Getting Down to Business: A History of Business Education at Queen's, 1889-1999 9780773568181

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Getting Down to Business

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G E T T I N G DOWN TO B U S I N E S S A HISTORY OF B U S I N E S S E D U C A T I O N AT Q U E E N ' S 1889-1999

Mervin Daub and P. Bruce Buchan

McGill-Queen's University Press Montreal & Kingston • London • Ithaca

© McGill-Queen's University Press 1999 ISBN 0-7735-2014-7

Legal deposit third quarter 1999 Bibliotheque Rationale du Quebec Printed in Canada on acid-free paper

Canada McGill-Queen's University Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for its activities. We also acknowledge the support of the Canada Council for the Arts for our publishing program.

Canadian Cataloguing in Publication Data Daub, Mervin, 1943Getting down to business: a history of business education at Queen's, 1889-1999 Includes bibliographical references and index. ISBN 0-7735-2014-7

i. Queen's University (Kingston, Ont). School of Business - History. I. Buchan, P. Bruce (Peter Bruce), 1932. II. Title. HF 1134.04038 1999 65o'.O7i'i7i372 099-900640-1

This book was typeset by Typo Litho Composition Inc. in 10/12 Palatino.

Publication of this book has been made possible through a generous donation from the MBA Class of 1974 Queen's School of Business in honour of their twenty-fifth reunion.

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CONTENTS

Figures viii Tables ix Illustrations x Preface xi 1 Antecedents, 1889-1919 03 2 An Early Pioneer: The B.Com, 1919-1937 13 3 Intermediate Stages, 1937-1963 29 4 The Expansionary Years, 1963-1978

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5 The Gordon Era, 1978-1988 66 6 New Beginnings, 1988-1995

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7 Conclusions 90 Appendix A Roster of Business-Related Professors 109 Appendix B Some Selected Award Winners 119 Bibliography 121 Index 123

FIGURES

1 Number of graduates, B.Com, 1921-36 25 2 Graduates of the Commerce program killed on active service, 1939-45 33 3 Number of graduates, B.Com, 1937-63 37 4 Number of graduates, B.Com (1960-78) and MBA (1963-78) 5 Number of graduates, B.Com and MBA, 1978-88 71 6 Number of graduates, B.Com and MBA, 1989-98 97 7 Roster of faculty and staff, 1998-99 104

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TABLES

1 Required work in the accounting and auditing course, 1919-20 18 2 Bachelor of Commerce curriculum, 1949 35 3 B.Com curriculum, 1976-78 60 4 MBA curriculum, 1976-78 61 5 MBAST curriculum, 1996-97 94 6 B.Com curriculum, 1998 96

ILLUSTRATIONS

Adam Shortt 5 Queen's campus, 1919 7 O.D. Skelton 9 W.C. Clark 12 W.A. Mackintosh 21 Dunning Hall 39 R.G.H. Smails 40 L.G. Macpherson 47 C.A. (Carl) Lawrence 48 D.D. (Dan) Monieson 49 R.J. Hand 51 J.R.M. Gordon 67 D.L. Anderson 79 M.E. Northey 92 Some Faculty and Staff, 1998 103

PREFACE

The history of ideas, and to some extent institutions, in certain areas of economics and business is much in vogue of late. The 1997 special issue of Canadian Business Economics on the history of business economics in Canada and the extensive on-going work on intellectual and institutional histories of both marketing and accounting (see Jones 1987 and Richardson 1989) are cases in point. Part of this activity has included efforts to record the histories of several major Canadian academic institutions who have contributed to the larger history of ideas. One can cite, among others, Malcolm Urquhart (1996) on the early history of the Economics Department at Queen's and B. Austin's (1999) work on early business education at places such as Toronto and McGill. It is possible to speculate why such an outpouring of histories is taking place at this particular time. Likely candidates for explanation would no doubt include the changing face of business and economics, which suggests the dawning of a new age and requires that the old be chronicled before it is forgotten; a generation of soon-to-retire professors who wish to have their efforts over the past thirty or more years documented; or perhaps a certain "millennium factor" at work. For whichever of these reasons, and some of them definitely apply, it would have been surprising if the idea of writing a history of business education at Queen's had not surfaced! But there are also more localized reasons for undertaking such a history at this time - most notably a desire to observe the eightieth anniversary of the establishment of the first degree program in business at the university (the B. Com in 1919), the fortieth anniversary of the establishment of an MBA program (in 1960), the twentieth anniversary of the start of the Ph.D (in 1978), and, the fortieth anniversary of the establishment of a separate university faculty specializing in business studies (the School of Business in 1963). (Calling this faculty a "school" has led to a certain amount of confusion over the years because at Queen's separate faculties are usually referred to as such, e.g., the Faculty of Law. It was, however, and remains the most appropriate choice as almost all business faculties refer to themselves as schools, e.g., the Harvard Business School, the Graduate School of Business at the University of Chicago, the Univer-

