Babson College - Babsonian Yearbook (Wellesley, MA)

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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

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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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nanagement Diuision David Rogers Bottom Row R to L: Thomas Kennedy, Tesfaye Aklilu, Agnes Missirian, Chair- man John A. Hornaday, Michael Patterson. Top Row: David Leeson, Neil Thornberry, Robert C. Ronstadt Jr., Joseph R. Weintraub, Missing: Kathryn Harrigan, Terry Allen, John Morse. Jeffrey Shuman William Nemitz John H. Stamm Elizabeth Powell This division offers four areas of specialization, and a student may concentrate in any one of these or may choose to draw courses from a combination of these fields of specialization. The four are Manage- ment Processes, Behaviorial Sciences Applied to Management, Strategic Integration, and Entrepre- neurial Development. The fundamental management processes of plan- ning, organizing, directing, controlling, decision making, and evaluating are central functions for the effective manager, and one of the major objectives of this division is clarification of the principles and concepts which lead to effective functioning in these lines. An understanding of human behavior is vital to success in any field. In the behavioial courses in this division, examination is made of the interaction or organization and employees with emphasis on the psychology of leadership, communication, decision making, and adjustment to change. Problems in col- lective bargaining, the design of strategy, and the social, legal, political, and ethical implications of organizational courses of action are considered. The integrative courses, such as Policy Formulation, act as capstone areas in which we pool together the information acquired in many other fields and give the student an opportunity to develop the capacity for establishing a strong strategic structure. A final area of specialization within this division is entre- preneurship: we wish to contribute significantly, along with other divisions, to the development of the entrepreneurial, innovative characteristics of those students electing to follow that route. This divisions objectives in a more general way can be expressed in a statement found in Babson ' s Master Plan,: To communicate to undergraduate students the importance of lifelong learning and imbue in them a desire for professional and intellec- tual growth in a management or entrepreneurial career. At the same time, give students a solid basis for functioning effectively in their first positions after graduation. 30 sssmsM iawtaMEmst sai