The success of our graduates stems from the talent and passion for inquiry reflected in our research, and that is transmitted to our students through an equal passion for education demonstrated continually by my academic colleagues.
There are two striking aspects to how we present our research:
- First, it is not organized by traditional academic divisions. Rather, arts & sciences and business departments are presented alphabetically. This reflects Bentley’s commitment to fusion – a commitment grounded in the belief that developing organizational leaders and contributors to our societies requires that we produce graduates able to view challenges and opportunities through multiple lenses. The ability to see with equal clarity and objectivity the advantages and limitations that various perspectives present is key to finding innovative solutions to the challenges of our time. Described this way, our concept of fusion is much more than just a call for business students to be exposed to arts & sciences and vice versa – a call grounded in the mantra that arts & sciences develop critical thinking as a required complement to the skills developed through the business disciplines. Our research rejects this limiting notion. Both fields expand our capacity for critical thinking and provide aspects of the long-term skills necessary for successful implementation. But, it is the ability to draw on and appropriately fuse the insight and methods of both that is key to real value-enhancing innovation.
- Second, we feature a cross-section of Bentley scholars – seven faculty members who hold research chairs, 12 professors, 25 associate professors, and three assistant professors – as well as illustrative examples of undergraduate, professional graduate, and doctoral student research. This presentation is intentional on the part of the Bentley Research Council. It demonstrates unequivocally the depth and breadth of our scholarship and highlights Bentley’s understanding of teacher-scholars. For us, the term does not simply refer to those who teach and conduct research. Rather, it refers to academics who actively involve students in their research methods and findings, and who value the education environment as a source of new and relevant research questions.
I would like to thank all of my academic colleagues, and in particular, the Bentley Research Council and its chair, Dr. M. Lynne Markus, for the work being done to further our research agenda, enhance our research quality, and ensure that scholarship continues to be explicitly connected to our education agenda. This effort and commitment is highlighted by Lynne’s comments that follow.
I am sure you will share my enthusiasm for the outstanding scholarship of Bentley faculty and students.
Michael J. Page
Provost and Vice President for Academic Affairs