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PREFACE

sity of Michigan Business School, and so on.) At a time of so many anniversaries, it is as tempting to look back as it is necessary to look ahead. Mindful of all this we have taken up the challenge. Fortunately, at least for the early years, it was possible to piggyback on the excellent work of Urquhart and B. Jones and P. McLean, as well as some early histories, most noteably that by R.G.H. Smails (1949). We were also particularly helped in this respect by H. Neatby's (1978) and F. Gibson's (1983) general histories of the university, and to a somewhat lesser extent by A.A. Travill's (1979) history of the Medical Faculty at Queen's and A. Richardson's (1992) history of Engineering at the university. While it was necessary to integrate these various sources, the story is at least reasonably well-known. But Urquhart in particular ends his narrative on business studies as part of the history of economic studies more or less at the establishment of a separate faculty in 1963. It was therefore necessary to go it alone from that point, updating the record through the usual historian's tool chest of methods, which includes archival research, selected oral histories from a series of existing and former colleagues, and the like. In so doing one becomes indebted to many people. In our case this includes the people at Queen's Archives, particularly Paul Banfield, the many of our present and former colleagues and students who agreed to talk with us, our research assistant Sharon Miklas for her dogged pursuit of requested facts and figures, as well as Dean Margot Northey and the D.I. MacLeod Foundation, who provided early funds to support the work. Karey Barr, Lisa Rodrigues, and Julie Sulley did all the typing, for which they are to be pitied and for which we are most grateful. Our gratitude also extends to Don Akenson, Joan McGilvray, and others at McGill-Queen's University Press who have made this a much better book than it was when it started out. And finally, of course, we wish to thank the MBA class of 1974 whose twenty-fifth reunion gift made the publication possible. We trust you will enjoy the read. In many ways, and without wanting to prejudge the issue, if there is one theme which stands out, it is the story of "the little school that could." A collection of people established a certain presence in business education in Canada almost from its beginning and others have kept this presence, despite the School's being small in size and well away from the commercial centres of Canada - to say nothing of the United States, with whose schools of business they have competed for faculty, students, and reputation. This has been, and remains, no mean feat. M. Daub P. Bruce Buchan Kingston, Ont.

Getting Down to Business

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ANTECEDENTS 1889-1919

Introduction

The ultimate origins of the study of "business" or "commerce" are impossible to determine. Certainly there are very early references from the Classical period, not the least of which can be found in Plato's Republic (and in Aristotle's writings, to give another example), and both the Roman and Medieval eras are replete with various well known commentaries on the subject. As we shall see, reference to ancient philosophical sources is not inappropriate: at Queen's business studies grew out of the study of political economy, which grew out of the study of moral and political philosophy. But more directly relevant to the telling of this history is the dramatic transition in the nature of business that characterized the second half of the nineteenth century and served as the direct catalyst for the beginning of formal studies of business and commerce. Jones and McLean (1995, i) note, for example, that "during the late nineteenth century the business environment in North America changed so dramatically that universities began for the first time to offer instruction in business. This was a period marked by a growing importance of industry, a greater division of labor and functional specialization, an increase in the size and complexity of business operations, and a transition from small, family-owned businesses to large corporations with thousands of employees. By the turn of the century there was a clear need for professionally trained managers, prompting several American universities to provide the necessary training."1 i It is important to recall that Canadian economic development lagged behind that of the United States at this time, being still essentially colonial with a preference for trade with Britain, despite Macdonald's attempt at a national policy (which included, not incidentally, government support for agricultural colleges to help the development and management of farming). However, ideas generally know no borders. Moreover, there were some Canadian institutions who certainly recognized the need for better educated "managers." Among the first, as we shall see, were the banks and some Canadian manufacturers (such as those in steel).

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They go on to discuss the early struggle of such university-based programs of business studies to distance themselves from commercial programs in high schools and private "commercial" colleges. In this respect, Jones (1987) ascribes considerable importance to the influence of the German Historical School's emphasis on practical, on-the-grourid, systematic study of the evolution of German business, the strong American cultural characteristic (later philosophy) of "pragmatism," and even the work of the Physiocrats in France (with their "tableau economique"), all of which provided a kind of justification for "higher studies" in business. To this was added the perceived need for business managers to understand, for example, the economic and political theories that drove business in an increasingly complex world, subjects that were the traditional province of university departments of moral and political philosophy. So it is not surprising that university-based programs of business studies began to develop during this period, particularly in the United States, the first at the University of Pennsylvania (the Wharton School of Finance and Commerce) in 1881. It was followed around the turn of the century by a host of programs at places such as the universities of Chicago, California, Wisconsin, New York, etc. (Jones and McLean 1995). Those who recognized the growing importance of business and economic matters (and were almost certainly aware of what was going on below the border and in Germany), but were not so directly of the German/u.s. "pragmatic persuasion," were able to adapt curriculum design - without stooping altogether to catering to a trade school mentality, or being too "nouveau riche" by beginning to distance economic theory and philosophy from moral or political philosophy. As might be expected from the nature of Queen's at the time (it was staffed largely by English-recruited academics and was anglophile in all respects (Neatby 1978)), this second route was the one taken. Prime Minister Macdonald's interest (after 1867) in a national (economic) policy that required intellectual support through writing and teaching would have been an important local impetus as well. Urquhart (1996) notes that by 1885 the Philosophy Department at Queen's included "political economy" as one of its major subject areas. In 1888, with the appointment of Adam Shortt as lecturer in Political Economy (augmented by his promotion to Sir John A. Macdonald Professor of Political Science in 1892), Queen's became the first university in Canada to offer regular classes in Politics and Economics in a department separate from Philosophy. The Political Science Department gave courses in Political Economy (essentially economics with reading lists that included books with titles such as

Antecedents, 1889-1919

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Adam Shortt, Sir John A. Macdonald Professor of Political Science, 1888-1908

