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A collection of essays by presidents of prominent liberal arts colleges and leading intellectuals who reflect on the meaning of educating individuals for leadership and how it can be accomplished in ways consistent with the missions of liberal arts institutions.
Empirical evidence for the value of a liberal arts education: how and why it has a lasting impact on success, leadership, altruism, learning, and fulfillment. In ongoing debates over the value of a college education, the role of the liberal arts in higher education has been blamed by some for making college expensive, impractical, and even worthless. Defenders argue that liberal arts education makes society innovative, creative, and civic-minded. But these qualities are hard to quantify, and many critics of higher education call for courses of study to be strictly job-specific. In this groundbreaking book, Richard Detweiler, drawing on interviews with more than 1,000 college graduates aged 25 to 65, offers empirical evidence for the value of a liberal arts education. Detweiler finds that a liberal arts education has a lasting impact on success, leadership, altruism, learning, and fulfillment over a lifetime. Unlike other defenders of a liberal arts education, Detweiler doesn’t rely on philosophical arguments or anecdotes but on data. He developed a series of interview questions related to the content attributes of liberal arts (for example, course assignments and majors), the context attributes (out-of-class interaction with faculty and students, teaching methods, campus life), and the purpose attributes (adult life outcomes). Interview responses show that although both the content of study and the educational context are associated with significant life outcomes, the content of study has less relationship to positive adult life outcomes than the educational context. The implications of this research, Detweiler points out, range from the advantages of broadening areas of study to factors that could influence students’ decisions to attend certain colleges.
This book brings together a wide range of topics in leadership ethics and business ethics. It approaches these topics from the perspective of the humanities as well as the social sciences. About half of the book is on leadership and the other half on topics in business ethics. Besides these general areas of research, the book explores how to teach and study ethics in both business ethics and leadership studies. Specifically, it examines issues ranging from the nature of ethical leadership, to studies of authenticity, virtue, and the public and private morality of leaders. In business ethics, the subjects covered span from moral imagination, to casuistry, meaningful work, and workplace ethics. The book includes a section on the importance of liberal arts for studying and teaching ethics in business and professional schools. It concludes with a reflection on the ethical challenges of leaders and followers in a world where some leaders have inverted moral values.
Lao Tzu, Marx, the Buddha, Ibsen, Machiavelli — these are just a few of the world’s great thinkers who have weighed in on the subject of leadership over the centuries. Yet, the contemporary student of leadership often overlooks many of these names in favour of more recent theorists hailing from the social sciences. Understanding Leadership: An Arts and Humanities Perspective takes a different angle, employing the works of the great philosophers, authors and artists found in world civilization and presenting an arts and humanities perspective on the study of leadership. The authors build their conceptual framework using The Five Components of Leadership Model, which recognizes the leader, the followers, the goal, the environmental context, and the cultural values and norms that make up the leadership process. Supporting the text are a wealth of case studies which reflect on works such as Ayn Rand’s novella Anthem, Eugène Delacroix’s painting Liberty Leading the People, Charlie Chaplin’s film Modern Times, Athol Fugard’s play "Master Harold" . . . and the Boys, Lao Tzu’s poetic work Tao Te Ching, and Antonín Dvořák’s New World Symphony. The authors also introduce studies from various world cultures to particularly illustrate the role cultural values and norms play in leadership. This illuminating framework promotes the multidimensional thinking that is necessary for understanding and problem solving in a complex world. Understanding Leadership: An Arts and Humanities Perspective will be a valuable textbook for both undergraduate and postgraduate leadership students, while leadership professionals will also appreciate the book’s unique liberal arts and cultural approach.
Liberal arts colleges represent a tiny portion of the higher education market—no more than 2 percent of enrollees. Yet they produce a stunningly large percentage of America’s leaders in virtually every field of endeavor. The educational experience they offer—small classes led by professors devoted to teaching and mentoring, in a community dedicated to learning—has been a uniquely American higher education ideal. Liberal Arts at the Brink is a wake-up call for everyone who values liberal arts education. A former college president trained in law and economics, Ferrall shows how a spiraling demand for career-related education has pressured liberal arts colleges to become vocational, distorting their mission and core values. The relentless competition among them to attract the “best” students has driven down tuition revenues while driving up operating expenses to levels the colleges cannot cover. The weakest are being forced to sell out to vocational for-profit universities or close their doors. The handful of wealthy elite colleges risk becoming mere dispensers of employment and professional school credentials. The rest face the prospect of moving away from liberal arts and toward vocational education in order to survive. Writing in a personable, witty style, Ferrall tackles the host of threats and challenges liberal arts colleges now confront. Despite these daunting realities, he makes a spirited case for the unique benefits of the education they offer—to students and the nation. He urges liberal arts colleges to stop going it alone and instead band together to promote their mission and ensure their future.
