ABSTRACT  
Business programs seeking to incorporate liberal arts education into the 
curriculum confront a history of tension between the former’s applied contexts 
and the latter’s more broad-based objectives. Taking the popular business 
concept of globalization, this paper demonstrates how to resolve that tension 
by incorporating teaching techniques that draw attention to the process of 
reflecting on inherited business structures and assumptions.

		Academic Exchange Quarterly  Fall 2009: Volume 13, Issue 3  
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