Centre College in Kentucky faced a dilemma in 2020 when President Milton Moreland suggested adding a business program to attract more students. The economics faculty, who had the largest program on campus, were initially opposed, fearing it would cannibalize their program. However, after studying the implications over the summer of 2020, they realized that a business program could increase overall enrollment. They proposed a curriculum that integrated the liberal arts into business education and collaborated with other departments to develop courses. The faculty also retooled themselves by obtaining credentials to teach both economics and business, leading to the successful implementation of the new program.
The new business program at Centre College saw significant success, with 42 new students in 2023 and 80 students in 2024, becoming the largest program on campus. Faculty who obtained additional credentials in business education felt they became better teachers and could provide students with a more comprehensive understanding of the business world. The approach of retraining current faculty to teach in high-demand fields proved to be effective and beneficial for the college as a whole. This model may not work for all colleges or new majors, but it highlights the importance of exploring alternative approaches to adding programs and building trust between faculty and administration.
The integration of the business major with other departments on campus through courses such as “Creating Corporate America” and “Art and Markets” allowed for a holistic educational experience for students. Faculty members of the economics department who retooled themselves to teach business courses found the experience rewarding and valued the opportunity to continue learning. The success of the new program at Centre College demonstrates the potential benefits of retraining faculty in underenrolled majors to meet the demands of new programs and attract more students to the institution.
The collaboration between faculty and administration at Centre College proved to be crucial in the successful implementation of the business program. By engaging in honest conversations about enrollment and academic programs, the college was able to explore alternative models of adding programs and address resource allocation concerns. The willingness of faculty members to adapt and retrain themselves to teach in a new field highlights the importance of flexibility and innovation in higher education. The outcome of the new business program at Centre College serves as a potential model for other institutions looking to expand their curriculum and attract more students.
The white paper written by the economics faculty at Centre College proposing the addition of a business program showcased a strategic approach that not only considered the college’s mission but also integrated the liberal arts into the new curriculum. The success of the business program in increasing overall enrollment and maintaining the economics department’s numbers highlights the benefits of forward-thinking and collaborative efforts in higher education. By reimagining traditional academic programs and investing in faculty development, colleges can adapt to changing demands and provide students with a well-rounded education that prepares them for the future.
In conclusion, the story of Centre College’s successful implementation of a business program serves as a valuable lesson in the potential benefits of retraining faculty to meet the demands of new academic programs. By fostering trust and collaboration between faculty and administration, colleges can explore innovative approaches to expanding their curriculum and attracting more students. The example of Centre College highlights the importance of adaptability, strategic planning, and a commitment to lifelong learning in higher education. This success story may inspire other institutions to consider similar models and investments in faculty development to enhance their offerings and better serve their students.