The Growth of English Industry and Commerce and Guilds and Trade Unions, obvious precursors of business texts of later years) and Theory (s) of the State (basically Politics). It remained in this form in most respects until the development of courses in banking in 1914 and the launching of the first degree in Commerce in Canada at Queen's in 1919. Shortt wrote and taught in this institutional context for almost twenty years and it is not misleading to suggest that he laid the groundwork for the major foci of business studies at Queen's, particularly with a long series of articles (thirty-two in all) on the history of currency and banking that appeared in The Journal of the Canadian Bankers' Association from 1896 to 1906. Highly empirical in nature, they represented quite a transition from his position as a philosophical theorist (which had won him medals while a student at Queen's

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G E T T I N G D O W N TO B U S I N E S S

and Edinburgh and was his approach to economics early in his teaching career) since they took a historic-analytic approach much more typical of the German School. Shortt was almost certainly aware of developments below the border, as indicated by his work and teaching, which would have been indistinguishable from what was going on at the Wharton or the University of Chicago Schools of Commerce and Business Administration, for example, at exactly the same time. This conclusion is further supported by what happened soon after, namely the appointment of O.D. Skelton in 1907. He, with W.C. Clark, is the true founder of business studies at Queen's as we know them today. But before looking at the period running up to the establishment of formal studies in the 1913-20 period, it is worth commenting briefly on the physical facilities within which Shortt and the department operated, and the number of students taking degrees in Political Economy. Official statistics are relatively hard to come by, but Urquhart (1996), using the Report of the Principal to the Board of Trustees of 1910-11, indicates that in 1910-11 (just after Shortt left Queen's in 1908 to become one of the two members of the newly established Civil Service Commission of Canada, and later chairman of the Board of Historical Publications at the Public Archives, and just before the establishment of the Banker's course in 1914) the total population of the university, including intramural (graduate and undergraduate students in full-time programs) and extramural students, was about 1,600. Of these, university records indicate that a relatively small number - Urquhart (1996) estimates 23 - were full-time undergradu ates studying political science. As for accommodations, Smails (1949) indicates that at the time of Shortt's appointment in 1888 the university consisted of two buildings, the Old Medical Building behind Summerhill and the old Arts Building, now Theological Hall. These housed the entire university library, the Theological College, administration offices, and all the teaching and laboratory space. Kingston Hall was added in 1902 and became the home for the Faculty of Arts, and hence the Department of Political Science. (Its position in the building was relinquished only during World War I when Grant and Kingston Hall were converted to a military hospital.) It is worth noting that it was not until 1931 that any private office space (as we would understand it) was provided for the academic staff. When necessary, professors worked in "Common Rooms" e.g., the Senate Room in the Old Arts Building. Smails (1949) reports there were complaints

Antecedents, 1889-1919

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Queen's campus, 1919

about this situation to the principal. A. Cappon, head of English and dean of the Faculty of Arts, wrote in 1916 that "The English department can get only one private room for its members. As Dean I could have done better work for the University had it been possible to have a room of my own." Throughout its history, and today nearly a century later, the School still finds itself without adequate physical facilities. Skelton (and Clark), 1908-19

There is little question that the direct father of business studies at Queen's was O.D. Skelton. Having graduated from Queen's with high distinction in English and Greek, he did graduate studies in Greek at the University of Chicago during 1900-01 and returned there to get his doctorate in Political Economy in 1907 following four years as an editor and writer for several business publications in Philadelphia (his dissertation, acclaimed at the time, was published as Socudtsm, A Critical Analysis). He was thus fully aware of developments at the University of Chicago, particularly regarding the evolution of

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GETTING D O W N TO B U S I N E S S

business studies in the young College of Commerce and Business Administration.2 Skelton arrived at Queen's in 1907 and took over responsibilities of the department the following year when Shortt left. Like Shortt he was very much of the view that an understanding of social science was important to public affairs and business - by the early 19205 he had published several books on various aspect of the subject. His views on public affairs later guided him to an important career in the federal public service, especially in External Affairs (where he is generally credited with being the founder of Canada's diplomatic service). Not surprisingly, given Skelton's views and experiences and Shortt's interest in banking, within two years of his arrival Skelton began to push for a separate "School of Commerce." In the Report of the Principal to the Board of Trustees of 1910-11 he argued a) that such a school was necessary "because there was much scope for improving the education of people going into business both to provide specific tools of business management and to provide a broader educational background," and b) that although at the time it was too expensive to establish such a school, "there were a large group of employees in the banks [authors' emphasis] that could benefit from extension courses in economics" (Urquhart 1996, 35). Skelton's views in this report are so modern in their descriptions and concerns as to warrant lengthy citation. (It should be noted that in 1910-11 the department consisted of two professors, Skelton and Swanson.) School of Commerce The possibility of establishing a School of Commerce in connection with the Department of Politics and Economics has been under consideration. Professor Skelton's report regarding this will be of interest to the Trustees. He writes as follows: "Following up discussions of the matter with you, we have looked into the possibility of undertaking at Queen's special work similar to that offered by the schools of Commerce and Finance in several British and American universities. Business is bound to attract an increasing proportion of Canadian 2 See Jones and McLean 1995,5-6) for a description of the University of Chicago program and its evolution from the Department of Political Economy there. The influence of Chicago on early Canada economics and business study is extremely important. Stephen Leacock, Harold Innis, Skelton - all had Chicago doctorates. (W.C. Clark and W.A. Mackintosh were Harvard, one is compelled to note - one of the authors of this history being himself a Chicago graduate.)

