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And that sort of context offers a critical competitive edge, even if not all undergraduates understand that. “We have become so myopic in solving business problems that we don’t think about those problems from the perspective of other disciplines,” said Charles Iacovou, dean of the school of business at Wake Forest University. “What we need to strive to achieve for the students who aren’t asking the big questions is: challenge yourselves.”įinding workers who ask those questions can pay off-literally-for businesses. That, she said, was a mindset that all students require. “Liberal arts majors … are the students who have the active minds, who are asking the big questions,” said Erika Walker, an assistant dean at UC Berkeley’s Haas School of Business. Those are the weaknesses that a liberal-arts education can address. The authors then adjusted their results to account for the academic abilities of students entering these majors-and found that business and education majors still showed substantially lower gains in writing, complex reasoning, and critical thinking by the time they’d graduated. Put simply, business majors seem to be graduating with some of the technical skills they’ll need to secure jobs, but without having made the gains in writing or critical-thinking skills they’ll require to succeed over the course of their careers, or to adapt as their technical skills become outdated and the nature of the opportunities they have shifts over time.Ī 2014 study of the Collegiate Learning Assessment test-administered to some 13,000 undergraduates as they entered and exited university-found that business, health, and education majors substantially underperformed students in the humanities, sciences, social sciences, and engineering. (The panel was drawn from participants in the Aspen Undergraduate Business Education Consortium, an initiative that’s promoting the tighter integration of the liberal arts into business curricula.) But a panel of educators moderated by Samuelson at the Aspen Ideas Festival, which is co-hosted by the Aspen Institute and The Atlantic, emphasized the need to ensure that these degrees provide a robust education. And that may actually understate the growth of business education-it doesn’t account for undergraduate minors, nor for the students who major in economics at schools where business degrees aren’t on offer. Almost one in five bachelor’s degrees earned in the United States is a business degree, according to the latest statistics from the Department of Education. They’re trying to solve a rapidly growing problem.