Babson College - Babsonian Yearbook (Wellesley, MA)

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Bertrand R. Canfield Webber College Hubert A. Mann University of Washington Alan MacDonald University of South Carolina

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Edward I. McGee Northeastern University The courses under the Division of Dis- tribution, along with the entire curriculum, underwent the process of change and mod- ernization coordinate with the new four hour program which was instituted two years ago. Providing a more thorough coverage of subject matter was only one change. A more exciting feature was the introduction of a new course called Creative Marketing Prob- lem Solving. Unlike most of the distribution courses which stimulate thinking, the prob- lem solving course went further and included an intensive study in the thought process. The new course is only one example of the dynamic philosophy which permeates the Distribution Division. Colonel McGee, Chairman of the Distribution Division, re- ceived his B.S. from Northeastern University and his M.B.A. from Babson. In addition to his educational background, he has been Production Manager for Ingalls-Miniter Ad- vertising Agency, Assistant Advertising Man- ager at the Dennison Manufacturing Com- pany, and the Advertising and Sales Con- sultant at Viking Manufacturing Company. He is Chairman of the Educational Commit- tee of the Advertising Club of Greater Boston and National Registrar-Bursar of the Ameri- can Academy of Advertising. In the classroom, the Colonel induces as much class participation as possible. He looks upon the summer selling requirement of all Distribution majors with great favor as it provides an opportunity for young men to apply practically the salesmanship studied in their junior year. He feels that men enter- ing distribution should have a definite ex- posure to selling which enables the student to develop a better idea of a desired future career. A major objective of any school is to provide instructors completely imbued with the subject matter, and highly enthusiastic about teaching. Colonel McGee is an ex- cellent example of the fulfillment of this ob- jective. DISTRIBUTION

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ECONOMICS Only by accepting the challenges of his generation can the individual ma- ture as a responsible citizen and effec- tively contribute toward perpetuating the good life of our society. Institutions of higher learning may provide the facili- ties and intellectual stimuli to prepare the student to meet the challenges of l w l Dr. joseph Alexander New York University his day. But if they are to do so ade- quately, colleges, too, must meet a chal- lenge. This challenge arises from the fact that the problems of today are far more involved and require a broader foundation of knowledge for solution than ever before. Success in graduating well-prepared students will depend largely on how well-prepared the schools themselves are. The need to become economics- wisef' so as to comprehend the nature of our economic lives, illustrates the point. Economic influences are hardly novel, they have always governed man's existence. Indeed the law of supply and demand may well be humanityis oldest! But an exposure to the manner whereby our economic system works and the im- portance of acquiring this understanding have made economics an increasingly vital segment of a curriculum already bursting with the knowledge explosion. The Division of Economics at Bab- son Institute is unique because it pro- vides the intellectual environment and scope of subject-matter not usually ob- tainable in a school so small in size. Standards maintained for successful achievement are high, and courses are designed to train the student to render value judgments as well as to under- stand the economic forces of our society analytically. Considering the size of our enrollment, an unusually large number of economics courses are offered. These add strength to the schoolls total cur- riculum, since the study of economics has developed into a vast discipline of numerous, highly-specialized fields. Our graduates become broadly knowledge- able, because the required program of study includes most of the courses offer- ed in the Division, irrespective of majors. Although the school is business admin- istration oriented, the economics courses lie within the realm of liberal arts, thus helping to achieve a desirable, balanced school curriculum. Over the years to come, Babson will continue to grow in accomplishment and stature. No small part of that growth will be attributable to the quality and character of the Division of Economics. 56 1