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Financial struggles affecting universities across the United States have caused debate about whether business schools are cost prohibitive or cost savvy, especially for small liberal arts universities that lack large endowments and are highly dependent upon student enrolment. In other words, are they too expensive for small schools to operate? The presence of a business school necessitates hiring business faculty with comparatively high salary expectations.

This paper analyses the cost effectiveness of business schools at four small liberal arts universities.

Our results show that cost is most strongly correlated with class size and adjunct instruction as opposed to faculty salaries.

Thus, class size and the implementation of adjunct instruction can make having a business school not only affordable but also advantageous.

Business schools offer a way for universities with missions centred around developing the whole person through a liberal arts education to remain a going concern in such a volatile climate.

This paper uses proprietary data to analyse the cost of faculty in different disciplines.

Legal and philosophical scholarship on religious education typically focuses on religious schools that challenge core liberal values. Religious schools that offer their students quality secular education, and whose religious character is mild, do not raise these concerns and have therefore evaded scrutiny thus far. This chapter argues that the latter kind of religious schools, which I call “creaming religious schools,” may have a negative effect on educational equality and should therefore be subject to restrictive legal regulation. The negative effect on equality is caused by the fact that when successful, these schools appeal not only to members of the religious community but also to non-member high-achieving students who leave the public schools (a process called creaming) thus weakening them. The chapter argues that the harm caused to public schools cannot be redeemed by alluding to the right to religious education because the religious justification for creaming religious schools is relatively weak. The chapter then examines several potential legal measures for contending with creaming religious schools: the antidiscrimination doctrine, which the chapter rejects, showing that it actually aggravates creaming, locating schools in disadvantaged neighborhoods, restricting tuition, reflective enrollment policy, and finally, the total prohibition of establishing creaming religious schools.

This paper aims to discuss the views of scholarship in South Asia regarding Riba and Riba-free finance, including the conservative and realist schools in mainstream thought and the assimilative and interpretive schools in liberal thought.

The paper uses textual analysis to critically review the writings of scholars in South Asia on contemporary issues regarding Riba and Riba-free finance. It provides a critical review in the light of Islamic jurisprudence and extant Islamic economics literature.

There are several characteristics in conventional banking and finance products that do not comply with Islamic teachings. In this scenario, Islamic banking is comparatively a better alternative to conventional banking and finance products to achieve Shari’ah compliance and avoid indulging in Riba.

Voluntary financial exclusion to avoid Riba is significant in Muslim-majority countries. Increased penetration of Islamic finance requires clarity on what is Riba and confidence in Riba-free alternatives. Outreach efforts of Islamic financial institutions use conventional banking as a frame of reference to provide a critique of interest-based banking. However, the apprehensions within the Islamic finance literature also need to be answered to change perception and enhance people’s willingness to use Islamic banking. Doing this can expedite the process of financial inclusion as well as help in the transformation of the economy on Riba-free foundations in a reasonably quick timeframe.

This is the first study to critically evaluate the financial proposals presented and propagated by the contemporary interpretive school in South Asia.

In comparison with other countries, the rise of Dutch socialism was slow and difficult, and it would be impossible to explain this without exploring the movement′s early history. Such an exploration immediately leads to the somewhat singular character of Ferdinand Domela Nieuwenhuis (1846‐1919), who led the Dutch socialist movement in the nineteenth century. Gives a sketch of Domela Nieuwenhuis′ life and work; the political and social conditions under which Dutch socialism emerged; and the specific character of socialism in The Netherlands. Concludes by suggesting that the late industrialization and the opposing interests of confessionalism and modernism meant that the socialists were not able to organize a power structure for the workers on the basis of the conflicting interests of “capital” and “labour”. By the time the socialist power structure finally achieved significance, large parts of the total labour force had been assimilated into confessional cadres and, in this sense, socialism came too late to The Netherlands.

This paper aims to reexamine the relationship between financial openness and financial development in Ghana.

The study applied maximum likelihood estimation and autoregressive distributed lag approach and tested Granger causality using quarterly data from 1990:1 to 2020:4.

This study revealed a long-run equilibrium relationship between financial openness and development, indicating that financial openness is a critical factor in Ghana’s financial development. Therefore, the study recommends with caution that policies aimed at promoting financial openness could be an effective way to encourage sustainable financial development in Ghana, as financial openness alone may not bring the desired outcome.

The study contributes to the existing body of knowledge by providing empirical evidence of the link between financial openness and financial sector development in Ghana. Future research could delve deeper into the mechanisms through which financial openness affects financial development, exploring potential channels and transmission mechanisms.

The findings suggest that policymakers, particularly the Ministry of Finance and the Bank of Ghana, should prioritize policies aimed at promoting financial openness. This includes continued efforts toward financial liberalization and creating an environment conducive to domestic and international financial transactions. Moreover, policies aimed at increasing trade openness, boosting real GDP and maintaining moderate real interest rates are essential for fostering financial sector development.