Even in the flattest landscape there are passes where the road first climbs to a peak and then descends into a new valley. Most of these passes are simply topography with little or no difference in climate, language, or culture between the valleys on either side. But some passes are different: they are true divides. History too knows such divides. Once these divides have been crossed, the social and political landscape changes; the social and political climate is different, and so is the social and political language. Some time between 1965 and 1973 we passed over such a divide and entered "the next century." Challenging, insightful, and provocative, Peter Drucker's The New Realities anticipates the central issues of a rapidly changing world. When it was initially published, in 1989, some reviewers mistakenly thought The New Realities was a book about the future, or in other words, a series of predictions. But, as indicated in the title, the book discusses realities. Drucker argues that events of the next thirty to forty years, or even further on, had already largely been defined by events of the previous half-century. Thus, Drucker discusses episodes in world history that had not yet happened at the time of the book's initial publication, such as: the archaism of the hope for "salvation by society" in "The End of FDR's America"; the democratization of the Soviet Union in "When the Russian Empire is Gone"; the technology boom of the 1990s in "The Information-Based Organization"; and the evolution of management in "Management as Social Function and Liberal Art." Graced with a new preface by the author that discusses both reactions to the original publication of the book and how important it is for decision-makers to consider the past and present when planning for the future, The New Realities is mandatory reading for understanding politics, government, the economy, information technology, and business in an ever-changing world.
Discover how to experience congregational work as an integrated element in a fully rounded spiritual life. Written for both those in the more typically recognized "leadership roles" such as board members and committee chairs as well as for those who lead while serving on a committee, teaching in religious education or helping to pull together the Holiday Fair. Makes a useful addition to a congregation's leadership development programs.
In a tech-dominated world, the most needed degrees are the most surprising: the liberal arts. Did you take the right classes in college? Will your major help you get the right job offers? For more than a decade, the national spotlight has focused on science and engineering as the only reliable choice for finding a successful post-grad career. Our destinies have been reduced to a caricature: learn to write computer code or end up behind a counter, pouring coffee. Quietly, though, a different path to success has been taking shape. In You Can Do Anything, George Anders explains the remarkable power of a liberal arts education - and the ways it can open the door to thousands of cutting-edge jobs every week. The key insight: curiosity, creativity, and empathy aren't unruly traits that must be reined in. You can be yourself, as an English major, and thrive in sales. You can segue from anthropology into the booming new field of user research; from classics into management consulting, and from philosophy into high-stakes investing. At any stage of your career, you can bring a humanist's grace to our rapidly evolving high-tech future. And if you know how to attack the job market, your opportunities will be vast. In this book, you will learn why resume-writing is fading in importance and why "telling your story" is taking its place. You will learn how to create jobs that don't exist yet, and to translate your campus achievements into a new style of expression that will make employers' eyes light up. You will discover why people who start in eccentric first jobs - and then make their own luck - so often race ahead of peers whose post-college hunt focuses only on security and starting pay. You will be ready for anything.
Redesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell College, Northeastern University, Rollins College, Smith College, Susquehanna University, and the University of Wisconsin–Green Bay. Chapters about these institutions consider the vast spectrum of opportunities and challenges currently faced by students, faculty, staff, and administrators, while also offering "radical visions" of the future of liberal education in the United States. Accompanying vision chapters written by some of the foremost leaders in higher education touch on a wide array of subjects and themes, from artificial intelligence and machines to the role that human dispositions, mindsets, resilience, and time play in how we guide students to ideas for bringing playful concepts of creativity and openness into our work. Ultimately, Redesigning Liberal Education reveals how humanizing forces, including critical thinking, collaboration, cross-cultural competencies, resilience, and empathy, can help drive our world. This uplifting collection is a celebration of the innovative work being done to achieve the promise of a valuable, engaging, and practical undergraduate liberal education. Isis Artze-Vega, Denise S. Bartell, Randy Bass, John Bodinger de Uriarte, Laurie Ann Britt-Smith, Jacquelyn Dively Brown, Phillip M. Carter, Nancy L. Chick, Michael J. Daley, Maggie Debelius, Janelle Papay Decato, Peter Felten, Ashley Finley, Dennis A. Frey Jr., Chris W. Gallagher, Evan A. Gatti, Lisa Gring-Pemble, Kristína Moss Gudrún Gunnarsdóttir, Anthony Hatcher, Toni Strollo Holbrook, Derek Lackaff, Leo Lambert, Kristin Lange, Sherry Lee Linkon, Anne M. Magro, Maud S. Mandel, Jessica Metzler, Borjana Mikic, William Moner, Phillip Motley, Matthew Pavesich, Uta G. Poiger, Rebecca Pope-Ruark, Michael Reder, Michael S. Roth, Emily Russell, Heather Russell, Ann Schenk, Michael Shanks, Susan Rundell Singer, Andrea A. Sinn, Christina Smith, Allison K. Staudinger, William M. Sullivan, Connie Svabo, Meredith Twombly, Betsy Verhoeven, David J. Voelker, Scott Windham, Mary C. Wright, Catherine Zeek
In a world where the value of a liberal arts education is no longer taken for granted, Mark William Roche lucidly and passionately argues for its essential importance. Drawing on more than thirty years of experience in higher education as a student, faculty member, and administrator, Roche deftly connects the broad theoretical perspective of educators to the practical needs and questions of students and their parents. Roche develops three overlapping arguments for a strong liberal arts education: first, the intrinsic value of learning for its own sake, including exploration of the profound questions that give meaning to life; second, the cultivation of intellectual virtues necessary for success beyond the academy; and third, the formative influence of the liberal arts on character and on the development of a sense of higher purpose and vocation. Together with his exploration of these three values—intrinsic, practical, and idealistic—Roche reflects on ways to integrate them, interweaving empirical data with personal experience. Why Choose the Liberal Arts? is an accessible and thought-provoking work of interest to students, parents, and administrators.
