Rng of Disciplins for Spcilist Businss-Rltd Dgr - Essay Example

xplin why studnts studying for spcilist businss-rltd dgr r rquird to study rng of othr disciplins. Businss is putting grtr mphsis on th kinds of knowldg tht contribut to nlyticl cpcity, to brdth nd flxibility of mind, nd to th bility to cop with tchnologicl, socil, conomic, nd politicl nvironmnt. Dspit th fct tht businss still hs dmnd for spcilizd knowldg, th dmnd for spcilizd trining for th lowr positions in mngmnt is tnding to diminish, nd th dmnd for highr ordr of spcilizd knowldg nd tchnicl skills is tnding to incrs. Byond this, th nd is for som knowldg of businss nd conomic "fundmntls," of th rt of communiction, nd of th problms crtd by orgniztionl rltionships, s wll s for th kind of brod bckground tht contributs to th bsic bilitis mntiond momnt go. In this ppr I would lik to lbort mor on why studnts studying for spcilist businss-rltd dgr r rquird to study rng of othr disciplins. So which disciplins nd skills r th most importnt Th most imprtiv skills r nlyticl bility, judgmnt, skill in intrprsonl rltions, th bility to ccpt rsponsibility nd to mk dcisions, gnrl dministrtiv skills (including th cpcity to ld othrs, to pln, to orgniz nd dlgt), brdth nd flxibility of mind, imgintion, fcility in prsonl communiction, nd strong prsonl motivtion. Ths qulitis r not ndd in prcisly th sm combintion for vry typ of position nd for ll kinds of crrs in businss. But, prticulrly for th highr dministrtiv positions, thy sm to b th qulitis tht nd most to b mphsizd. With th incrsing complxity of businss oprtions, th nd for stff spcilists is incrsing, t th sm tim tht thr continus to b n insistnt dmnd for bl dministrtors. Mny studnts will find tht thy cn mk thir most significnt contribution in stff positions. Howvr, th growing nd will b for mn with high lvl of nlyticl bility nd with sophistictd commnd of nlyticl nd rsrch tools drivd from th fundmntl disciplins. Sound trining in th physicl nd socil scincs nd in mthmtics nd sttistics, combind with th bility to pply ths tools to businss problms, is bcoming much mor importnt thn dtild knowldg of currnt prctic or th cquisition of routin skills. Ths conclusions gin ddd strngth from th fct tht similr findings r bing pplid in othr brnchs of duction. closly rltd illustrtion is th movmnt of som of th lding nginring schools towrd n "nginring-scinc" pproch nd wy from n mphsis on spcilizd tchniqus. Th scond qulifiction riss out of th wid vrition in th bilitis of thos who sk businss duction. Unfortuntly, mny who r dmittd to businss schools do not hv th kinds of qulifictions mphsizd bov, nd mny do not hv th mntl bility to cquir th nlyticl tools tht r incrsingly ncssry. Ths studnts will nvr ris fr in th businss world. But vn ths studnts will bnfit most from n mphsis in collg on th bsic nlyticl tools, on th fundmntls of businss dministrtion nd conomics, nd on good gnrl duction. Th long-trm nds of businss nd th crr nds of th studnt rquir tht mphsis b plcd on th kinds of fundmntl knowldg nd bsic skill dvlopmnt dscribd in this nd th prcding chptr. Spcil trining for th first job is justifid only if it cn b don without intrfring with this mor importnt objctiv. Sinc th tim studnt hs in collg, vn if grdut yr or two r ddd, is scrcly sufficint for this brodr objctiv, th opportunitis for prpring th studnt for his first job r svrly rstrictd. This will bcom lss srious problm s businss incrsingly ccpts th rsponsibility for this initil trining. brod curriculum mphsizing gnrl principls, fundmntl knowldg, nd brdth of viw dos not prpr th studnt for th routin nd dtil tht r likly to chrctriz his rly yrs in businss. H must lrn to ccpt th routin nd to bnfit from it. Wht h hs lrnd must b lbortd by xprinc bfor h is rdy for th highr lvls of mngmnt. frqunt complint by businssmn ginst th products of prticulrly th bst known grdut schools is tht "thy ll wnt to b vic-prsidnts tomorrow." Mor nd wisr counsling cn hlp with this problm. mor plntiful us of css nd problms tkn from th lowr lvls of mngmnt cn lso hlp. It is importnt to strss th nd for knowldg tht would id th businssmn in dling with svrl diffrnt spcts of th structur nd functioning of businss: th fct tht th businss firm is n orgniztion, th complx nd chnging mrkt nd non-mrkt nvironmnts within which businss must oprt, nd th problms of conomic mngmnt with which ny businss orgniztion must b concrnd. Th kinds of knowldg ndd includ not only th fild of businss dministrtion propr, but lso th physicl nd prticulrly th socil scincs, som mthmtics nd sttistics, nd vn th