Enhancing financial sector development can have significant implications for society, including increased access to financial services, improved economic opportunities and enhanced overall economic stability. By promoting financial openness and development, policymakers would contribute to poverty reduction, job creation and overall socio-economic development. The study bridges the gap between theory and practice by providing empirical evidence supporting the theoretical proposition that financial openness stimulates financial sector development.

This study fills a crucial gap in the literature on the effects of financial openness on Ghana’s financial sector development. It focuses on Ghana, which liberalized its financial sector in 1988 as part of the overall economic reforms in 1983, and this justifies the starting point of this paper in 1990, as there are no adequate data before 1990. The study uses principal component analysis to construct an index that measures financial development. The study considers the recent financial crises in Ghana in 2017 and underscores the importance of understanding the link between financial openness and financial development, which becomes useful for policymakers and researchers studying financial system development in sub-Saharan Africa which includes Ghana.

The purpose of this project is to provide an account of the student experience at a higher education institution known for its holistic approach to sustainability education.

A qualitative study was conducted at Green Mountain College (GMC), an environmental liberal arts school in Poultney, VT; 55 students participated in focus group interviews.

Students articulate that the most valuable gains that manifest at GMA are a variety of new capacities for science literacy, anthropological appreciation, the triple bottom line, a sense of place, systems, empathic decision-making and reasoning, interdisciplinary collaboration, and practical techniques supporting self-sufficiency. Prompting these emergent outcomes was a philosophy of practice at Green Mountain College, which included place-based techniques, empowerment, personalization, community ecology and charting polarity. Many students described their seeming metamorphosis as uncomfortable, and some felt isolated from the outside paradigm.

A key implication of the study’s findings is that in a holistic setting, the line between the informal and formal curriculum are significantly blurred and what is implicitly communicated through university practices and values is what most transforms the students’ explicit understanding of sustainability.

Sustainability education is far more than technique, far more than what a lone instructor can manifest in students. While the persistence of individual faculty members is important, this evidence suggests that the fertile conditions for transformation may be more fruitful when faculty members work together with a collective sense of responsibility and a well-articulated paradigm.

The advantage of the present study is that it examines the perceived impact of a focus on sustainability across curricula and school by considering the educational environment as a whole. The experiences of students from many different majors who are involved in a holistic, sustainability-infused curriculum at a university with a history of successful post-graduation job placements in the sustainability field are explored here.

This chapter explores the innovative founding and legacy of Historically Black Colleges and Universities (HBCUs). This chapter contends that HBCUs have been on the forefront of curriculum development and adoptability. Early curriculum models focused on preparing students for better employment and for leading in racial uplift work. This chapter asserts that the HBCU needs to maintain a cultural relevancy in the twenty-first century by developing a strong entrepreneurial class and an employable Black labor force; it also needs to stand steadfast in its commitment to train leaders of the next generation. Lastly, listening to students and incorporating their perspectives in the institutional planning process is vital to maintaining cultural relevancy in the twenty-first.

The purpose of this exploratory research was to document the history, structure and administration of current collaboratives, as well as overall challenges and benefits. Little is known about how and why collaborative graduate social work programs were started, how they operate or what are the challenges and benefits.

Six case studies were conducted through semi-structured interviews of a purposive sample of key personnel from collaborative programs.

Findings revealed that each collaborative program grew from existing undergraduate social work programs. Key primary benefits include that collaborative programs provide service to regions that would otherwise not have access to graduate social work education and added diversity and depth to programs. Greatest challenges are day-to-day operationalization and the cohesiveness to be “one program” among faculty and students.

Suggestions are provided to programs interested in developing a collaborative program.

Because such little is known about collaborative programs, it is hoped that this article offers insight and issues to consider when beginning and administering collaborative social work programs.

The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.

This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report.

Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits.

There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.

This paper seeks to outline the element of a liberal management education that would attend to the full human development of undergraduate management students enabling them to exercise the responsibility and leadership that the profession and practice of business and management require. It places such an education in the context of the global university today, and points to the shortcomings in management education as it is currently taught, the challenges facing implementation, and finishes with the example of Singapore Management University.

This is a discursive discussion piece drawing on philosophical texts, contemporary debates on management education, historical perspectives on the University, and the authors’ combined experience in management education and business school leadership. It was written as an argument to be debated by future interlocutors.

The article concludes that liberal management education faces obstacles to implementation. These obstacles are recast as shortcomings in management education itself. It concludes that in part by recognising and overcoming these shortcomings liberal management education holds prospects for improving the full human development of undergraduate management students, and in so doing creating business leaders who have the maturity to take responsible and visionary decisions.

The article points to the need to elaborate a concrete curriculum across the spectrum of courses and subjects in management education.

The article invites other business schools to enter into a conversation about liberal management education and share experiences of implementing reforms in management education.

Liberal management education aims to produce citizen‐leaders who have the maturity and enlightened perspective to lead in organisations and in society. The intention of the article is to encourage debate and adoption in some form of a liberal management education philosophy and curriculum at other business schools beyond Singapore Management University, with the hope of shifting the emphasis in management education to preparing students as mature citizens as well as business leaders.

Many have discussed the problems of the contemporary global university, but few have considered undergraduate management education as a crucible for working out the conflicts and challenges facing today's university.