Rethinking Undergraduate Business Education: Liberal by Anne Colby, Visit Amazon's Thomas Ehrlich Page, search
By Anne Colby, Visit Amazon's Thomas Ehrlich Page, search results, Learn about Author Central, Thomas Ehrlich, , William M. Sullivan, Jonathan R. Dolle, Lee S. Shulman
Enterprise is the most important undergraduate significant within the usa and nonetheless growing to be. This truth, in addition to the gigantic strength of the company zone and its value for nationwide and worldwide healthiness, makes caliber schooling severe not just for the scholars themselves but additionally for the general public good.
The Carnegie starting place for the development of Teaching's nationwide examine of undergraduate company schooling came upon that the majority undergraduate courses are too slim, failing to problem scholars to question assumptions, imagine creatively, or comprehend where of commercial in better institutional contexts. Rethinking Undergraduate company schooling examines those obstacles and describes the efforts of a various set of associations to deal with them via integrating the simplest parts of liberal arts studying with enterprise curriculum to assist scholars enhance clever, ethically grounded expert judgment
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Additional resources for Rethinking Undergraduate Business Education: Liberal Learning for the Profession
The chief instruments that promoted change were two reports, both published in 1959, that were intensely critical of business programs as they were then. Carnegie Corporation of New York released The Education of American Businessmen: A Study of University-College Programs in Business Administration, authored by Frank Cook Pierson. Simultaneously, the Ford Foundation issued Higher Education for Business by Robert Aaron Gordon and James Edwin Howell. Both reports emphasized the rising numbers of business undergraduates, their demographic diversity, and, compared to arts and sciences majors, the lower educational and economic attainments of their families.
In this heady atmosphere of growth and prosperity, the university too underwent rapid and extensive expansion. From an elite institution that enrolled fewer than 15 percent of the nation’s youth in the 1940s, higher education had by the 1970s become a mass sector, enrolling up to half of the age cohort. In the process, however, the educational values to which it gave prominence also changed. Elite education had aimed at preparing already privileged or especially talented, largely white, Protestant young men for leadership roles in society.
The tension is clear: professional knowledge is ultimately of a practical rather than theoretical kind but practice is inherently fallible and uncertain, no matter how certain the facts or principles underlying the practice. In short, it is the cultivation of good judgment, such as that found in the expertise of a good physician or attorney, that is the aim of normative practical knowledge—and of professional education. The hope of the pioneers of business education was that the new social sciences, the discipline of accounting, and the study of business experience could provide firm facts and principles (an outside point of view) to draw on in developing expert professional judgment (the inside point of view) in managers.