humnitis. Systmtic knowldg drivd from ths diffrnt rs, if th studnt cn lrn how to us it, contributs to businss comptnc in svrl wys. Gnrl knowldg of fcts nd principls provids th bckground for rtionl pproch to businss problms. To prphrs Chstr Brnrd, it shrpns obsrvtion, prvnts th nglct of importnt fctors, givs th dvntgs of mor gnrl lngug, nd rducs th inconsistncis btwn bhvior nd its vrbl dscription. In ddition, knowldg dvlops prticulr prsonl qulitis nd dpts thm to prticulr nds. Thus som kinds of knowldg dvlop nd shrpn nlyticl cpcity so tht it cn bttr cop with businss problms. bttr undrstnding of humn bhvior rinforcs thos prsonl trits tht contribut to n individul's bility to licit cooprtion from othrs. Knowldg of principls nd commnd of nlyticl tools lso contribut to th businssmn's bility to cop with th kinds of chng tht th futur is crtin to bring. Th businssmn nds som grounding in, for xmpl, th physicl scincs, sttistics, nd th socil scincs so tht h cn communict with spcilists in ths rs nd so tht h will hv n pprcition of wht h cn nd cnnot xpct of thm. Of primry importnc is th rquirmnt of gnrl or librl duction. This gnrl duction must srv two purposs. It must provid th bsis for th dvlopmnt of wht w think of s n ductd mn, including th librl vlus, th prspctiv, th flxibility of mind, th nlyticl bility, nd th morl vlus tht w ssocit with librl duction. In th cs of businss, s in som othr profssions, prts of gnrl duction must lso srv prprofssionl purpos. s mdicin nd nginring r rootd in th nturl scincs, so businss is rootd in th socil scincs (including history), in scinc nd tchnology, nd in th nlyticl tools of mthmtics nd sttistics. brod duction, with pproprit ttntion to th filds tht wr mphsizd bov, givs th futur businssmn bckground with which to cop with his non-mrkt nvironmnt, provids strt towrd n undrstnding of orgniztionl bhvior, nd offrs bsis on which to build n undrstnding of th functioning of conomic mrkts nd th problms to b mt in conomic mngmnt. It lso strts th studnt on th dvlopmnt of his bility to mk rtionl dcisions, to ppris prsonl nd orgniztionl gols, nd to dl with othr popl. Most businss schools rquir nothr stp byond th cor of businss subjcts, nmly, fild of concntrtion in som prticulr spct of businss oprtions. Businss schools hv gon too fr in mphsizing spcilizd trining, prticulrly t th undrgrdut lvl. This is tru of "functionl" spciliztion nd vn trur of spciliztion in prticulr industry rs. Spciliztion, w bliv, blongs t th grdut lvl, nd thn only if th spcilizd fild hs high nlyticl contnt. Othrwis spcilizd trining is bst obtind in conjunction with work xprinc (Gordon,1999). Th nd to dvlop businss cdmic progrms which r rsponsiv to corport nds cn hrdly b rgud. Th dt from this study indictd tht corportions did not fl tht cdm ws dqutly rsponding to thir intrntionl nds. Thus, institutions should not dopt "do nothing ttitud," rthr stps should b tkn to intrntionliz businss progrms(Bmish,1984). s institutions incrs thir lvl of intrntionl commitmnt, mor fcultis trind in intrntionl businss will b rquird. Howvr, th dcision to intrntionliz must b mditd by fculty vilbility, which hs bn idntifid s currnt problm (Nhrt, 1987). To conclud vrything tht ws mntiond bov, wht is ndd t th lvl of th univrsity is brod foundtion on which th businssmn cn thn build through procss of slf-dvlopmnt tht includs obsrvtion, xprinc, nd possibly furthr forml trining. vn for thos plnning spcilizd crrs, this brod ductionl bs is ncssry. Spcilizd trining t high nlyticl lvl nds to b solidly bsd on th rlvnt undrlying disciplins nd thus should ordinrily b dfrrd to th grdut yrs. Th forml duction of th businssmn, bfor h bgins th prctic of businss, flls nturlly into svrl prts. In this rspct it rsmbls profssionl trining in numbr of othr filds. Bibliogrphy: 1. Bchmn, .L., d. 1984. pprochs to intrntionl duction. Nw York: Collir Mcmilln. 2. Bmish, P.W. 1988. gp in th businss curriculum Cndin Businss Rviw, Wintr: 28-30. 3. Dymsz, W.. 1982. Th duction nd dvlopmnt of mngrs for futur dcds. Journl of Intrntionl Businss Studis, Wintr: 9-18. 4. Frhbkhsh, M. 1984. comprhnsiv curriculum in intrntionl businss: Industry's point of viw. Unpublishd doctorl dissrttion, Nov Univrsity. 5. Jnvrs, B. 1974. duction in intrntionl businss: Philosophy nd prctics. Unpublishd doctorl dissrttion, Northrn Illinois Univrsity. 6. Robrt ron Gordon, Jms dwin Howll Highr duction for Businss, Columbi Univrsity Prss, 1999. 7. Pul W. Bmish, Jonthn L. Clof. Intrntionl Businss duction: Corport Viw. Journl of Intrntionl Businss Studis, Vol. 20, 1989 Read More