Pub Date : 2019-10-15DOI: 10.7591/cornell/9781501742071.003.0002
S. Conn
This chapter examines why educational leaders and businessmen in the United States thought it was a good idea to establish business schools in the first place. The answer often offered at the time was that American business itself had grown so big and complex by the turn of the twentieth century that a new university-level education was now required for the new world of managerial work. However, the more powerful rationale was that businessmen wanted the social status and cultural cachet that came with a university degree. The chapter then looks at the Wharton School of Finance and Economy at the University of Pennsylvania, which was founded in 1881 and became the first business school in the United States. All of the more than six hundred business schools founded in the nearly century and a half since descend from Wharton.
{"title":"The World before (and Shortly after) Wharton","authors":"S. Conn","doi":"10.7591/cornell/9781501742071.003.0002","DOIUrl":"https://doi.org/10.7591/cornell/9781501742071.003.0002","url":null,"abstract":"This chapter examines why educational leaders and businessmen in the United States thought it was a good idea to establish business schools in the first place. The answer often offered at the time was that American business itself had grown so big and complex by the turn of the twentieth century that a new university-level education was now required for the new world of managerial work. However, the more powerful rationale was that businessmen wanted the social status and cultural cachet that came with a university degree. The chapter then looks at the Wharton School of Finance and Economy at the University of Pennsylvania, which was founded in 1881 and became the first business school in the United States. All of the more than six hundred business schools founded in the nearly century and a half since descend from Wharton.","PeriodicalId":128062,"journal":{"name":"Nothing Succeeds Like Failure","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131392770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-15DOI: 10.7591/cornell/9781501742071.003.0005
S. Conn
This chapter focuses on the question of who has, or has not, gotten access to business education. Periodically, at almost regular intervals, a study appears documenting that women and people of color remain woefully underrepresented in the corporate world, particularly in its upper echelons. Those numbers have not gone unnoticed, nor have they gone unremarked; explanations abound. The first most obvious of these is that the isms—sexism and racism—still predominate in the business world. Those attitudes play out in all sorts of ways, large and small, obvious and subtle, but all with the same result: women and African Americans continue to find corporate America a largely inhospitable place, a club largely closed to them. There has been less discussion, however, about the role business schools have and have not played in training women and people of color for the business world. As the chapter explores, business schools, certainly across much of the twentieth century, cared little and mostly did less to attract those kinds of students. By and large, the world inside collegiate business schools mirrored the world of private enterprise: almost entirely white, almost exclusively male.
{"title":"It’s a White Man’s World","authors":"S. Conn","doi":"10.7591/cornell/9781501742071.003.0005","DOIUrl":"https://doi.org/10.7591/cornell/9781501742071.003.0005","url":null,"abstract":"This chapter focuses on the question of who has, or has not, gotten access to business education. Periodically, at almost regular intervals, a study appears documenting that women and people of color remain woefully underrepresented in the corporate world, particularly in its upper echelons. Those numbers have not gone unnoticed, nor have they gone unremarked; explanations abound. The first most obvious of these is that the isms—sexism and racism—still predominate in the business world. Those attitudes play out in all sorts of ways, large and small, obvious and subtle, but all with the same result: women and African Americans continue to find corporate America a largely inhospitable place, a club largely closed to them. There has been less discussion, however, about the role business schools have and have not played in training women and people of color for the business world. As the chapter explores, business schools, certainly across much of the twentieth century, cared little and mostly did less to attract those kinds of students. By and large, the world inside collegiate business schools mirrored the world of private enterprise: almost entirely white, almost exclusively male.","PeriodicalId":128062,"journal":{"name":"Nothing Succeeds Like Failure","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125925372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-15DOI: 10.7591/cornell/9781501742071.003.0003
S. Conn
This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It traces the debates over those questions and their implications. The problem of what students should be taught sat at the fault line that defines business schools in the first place. To what extent should students learn academic subjects, and to what extent should they learn what amount to vocational skills useful to their prospective employers? Viewed one way, the entire history of business schools can be described as a pendulum swinging back and forth between these two. Taken together, those intramural debates amounted to an attempt to define a professional field and to establish, with the authority that comes with a college degree, what businessmen needed to study and how their minds ought to be trained.
{"title":"Teach the Children … What?","authors":"S. Conn","doi":"10.7591/cornell/9781501742071.003.0003","DOIUrl":"https://doi.org/10.7591/cornell/9781501742071.003.0003","url":null,"abstract":"This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It traces the debates over those questions and their implications. The problem of what students should be taught sat at the fault line that defines business schools in the first place. To what extent should students learn academic subjects, and to what extent should they learn what amount to vocational skills useful to their prospective employers? Viewed one way, the entire history of business schools can be described as a pendulum swinging back and forth between these two. Taken together, those intramural debates amounted to an attempt to define a professional field and to establish, with the authority that comes with a college degree, what businessmen needed to study and how their minds ought to be trained.","PeriodicalId":128062,"journal":{"name":"Nothing Succeeds Like Failure","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124731875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-15DOI: 10.7591/9781501742088-004
{"title":"3. Dismal Science versus Applied Economics: The Unhappy Relationship between Business Schools and Economics Departments","authors":"","doi":"10.7591/9781501742088-004","DOIUrl":"https://doi.org/10.7591/9781501742088-004","url":null,"abstract":"","PeriodicalId":128062,"journal":{"name":"Nothing Succeeds Like Failure","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121397096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-15DOI: 10.7591/9781501742088-005
S. Conn
{"title":"4. It’s a White Man’s World: Women and African Americans in Business Schools","authors":"S. Conn","doi":"10.7591/9781501742088-005","DOIUrl":"https://doi.org/10.7591/9781501742088-005","url":null,"abstract":"","PeriodicalId":128062,"journal":{"name":"Nothing Succeeds Like Failure","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124869157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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