Antecedents, 1889-1919

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O.D. Skelton, founder of Commerce at Queen's and professor, 1907-25 college men as the magnitude and complexity of our commercial interests grow, and the problem of providing technical training for them will have to be faced. On a careful survey of the field, however, it does not seem immediately possible at Queen's to undertake the more strictly professional parts of such work on any extensive scale. The absence of the practical specialists and of the commercial atmosphere of a metropolitan centre, while a handicap, is not an insuperable one. A more serious difficulty is the expense involved in providing an adequate staff. As one looks over the calendars of Canadian, American, and English universities offering courses in Commerce and Finance, one of the two chief dangers which suggest themselves is that of sham, the grouping of a series of existing courses which contain little purely professional instruction and re-labelling them under some pretentious title of School or Faculty of Commerce. The other danger is of a more respectable kind: if the course is to begin at matriculation, whether in a separate faculty

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or as a division of the Arts course, the necessity of providing for numerous technical courses means the exclusion of so many of the cultural subjects that the school may be made merely a glorified business college. The ideal solution seems to be that adopted by Harvard of making its School of Business Administration, like the other professional schools, open only to graduates or third year students, thus securing a six years Arts-Commerce course. Short of this something might be done within the bounds of the undergraduate Arts course by additions to the staff and a wider system of electives. For the present at least both plans seem beyond our financial resources. Meanwhile, in the courses in Money and Banking, Corporate Finance, Transportation, etc., an introduction to the general field is given, to as great an extent as is justified by the proportion of our Political Science students who go into business compared with those who go into law, journalism, and the ministry. In the field of Insurance some special courses might be offered, if desired, in cooperation with the Department of Mathematics. "There is, however, another form of "Commercial education" which Queen's is at present equipped to provide. Our extra-mural system has hitherto reached few but the teachers of the country. The experience of the University of Chicago, and more recently the University of Wisconsin, shows that other sections of the community may be served to equal advantage. In Canada one of the most promising openings is presented by the thousands of bank clerks in the 2,500 branches of the chartered banks. In his very favorable study of the Canadian Banking System issued this past year, Professor Joseph French Johnson, expert for the U.S. National Monetary Commission, draws attention in the closing paragraphs to this need: "The writer must express his regret because of the seeming indifference of Canadian bankers with regard to the education of their employees. When a boy at the age of fifteen enters a Canadian bank, he leaves all hope of education behind. He will learn a great deal 'by doing' and by contact with strong and successful mean, but he will have little chance to improve his mind by systematic study or through attendance upon lectures ... It is to be hoped that the older bankers of Canada will get a conviction of sin and through their Bankers' Association make some provision for the intellectual growth of the young fellows in their employ." An extramural course, covering thoroughly the branches of economics bearing most directly on banking and financial operations, would, we believe, meet the needs of a fairly large number of these young Canadians, and, if practically conducted, secure the co-operation of the bank authorities. Dr. Swanson and I are willing to do all we can to further the plan, if it meets approval. (Urquhart 1996)

It took Skelton three years of negotiations with interested parties, but by the fall of 1914 the first Banking courses were launched with an enrolment of 180 students (Board of Trustee Minutes, 16 Oct. 1914;

Antecedents, 1889-1919

n

Urquhart 1996). Carried out in agreement with the Canadian Banker's Association, the university was responsible ("on behalf of the Canadian Bankers Association") for preparing a syllabus of study, conducting examinations, and awarding diplomas at two levels: Associate of the Canadian Banker's Association (ACBA) and Fellow of the Canadian Banker's Association (FCBA). Instruction for the Associate's course was done through the Shaw Correspondence School in Toronto (and included Commercial and Foreign Exchange Arithmetic, English Composition and Bank Correspondence, and Bookkeeping) with examinations given by Queen's. All aspects of the Fellow's course were handled through correspondence by Queen's (courses included were Economic Theory, Money and Banking, Corporate Finance, Advanced Accounting, and Auditing). Launched as it was at the beginning of the war, one might have feared for its success. But it was a large operation from the start (the president of the Banker's Association reported in November 1915 that 685 people were enrolled in the Associate's Course, 315 in the Fellow's) and continued in operation until about 1971 when the university quietly folded the operation. In order to handle the anticipated extra load, Humphrey Mitchell had been added to the department in mid 1913 (he was supervisor of the Banking Course, Skelton the director). There was considerable turnover in staff during the five short years from the setting up of the Banker's Course in 1914 to the launching of the degree course in Commerce in 1919. (Perhaps this was because of the war.) Swanson, for example, left Queen's in 1916 to accept a post at the University of Saskatchewan, and Mitchell only remained until mid 1919 when he left to join McMaster University. Fortunately Skelton was a constant, eventually becoming dean of Arts in late 1919.3 It was also fortunate that Skelton was able to convince W.C. Clark to return to Queen's in 1915. Like Shortt and Skelton before him, Clark was ex-Queen's, a Canadian expatriate who had returned from graduate studies outside the country (in this case at Harvard). 3 That same year Skelton became the editor of The Journal of the Canadian Banker's Association (which in 1931 became the Canadian Banker). Skelton, Clark, and others had continued Shortt's practice of publishing in the Journal and by 1919 the department at Queen's had come to control it. The journal remained essentially a house organ, with successive Queen's professors acting as editors, until David Slater relinquished his post in 1968 and Queen's abandoned its direct involvement with the banking industry in 1971. There is more discussion later of the importance of this link between the development of business studies and economics at Queen's.

