Teaching Effectiveness and Educational Components in Business Education for Liberal Arts Students

When we teach business courses for liberal arts students, our challenges will be how we can effectively teach students who have different majors, years, interests, and backgrounds in the same class. For example, if we focus on business major students, we may lose other students from different majors. This problem will appear in two critical educational components for liberal arts students, which are teaching and mentoring. This means that we will need two things. One is teaching effectiveness in a whole class and the other is mentoring effectiveness for individual students in the class. Therefore, we must consider class management and individual-level treatments of students carefully in order to improve teaching effectiveness for liberal arts students. In this paper, our goal is to propose such a comprehensive education model particularly for instructors who teach business courses for liberal arts students. We propose our own comprehensive model based on various literature reviews and empirical studies. Then, we research on effectiveness of our model empirically. Particularly, we try to test if our model could satisfy both teaching and mentoring effectiveness in order to validate our theoretical arguments and this initial educational model for liberal arts students. This study will give us a clearer picture of the comprehensive business education model to make teaching more effective for liberal arts students. 

When we teach business courses for liberal arts students, our challenges will be how we can effectively teach students who have different majors, years, interests, and backgrounds in the same class. For example, if we focus on business major students, we may lose other students from different majors. This problem will appear in two critical educational components for liberal arts students, which are teaching and mentoring. This means that we will need two things. One is teaching effectiveness in a whole class and the other is mentoring effectiveness for individual students in the class. Therefore, we must consider class management and individual-level treatments of students carefully in order to improve teaching effectiveness for liberal arts students. In this paper, our goal is to propose such a comprehensive education model particularly for instructors who teach business courses for liberal arts students. We propose our own comprehensive model based on various literature reviews and empirical studies. Then, we research on effectiveness of our model empirically. Particularly, we try to test if our model could satisfy both teaching and mentoring effectiveness in order to validate our theoretical arguments and this initial educational model for liberal arts students. This study will give us a clearer picture of the comprehensive business education model to make teaching more effective for liberal arts students.