Babson College - Babsonian Yearbook (Wellesley, MA)

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Finance B Investment Diuision Jeffrey Alves and Prof. Troughton George Troughton, Acting Chairman James Grant Ramakrishnan Koundinya V OA - ' . P- ■ ' ■■ ' ■ i v ' if • , .. ' - . - ■•i o,. The objective of the Finance Division is to provide students with an understanding of financial markets and how corporations operate in those markets. Course offerings range from investments and corporate fi- nancial planning to insurance. Babson ' s of- ferings in the area of investments is particu- larly broad with courses in traditional secu- rities analysis, modern portfolio theory and fixed income securities. Finance majors enter careers in banking, corporate financial analysis and invest- ments. Jobs in investments have been hard to come by in recent years. Nevertheless, Babson graduates combining persistence with training continue to find positions as brokers and investment analysts. Recently several graduates have entered emerging growth areas in finance: real estate finance and computer applications of finance. 28 mmssmtsmm

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Econoniic DiuisiDn Arthur Bayer William Casey, Chairman Frank Genovese John Stevens John Marthinsen Surendra Kaushik Fredrick Bamford Joesph Alexander Laurence Moss The Economics Division fulfills a dual function within Babson ' s educational program, a function which might better be described in terms of respon- sibilities. These responsibilities are: 1. To provide students with an understanding of how the economy functions and to encourage them to use that understanding for evaluating domestic and international events and policies; and; 2. To introduce to the students the tools of eco- nomic analysis and then to develop their ability to apply those tools in management decision making and other contexts. While serving this dual economics function within the college curriculum, the Division provides an intellectual foundation for the work of the other divisions and the college in general, such as by building up students ' quantitative abilities and pro- viding students with opportunities to develop skills in written and verbal communication. Division members are also committed as professionals to ad- vancing their discipline through personal research and communication. We view our teaching and re- search as complementary and mutually reinforcing activities. By meeting these responsibilities the Division necessarily contributes to the personal and profes- sional development of all Babson students. The knowledge and skills developed allow them to make more informed choices as citizens, enhance their effectiveness as managers working in both the pri- vate and public sectors of the economy, and provide them with a foundation for additional professional development in graduate programs of business law or in other specialities. W m. L. Casey, Jr. 27

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Liberal Rrts Oii ision Right to Left; Chairman Charles Rotman, Sydel Sokuvitz, Edward Handler, Dorothy Callaghan, Kathleen Kelly, James Hoofes, Robert M. McKeon, Kenneth H. Cook, Elizabeth Fuller, Lawrence R. Godfredsen, Richard P. Flanagan, Jonathan L. Roses, Martin Tropp, John R. Mulkern Charles Rotman, Chairman Richard Frost David Kleiler Geoffrey Kapenzi The objectives, courses and curriculum of the Division of Liberal Arts provide the opportunity and the resources for the student to develop his her cognitive skills and to gain knowledge in an under- standing of oneself, of society and the universe. As stated in The Master Plan for Babson College: 1978-1983, To educate broadly for life in a com- plex and rapidly changing society , the Division continues to develop opportunities for students, to deepen their experience in the liberal arts out of recognition of the vital contribution of the liberal arts to a broad preparation for managerial responsi- bility. In the early 70 ' s the Division, in an attempt to focus liberal arts courses around issues clearly rel- evant to management students began offering three interdisciplinary majors: American Studies, Com- munication, and Society and Technology. They pro- vide a focus and sense of purpose for course work in the liberal arts. Traditionally, the liberal arts have aimed at facilitating self-discovery and fostering awareness of the role of man in his cultural and physical worlds. In introducing coordinated groups of courses that center on major themes or issues, the purpose was to give a new vitality to traditional liberal arts concerns by demonstrating their applica- bility in confronting some of the major challenges that students will have to deal with as citizens and managers. The majors are intended to deepen and enrich management education and to provide orga- nization, sequencing, and coherence to liberal arts offerings. The Faculty of the Division of Liberal Arts has recognized its obligation and commitment to Bab- son Students. We direct our efforts at trying to educate the whole person through our curriculum and courses, as well as through our involvement with students in and outside of the classroom. Our goal and purpose is to provide a liberal education for Babson students by developing their capacity for rational analysis, intellectual growth, nurturing skills in acquiring knowledge, questioning assump- tions and testing hypotheses, and by communicating the importance of lifelong learning. 29