts grads are indeed obtaining employment. Some research suggests that when they are hired in the business sector, they often outperform their technically trained colleagues.
Rather than argue for absolutes in terms of funding most, including the students themselves, identify at least some value in liberal arts. The integration of business courses from a liberal arts perspective or taught by liberal arts faculty may be a viable option to meet the needs of both sides of this debate. Such integration might include a reflection on the historical origins and social ramifications of business practices. The Communication Across Curriculum movement is one indication that such integration may lead to positive outcomes. The value of a well-rounded, generalist education is rarely questioned. Instead, numerous stakeholders converge to determine the absolute most effective and efficient ways to adequately prepare tomorrow's leaders to achieve and/or maintain American dominance in all domains of the business industry.
References
Baker, S.M., Faircloth, J.B., Simental, S. (2005). Perceptions of University-Corporate Partnership Influences on a Brand. Journal of Marketing Theory and Practice, Vol. 13, No. 2, pp. 32-46.
Brint, S., Riddle, M., Turk-Bicakci, L., Levy, CS. (2005). From the Liberal to the Practical Arts in American Colleges and Universities: Organizational Analysis and Curricular Change. The Journal of Higher Education, Vol. 76, No. 2, pp. 15 1-180. The Ohio University Press.
Coleman, E. (2009). Liz Coleman's call to Reinvent liberal arts education. [Video File].
Dakduk, M. (2010). From Combatto College.
De la Vergne, S. Liberal arts skills: What are they? The Liberal Arts Advantage- For Business. Writing Blog.
DeNicola, D. R. (1986 December). Liberal arts and business. Nation's Business, pp. 4.
English, F. W. & Steffy, B. E. Curriculum as a strategic management tool. Educational Leadership, 39(4), 276-278.
Godwin, L. and Neville, M.G. (2008). Learning from a Whole-System, Strength-Based Approach: A Case of Collaborative Curriculum Development. American Society for Quality, The Journal for Quality and Participation, Spring, 11-14.
Kelly, M. H., Britt, M., Hardenbergh, T. G., & Hardenbergh, W. E. (2011). Why business schools are bringing military history back to the curriculum. Interdisciplinary Journal of Contemporary Research in Business, 3(7), 14-27.
Kumar, A., Stecke, K. E., & Frey, R. (2009). Pedagogical guidance for teaching forecasting in an ERP environment: Revamping the business school curriculum for strategic advantage. Operations Management Education Review, 3, 109-124.
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