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GETTING DOWN TO BUSINESS

W.C Clark, director of Commerce courses, 1919-23,1931-32

And like them he would help provide the energy to move the university in new directions in business studies (as we shall see, this pattern repeats itself in later years, particularly in the 19603 and early 19705). Clark, heavily involved in the Banking course from the time of his arrival, took over its directorship from Skelton in 1919 and ran the program until 1923 (with a year off in 1918-19 for government service) when he left to become an investment banker in Chicago.4 It was essentially the team of Skelton and Clark who were responsible for launching the Commerce degree in 1919, and the development of the CA extension courses in 1922, subjects to which the narrative turns next.

4 Clark stayed in Chicago until 1931. Back at Queen's for a year early in the Depression, he then became deputy minister of Finance where, with Skelton, he greatly influenced public affairs during the Depression, World War II, and reconstruction. Both were hugely energetic men with a reputation for getting things done. Both also died young at sixty-three.

AN EARLY P I O N E E R : THE B.COM 1919-1937

Introduction

Around the turn of the century, the idea that business studies were becoming an acceptable pursuit at the university level was not limited to the United States or the continent. As early as 1901, "in response to requests by the Canadian Manufacturers Association and the Toronto Board of Trade, the University of Toronto [had] established a 'Course in Commerce' which was a two-year program leading to a diploma." The curriculum, which included courses in Modern Industrial History and Banking, for example, was deliberately designed to distinguish it from private technical/business college curriculums, which were felt to be too practical or narrow, "training [students] for traffic" whereas Toronto was "equipping for managership ... or for positions as commercial masters at our Collegiate Institutes." * McGill was next off the mark in 1907, with a similar two-year "Diploma in Commerce" that, while containing courses in the history of commerce, commercial geography, and general economics, was more practical than Toronto's especially as it changed during the war, coming increasingly to be aimed at preparation for certain professions, especially accounting (Jones and McLean 1995).2 At roughly the same time HEC (L'Ecole des Hautes fitudes Commerciales de Montreal) in Montreal was formed by a group of French Canadian politicians and businessmen. It began offering courses in the fall of 1910 to thirty-two students, nine graduated in 1913 leading to a "diplome." Laval 1 Jones and McLean (1995,2). The "Course in Commerce" became part of the BA program at the University of Toronto in 1909 with an honours course in commerce, and a full-blown, four-year program leading to a Bachelor of Commerce following in 1920. 2 As an aside, it must have been particularly galling to McGill to have Queen's sweep up all the education courses for the Institute of Chartered Accountants a scant few years later (see below). It is interesting that McGill's diploma course became an official four-year degree course in Commerce only in the 19405.

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offered some courses in bookkeeping during this period but did not have a diploma business program until 1924. It is interesting to observe, as an aside, that as a consequence of this timing HEC now lays claim to being the first university level business school in Canada ("le doyenne des ecoles d'administration").3 This claim certainly has some validity. But since the HEC was not an established university at the time (indeed it would not become the important institution it is now, especially in French Canada, until much later) and gave only diplomas, it is equally legitimate to conclude that in some ways it was more like the University of Toronto diploma courses. (Although it was evidently intended to be more than a diploma program - Rumilly (1967, 47) says that around 1916, claims to the contrary, to call it " 'universitaire' est bien ambitieux, faute de professeurs, d'outillage, et d'un milieu assez prepare"). If the HEC'S claim is disallowed, Queen's is arguably the first business school in Canada because in 1919 it was the first university to offer a degree in commercial/business studies, even though not through a separate faculty/school. The University of Toronto would have some claim as well, so which was the "first business school" is a murky issue. But it is possible to support the generally accepted conclusion that Queen's was the first established university in Canada to offer a direct degree in business studies, and in that sense was one of the important pioneers.4 Exactly how did this come to be? 3 The story of the founding of the HEC, and the huge political, commercial, and religious uproar it caused within the French-speaking community in Quebec, is told in two excellent books by Rumilly (1966) and Harvey (1994). Modelled after the emerging European "grandes ecoles" Schools of Business (especially the HEC in Paris, one at Angers, and another at Louvain (in Belgium)), it was intended from the beginning to be distinct from the university system while offering courses at that level or beyond. Designed to prepare French Canadians for business, it quickly ran afoul of the church and had to make many compromises early on to ensure its survival. 4 There is a kind of "received wisdom" at Queen's that its direct degreegranting program in business studies was the second to be set up at an established university in the original British Empire (now, of course, the Commonwealth). Various books discuss the claims in this respect (see, for example, Ashley 1932) but short of a systematic study of the histories of all the schools which might qualify (see Locke 1984 and Engwall 1992 for some of these histories), it is impossible to know with certainty if this is really the case. Queen's, however, must surely have been among the first if the dating of some of the better-known programs (e.g., at Birmingham) is correct. Thus it is likely but not certain that Queen's was a pioneer in this respect as well.

