In searching for my most recent source(s), I found the process much easier as I had already gained an understanding of the direction in which I wanted things to go. Previously, I had focused on finding peer-reviewed sources to add scholarly credibility to my point, but I also wanted the opinions of those who teach and institute business in liberal arts settings, so I searched the Internet. What I found was a much wider variety of input, since my search was not narrowed down to specifically peer-reviewed journals. Seeing both sides of an argument was also an interesting experience when I broadened my search to the Internet in general, given the fact that not all people believe business degrees from liberal arts schools are noteworthy or holding some distinct value. However, a majority of the research conducted resulted in findings saying much the opposite, making it easy for me to bring together main ideas to support my point that liberal arts and business can coexist in institutions everywhere. – Peter Finegan
My continued research this week was very similar to the last. I continued to use the new databases that I have been introduced to, and they have been very helpful in finding good sources for my paper. The research that I have done for paper 2 is actually helping me to develop ideas for my topic for paper 3, so research has been very useful for me all around. Looking forward, I will continue to research the value of liberal arts, but from a much more broad perspective so I can use them to support different points of my own argument. – Danielle Marks
While researching for paper 2, I got a little confused on what direction we were eventually going with this paper; however, I believe my mistake will actually help me and be beneficial in the long run. I began to form more of an argument in my paper instead of focusing on just combining four sources and explaining why they work well together. This mistake has actually left me with more information than I need, so my revisions will be mostly taking things out and rewording. This is a good thing because my final paper should be packed with information since I went above what the expectations were. Also, this is more of what paper 3 will be about, so essentially, I’ve already begun to get ideas for our next paper. – Ben Johnston
Dr. Ruth Darling is the president of the board with the NCAA, and he also does some work with the University of Tennessee. In an interview with Black Issues, he spoke a lot about how he motivates his student-athletes to succeed and how he encourages them to take interest in their classes. In his experience, the best way to motivate is using their sport. When you get to the collegiate level, all athletes take their sport very seriously and most of what they do is for their respective sport. His methods include explaining how their classes can help them on the field. For example, a student that thinks they are taking the easy way out by being a psychology major, usually doesn’t realize how much that can benefit them. Learning how people think, how people can be persuaded, and how to motivate which can help in any sport you play. In my experience, one of the biggest reasons students don’t succeed is because of motivation, and having a sport to motivate a student is hugely beneficial.
Hamilton, Kendra. “Creating A Successful Student-Athlete.” Black Issues In Higher Education 21.4 (2004): 30-31. Academic Search Premier. Web. 18 Mar. 2016.
Gandel, Cathie. “Business Schools Give Undergraduate Programs a Liberal Arts Twist.” US News and World Report. US News and World Report, 9 Sept. 2015. Web. 15 Mar. 2016.
The business world is very complex and engaging, requiring people to interact with others and be able to decipher real world issues. In doing so, one must not only be able to recognize the things going on around them, but also be able to react and offer useful insight into meeting certain challenges head on. To ask professionals to be able to perform these tasks is something many businesses do, and colleges are the medium through which students pass in order to reach that level of performance. To do so, however, a business student must be able to go beyond the focus of a general education in finance or management and be able to synthesize information like people’s personalities, opinions, and decisions to compete and earn a living professionally. Teachers and institutions everywhere are recognizing how liberal arts institutions offer students the foundation in education they need to “explain complex concepts as handily as statistics, and… [be] good at connecting dots” (Gandel). With expectations and requirements that make up a liberal arts curriculum, the depth of understanding students gain in courses outside of their intended business major allows them to operate at their maximum potential in business settings. This is something nearly everyone seeking a prolific career in business wishes to achieve.
DiMaria, Frank. “The Morphing of America’s Liberal Arts Colleges.” Hispanic Outlook in Higher Education 21 Sept. 2009: 11-14. Web.
This article takes a look at how liberal arts colleges have changed within the span of two decades, as well as what attributed to these changes. In 1990, there were 212 colleges that met the definition of a liberal arts college, which are curriculum based in traditional arts and science fields, small classes and close student-faculty relationships, and a lesser emphasis on vocational preparation. When this article was written in 2009, only 137 liberal arts still existed, according to the definition. This is due to many liberal arts colleges changing to include more vocational studies, which has been a major trend in college education. Some changed so drastically as to become comprehensive colleges or master’s universities. In addition, some liberal arts colleges were even bought out by larger vocational universities. The liberal arts colleges that still remained were able to retain their status as liberal arts by blending more vocational classes into their curriculum without completely losing the core values of liberal arts. This trend of incorporating more vocational studies into a liberal arts education is a continuing trend.
