The Holistic Perspective

SMC supports students in their quest to become scholars and practitioners who make a real difference in the world. In achieving this, each student examines theoretical perspectives in the fields of business and economics through personal and academic reflection and engagement to create practical applications that can influence life processes for the present and future.

Guided in their introspection by their individual mentors, students examine and discern the value and influence of varying forms of power: legitimate, expert, reference, informational and reward power to inform and propel the use of knowledge.

Students balance theory and practical application of new knowledge, using critical, analytic and reflective thought and action to embrace change and newness in their lives, work, and interactions with people on a daily basis.

Growth Challenge

Being
Knowing
Becoming
  • Self Outcome
  • Integrated Emotional Skills
  • Self Outcome

    The last required outcome is the student’s outcome, or the Self Outcome. Each student comes to the school BEING a certain way, based on their personal and professional histories.

    If the Student leaves SMC University remaining the same as when they arrived then the school, its leaders, deans, professors and staff have not adequately performed their mission. Thus, the Self Outcome challenges each student to move through the stages of: Being to Knowing to Becoming more than was expected at the outset of their academic journey. This process is a partnership between the student and the institution. Each class allows for reflection of who the student is, what the student does, how the student thinks, and what has driven the student’s self-perspective to create new boundaries and new discovery.

    System Outcome

    The approach of SMC’s Academic Model suggests that focusing on the process and content of change within disciplines is insufficient. Specifically, the System Outcome focus suggests that Context, the picture of the whole, can dramatically shift or change the Content or the components of the whole.

    For example, if the context for addressing a sustainability issue in Business is in another country, the content factors might be substantively different. The same can be true of the Process. How one embraces and interfaces with the picture and components of the whole can be different. Again, if the educational venue is in South America or China; educational contexts, contents and processes might be different from a Western world view.

    Growth Challenge
    Change Challenge

    Context
    Content
    Process
    • System Outcome
  • Integrated Emotional Skills
  • Growth Challenge
    Change Challenge

    Crytical
    Analytical
    Reflective
    • Thought Outcome
  • Integrated Emotional Skills
  • Thought Outcome

    From a Thought Outcome focus, all assignments and readings in courses are designed to engender changes in thinking for each student. Students are expected to engage the literature and critically, analytically and reflectively explore theory and practice concerns to shift thinking and analyze the value and bias that are often found in the literature of a given field.

    • Why would the author of a field suggest this or that?
    • What is the impact of the choice made by the author?
    • How might gender, ethnicity, age, culture, geographical location shift the perspective put forward by the author?
    • When did the reading and perspective of the field occur?
    • Has the data, information and knowledge shifted over time?
    • Where might one discover differing perspectives that can yield new meaning to the issues of the day?
    • Is there a pattern that has occurred over time that might lend itself to a wisdom perspective?

    Change Outcome

    From a Change Outcome focus, assignments help students think about the connections and interrelationships between the topics – not only in the current course one might take; but all courses embedded in the curriculum. A student is challenged to explore those connections and interrelationships; creating synthesis and integration from the explorations of the materials to create new awareness that might shift the paradigms of thinking.

    Though points may seem disparate and unrelated a student will explore the connections between the various elements. Thus, a student will begin to say, I see some differences that require greater research, or a student might say, The challenges of age and location seem to be shifting the meaning of this concept or strategy, this approach to resolution!. By focusing on the change element students become better equipped to place their studies within an integrated framework.

    Change Challenge

    Synthesis
    Integration
    New Awareness
    • Change Outcome
  • Integrated Emotional Skills
  • READY TO CHALLENGE YOUR FUTURE?

    We’re here to help answer your questions. Our student helpdesk is on hand to help inform you of every aspect regarding your topic. Simply fill the contact form if you need any support. We take great pride in using our expertise for you and look forward to hearing from you.
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    You can also call us on +41 (0)41 500 16 22.