An Early Pioneer: The B.Com, 1919-1937

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Making the Case for Commerce From the previous discussion, the establishment of a degree program in business studies at Queen's in 1919 appears inevitable. Certainly hindsight suggests that the broad forces of history almost made it so. But, as was the case elsewhere, it came about only despite considerable opposition both within, and outside, the university. In putting forward the case for its creation Skelton and Clark both made the argument, on every occasion possible, that "the increasing complexity of business, ... [and] the accumulating body of principles and information about business ... uniquely justified university training for business ... [indeed] if we are to be saved from the dangers of a crudely acquisitive society, this professional point of view must be spread among business men as widely and as rapidly as possible. The task in so far as it can be performed by education is one which only the University can perform, and it is one which will call for the best which the University can give" (Jones and McLean 1995, 4)They were of the opinion that while providing such training at the graduate level, as was done at Harvard, for example, was preferable, in view of the cost and the level of demand at the time it was unreasonable for Queen's to opt for anything more than an undergraduate program. (Provision was, however, made for a masters degree, the M. Com, from the beginning.) Also at issue was the "nature" of the degree to be offered, i.e., its intellectual orientation. Skelton and Clark were guided by American examples in this, finally choosing "a compromise programme" between the extremely "vocational" nature of, for example, the NYU orientation, and a more broadly based, liberal-arts approach - "one more in keeping with the University of Chicago's approach" (Jones and McLean 1995, 4).5 Clearly Skelton's experiences at Chicago, his senior position (relative to Clark, who might be assumed to have favoured Harvard in this discussion although there is no public record of his having indicated this), and his very astute political antenna were the deciding factors in choosing the final balance. With respect to choosing the approach, and wishing (perhaps naively) to believe that the force of the case was the deciding factor, it was clear that there was considerable opposition which, in its more 5 As we shall see, this balanced, Chicago-based approach would continue to influence curriculum design throughout the history of the School. Aspects of it can still be found from the undergraduate level through to the Ph.D.

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obvious forms, took some time to die.6 Within the university, for example, Cappon (the dean of Arts), while eventually supporting the new course, stressed: "It must be kept in mind, however, that in the arts faculty at least education should always have more than a merely vocational purpose ... In the midst of all our practical modern developments this original and most characteristic function of the university, that of training a large-minded citizenship, remains properly the chief function, the function which distinguishes it from a technical or business college." And J. MacDonnell, who would later become chair of the Board of Trustees (and eventually a supporter of business studies at Queen's), argued in Queen's Quarterly (1923, 318) that "business" studies were of "questionable value, that they 'circumscribed that latitude of the mind which is the real spirit of learning' and that the vocational spirit which was invading universities at that time should be 'eradicated as speedily as possible'". Finally, "collegiate business programs which were more theoretical and broad-based [were] often criticized by business practitioners who wanted graduates with usable skills" (Jones and MacLean 1995,5). Skelton and Clark countered, of course: To the business critic Skelton responded that business was in many ways no different from law or medicine, that "the fledgling [commercial graduate would] profit by his early experience more rapidly and less painfully than is commonly the case" without higher education. And his answer to academic criticism was that he wanted to see retained in the course of the commercial student a substantial measure of literature and history and science, in order to open up interests and phases of life that may otherwise be barred to the business man. It is for the same reason that I believe instruction in economics and social relationships, the specific study of the ways and principles of commerce are essential in a business man's training and superior for this purpose, other things being equal, to instruction in subjects of only remote and indirect bearing. (Skelton 1920,451; Jones and MacLean 1995,5) 6 Some would say that the arguments between the various approaches have never died away and indeed form the basis for an ongoing tension not only between the business school and the rest of the university (over academic legitimacy) but also within business schools themselves. The arguments between the theoretical and the practical, research and teaching, intellectualism and professionalism, continue, moving both university and faculty first in one direction, then the other, all the while making life uneasy. (We make more mention of this in the conclusion). The same is often true in faculties of law, medicine, and engineering - see, for example, Travill 1979 and Richardson 1992.

An Early Pioneer: The B.Com, 1919-1937

17

And Clark, in his rebuttal to MacDonnell in the same issue of the Queen's Quarterly argued: that a Commerce Course in the Arts faculty did not necessarily involve infection of a narrow vocational spirit; Mr. MacDonnell was confusing what was narrowly technical and what was in the highest sense professional. A study of university courses in Commerce on this continent and in England reveals two types. In the first type we find a short two or three year course, consisting wholly or almost wholly of highly technical, highly specialized subjects such as salesmanship, advertising, lumbering, etc., and designed to give the specialized skill necessary for a particular business or a particular job. The second type of Commerce is as far removed from this as a liberal arts course is from a medical course. It is usually a larger course based on two to four years work in the ordinary arts subjects, and is designed to teach the principles which underlie business administration in general and to give the business training necessary for any business career.

These arguments, both pro and con, resonate even to-day. However, those by Skelton and Clark carried the day at the time and "Queen's opened her door to Commerce in the fall session of 191920" (Smails 1949, 5). Initial Conditions At the outset, the program leading to the Bachelor of Commerce required the equivalent of nineteen full-year courses if one entered with Junior Matriculation (the equivalent of grade 12 in the old thirteen-year Ontario high school program - thirteenth year was known as Senior Matriculation). It was expected that the program would normally take four years. But, as with other Arts programs at Queen's at the time, the work was not rigidly divided by year so that one could take more than four years if necessary. A thesis in the final year was obligatory, as was at least one summer's work in an approved business establishment or public office (Queen's Calendar 1921/22, 9-10). Students had to achieve "second division standing (54% or better) in ten courses or their equivalent - the pass mark at that time being 40%" (Smails, 1949, 5). Commerce thus began as a pass BA. The curriculum could be tailored to the student's eventual interest, whether "general business, banking and finance, accounting and auditing, foreign trade or public service" (Smails 1959, 6). By way of example, table I gives the course requirements for Accounting and Auditing students.