In researching for paper 2, I branched out and used databases other than just the Rollins library database, such as ProQuest and Project MUSE. This opened up my research to a greater number of sources, and I was able to find exactly what I was looking for. The only area I struggled in was finding peer-reviewed sources; apparently there aren’t many pertaining to the topic of liberal arts. I did find two good sources eventually, and I am happy with the direction of my research and this paper. – Danielle Marks
In search of information regarding the connection between a liberal arts approach and a business degree, I used the help of my professor and librarian as they guided me toward sources. Using the Olin Library website and its built-in database, I was able to search for publications related to my topic, some of which offered me the information I needed to develop my most recent post. Although the database offers a vast amount of resources to Rollins students, there were only a handful that were of use to me. Narrowing down the search to peer-reviewed sources made this process even more challenging, as the number of available documents was trimmed down drastically. Luckily, I found what I needed and used the evidence to further my beliefs on the topic I sought out to discuss – liberal arts and business. – Peter Finegan
For this paper, we are using a much broader variety of sources. This makes it more difficult because we have to discover our sources out of a larger pool, but it will give our paper more potential because there is so much more information that we can choose from. Also, with the guideline of using at least two peer reviewed sources, our information will be correct, and we won’t have to be worried about using an illegitimate source. One obstacle I have had with researching the correlation between being an athlete with success in class, is there are mostly examples instead of actual evidence of success or failure. –Ben Johnston
Collegiate athletics are on a pedestal in our society, especially division 1 sports. The NCAA makes it a point to help the athletes understand that they need to use their reputation and status to help the community, and help themselves. A great example is Kenneth Avila, the centerfielder on the Northwestern baseball team. There was a first grader who needed help with his academics because he had trouble focusing on his work, and Avila felt it was his obligation as a high profile student-athlete to help this young boy with his work. This is a great example of how college athletics is helping young men and women become better well-rounded people outside of their sport.
Rogers, Ibram. “A Legacy Of Leadership.” Diverse: Issues In Higher Education 26.8 (2009): 9. Academic Search Premier. Web. 10 Mar. 2016.
Chew, E. B., and Cecilia McInnis-Bowers. “Blending Liberal Arts & Business Education.” Liberal Education 90.1 (2004): 56-63. ProQuest. Web. 9 Mar. 2016.
Although there is an ongoing discussion regarding liberal arts, business, and the challenging task of effectively assimilating them, the fact still seems to remain that their mere connection is what must be appreciated and fostered. This topic is so widely discussed that organizations exist for the sole purpose of furthering the bond between liberal arts schools and business programs. I am impressed by the efforts to ensure business degrees remain integral in the curricula of liberal arts schools, and I believe this is a reflection of the positive attributes of their coexistence. As a student majoring in business at Rollins College, a small liberal arts school with an exceptional business program, I am very much appreciative of the liberal arts approach to business that ensures students are well rounded. As stated in the peer-reviewed source from which I derive a wealth of knowledge on the subject, organizations work tirelessly to ensure “students are provided the breadth of a liberal arts education,” while still learning the core values and knowledge that encompasses a business degree. That being said, I firmly believe there is an optimistic future for those who earn a business degree at a liberal arts institution.
Wladawsky-Berger, Irving. “What’s the Value of a Liberal Arts Education in Our 21st Century Digital Economy?” The Wall Street Journal. N.p., 04 Mar. 2016. Web. 09 Mar. 2016. <http://blogs.wsj.com/cio/2016/03/04/whats-the-value-of-a-liberal-arts-education-in-our-21st-century-digital-economy/>.
The author of this article, Wladawsky-Berger, went to a liberal arts college himself, and attributes that to his interest in the hot topic of the value of a liberal arts education as well as the role of a liberal arts education in today’s “digital economy.” Wladawsky-Berger remains fairly neutral on the topic while addressing the opinions of both sides of the argument – those who believe in the value in a liberal arts education and those who see more value in specialized educations, such as STEM. Wladawsky-Berger includes quotes and viewpoints from influential individuals on both sides of the issue, and this serves the purpose of informing people of the “conversation,” so to speak on the topic of a liberal arts education. It also allows readers to make up their minds on the topic and form their own individual opinions. I am researching liberal arts educations in a broad sense, and this source is very relevant to the topic as it addresses different views in the “conversation,” and is also informative.