i8

GETTING DOWN TO BUSINESS

Table i Required work in the accounting and auditing course* 1919-20 Yearl English 1 English 2

Upper Years Economics 1 Introduction to Economics Economics 2 Introduction to Politics

French 1

Economics 25 Financial Organization of Society

History 1, 2, or 3

Economics 50 Industrial Management or Economics 52 Marketing (Domestic) or Economics 58 Office Management and Trade Documents

Mathematics 1 Science - one course Three other courses choice of History, Philosophy, Science, or Mathematics

Economics 54 Business Finance Economics 55 Investment or Mathematics 7 Actuarial Mathematics Economics 56 Statistical Theory and Method or Economics 57 Business Statistics Economics 59 Economics 60 Economics 61 Economics 62 Economics 63 Economics 64 Economics 65 Economics 66 Economics 67

Business Policy Commercial Law Commercial Law (Advanced) Elements of Accounting Elements of Accounting Intermediate Accounting Intermediate Accounting Cost Accounting Auditing

One of any other Economics 10 to 60 Source: Queen's University, Courses in Commerce and Administration. 1921-1922,13-14. *A11 courses in Economics numbered above 10 were half-year courses, the rest full year.

Table i is instructive in several respects (although less so in others since, for example, it makes no distinction, between full and half-year courses). First, it would seem that the general subjects (likely taken in first year) brought the student up to the level of Senior Matriculation as they are identical to the grade 13 course requirements at the time (Nicholson 1952, 3). Second, all courses were initially labelled as Economics regardless of their economic,

An Early Pioneer: The B.Com, 1919-1937

19

political, or commerce focus. This remained the case until 1932-33 (Nicholson 1952, 3). Third, much of the required work was in Arts and/or Science. Jones and McLean (1995, 8) point out that "fully 75 percent of the required courses were non-business ... 9-11 of the needed 19 full credits being in Arts and Science courses, another 3 or more in Economics (i.e., economics and politics)." Smails (1949) notes, for example, that Economics i and 2 (Introduction to Economics and Politics respectively, both full-year courses) were required of everyone regardless of professional aspiration. He goes on to note, with respect to courses, course weights, and course content, that: the half courses included some titles which have come down unchanged [to this day] though the content would be effected by the process initiated in the late twenties and ending in the late thirties, of merging half courses to make full courses.7 Business Finance was numbered 54 in 1919-20, was first given in alternate years, was expanded to a full course in 1928-29 and has been offered in every session since 1924-25. Marketing is another of the "old originals,"8 the domestic variety being numbered 52, the foreign 53 and full course established as 52 in the session of 1926-27. Six half courses in accounting were numbered 62 to 67 in 1919-20 and have been given every year since 1921-22 [down to the present], the half courses 62 and 63 being merged in 1927-28 as 63, 64 and 65 [in] 1939-40 when they became [the present 64]. Money and Banking masqueraded for a few years as Financial Organization of Society before a half course in International Trade came on the scene in 1924-25. A merger of these two was effected in 1932-33 and since then Economics 12 [as constituted today] has been proceeding relentlessly on its way. Commercial Law, originally 60 and 61, was made into a full course, the 60 of today, in the session 1928-29. Among other subjects and titles which appeared in the very first commerce calendar and which are still there [today] are Statistics, Transportation, Public Finance and Industrial Management. (Smails 1949,5-6) How many students were there in the first year? Skelton reported at the end of the 1919-20 session that "no separate registration was made, as the work is not distinct from the regular Arts work in the early stages, but twenty students have expressed their intention to proceed to the Bachelor of Commerce degree. From enquiries which 7 This process was reversed in the late seventies so that now all courses are once again half courses. 8 Jones and McLean (1995) point out that this was the first course in Marketing to be offered at any Canadian university.

20

G E T T I N G D O W N TO B U S I N E S S

have been made it is clear that a very considerable number of men and women will wish to avail themselves of the new opportunities if adequate instruction is provided" (Smails 1949, 6). That they did so is evident from the degree lists derived from the new program. The first degrees were granted in the fall of 1921 to two students and were followed by seven, ten, eighteen, and seventeen graduates respectively during the period 1922-25.9 The first class of two consisted of William Edgar Black and Thomas William Gates. Black, the first graduate, went on to a teaching career in Montreal, initially at Westmount High School and then at Sir George Williams (which eventually became a part of Concordia). He died in 1958 at the age of seventy-six.10 Also of note is that in the total of fifty-four graduates during those first five years were six women, the first of whom was Beatrice Eakins, who graduated in the spring of 1922. Who were the professors of business who taught these early students? At the outset (fall 1919) the entire department consisted of Skelton as professor and head of the department, Clark as associate professor, director of Banking Courses and director of Commerce Courses, and L.I. Shaulis, who was a junior appointment. By the fall of 1920 Shaulis had gone, to be replaced by J.W. Ballard, an appointment in accounting, and E.H. Morrow (who, with R.E. Burns, was a part-time lecturer in accounting - Morrow would later become head of the School of Commerce at the University of British Columbia). The major appointment of this period was W.A. Mackintosh, who joined the department in 1920 and eventually ended up as principal of Queen's and a well-known economist and public servant. An outstanding student of Skelton's who had gone on to Harvard for graduate work, Mackintosh was described by Smails (1949, 7) as having "a very boyish look, ruddy complexion, and a quiet, almost shy man9 In an interesting aside, it should be noted that in May 1922 Skelton, reporting to Senate, moved that the recommendation of a committee made up of the registrar and Professor Mackintosh that "the Commerce hood be black bordered with green silk" be adopted. The minutes record that it was. 10 Another example of the varied careers of early graduates, George Heasman, Com/25, joined the fledgling Trade Commissioner's Service in mid 1927, served in various places around the world, became director of the Service in 1945, was appointed Canada's first ambassador to Indonesia, served as high commissioner to New Zealand, and retired in 1964 holding an QBE, among other honours.

An Early Pioneer: The B.Com, 1919-1937

21

W. A. Mackintosh, director of commerce courses, 1923-31,1932-51 ner." But he was quite a force. Skelton (now as dean of the Arts) reported to the principal: In seeking new men for our staff, the first point which experience drives home is that we should go for young men of promise. The dream of attracting from elsewhere men of established and international reputation has occurred to most of us, but it is a dream. Queen's has never in its history secured such a man and it is less likely to do so under present conditions than of old. Every one of the men who gave Queen's its prominence in the past came as a young man and put his youthful enthusiasm and ambition into the service of Queen's. We cannot, under our conditions, secure such teachers ready made; we must grow our own. Mackintosh was one such young man of promise who eventually did very well indeed.

22

G E T T I N G D O W N TO B U S I N E S S

A Third String to the Fiddle: Certified Accountant Extension Courses in 1921

Skelton needed to be active on the faculty recruitment front for not only was he launching a new degree program and running the Bankers' Courses but for some time he had been discussing courses and course requirements for the preparation of Certified Accountant (CA) students with the Canadian Institute of Chartered Accountants of Ontario (CICAO). As part of his drive to start the B.Com program, Skelton had approached the Institute in April 1919 about his proposed degree requirements in accounting (see table i) seeking approval of the requirements, exemptions from several institute exams, and a reduced period of articling for graduates of the Queen's B.Com program. This proposal was revolutionary at the time and caused considerable discussion within the Institute about the confusion surrounding educational requirements for CAS. After deliberation over a two-year period (which saw Skelton and Queen's move ahead with the new degree, and the Institute make little progress on what it wanted to do), the CICAO finally approached Skelton in the summer of 1921 for help in designing a program that would allow the CICAO to retain control of the requirements but leave the actual execution of the program to someone else. Skelton quickly developed a program where the Institute "would choose the textbooks, register the students, collect the fees and set the syllabus [while] Queen's on its part would act as the educational agency of the Institute in carrying out the details of this policy. It would prepare for the use of individual students, bulletins containing assignments of reading in the standard texts; notes and analyses, including where necessary, supplementary treatment of Canadian conditions; and sets of questions and problems. Its instructors would check and correct the answer papers submitted weekly by the individual students" (Creighton 1983,108). Creighton goes on to describe what happened to the "energetic (and) optimistic" Mr Skelton (who had indicated that Queen's could start the program immediately, i.e. in the fall of 1921). "It rapidly became apparent that he and, through him, Queen's, had bitten off far more than they could possible chew ... during the first year it became obvious that Queen's simply did not have the manpower to handle the weight of the correspondence courses.11 The lesson exercises started flooding in and almost immediately there were delays in returning the graded exercises" (Creighton 1983,108). 11 Two hundred and seventy-five were enrolled that first year, virtually all from Ontario, for what was first intended as a four-year series of courses but would later be raised to five years and expanded to take in all of Canada. By the end of World War II there were 1,400 students involved.

An Early Pioneer: The B.Com, 1919-1937

23

Skelton needed new staff and began advertising for accountants interested in teaching at Queen's. He also recruited directly, visiting England in the summer of 1922 where he hired two young CA grads who would come to define accounting education in Canada over the next half century and more: C.A. Ashley, who was briefly at Queen's and then at University of Toronto from 1930 until 1962, and R.G.H. Smails, who came to Queen's in 1922 and never left. He also hired A.H. Carr and C.E. Walker from western Canada. Carr was made the administrative head of the CA course program, but the bulk of the work fell to Ashley, Smails, and Walker (particularly the first two). What they found on arrival that fall of 1922 makes for humorous, but sympathetic, reading. Ashley and Smails arrived at Queen's University late in September, just in time for the fall term to open. There they found the chartered accountants' course of instruction in what can reasonably be described as a shambles. Smails used to claim that he was unable to enter his new office at Queen's, because the unmarked exercises were stacked so thickly on the floor that he could not push the door open. Ashley was a little more restrained: "The reason that Rex [Smails] and I had been appointed was the university had undertaken to prepare and conduct a correspondence course for all the students in the Ontario Institute of Chartered Accountants. This task had proved to be entirely beyond Queen's resources. We were shown a huge pile of exercises waiting to be marked, and there was clamour for written material and exercises to be prepared for the other years ... One man had already resigned under the strain. We quickly set about marking the accumulation of exercises. They were mostly accounting, but some were in law, and I did a large batch of the latter for a change before learning that they were supposed to be sent out to a lawyer for marking. We started by scribbling notes on the exercises. I was not surprised that there were complaints." (Creighton 1983,109)

It is perhaps understandable that Ashley only lasted a year in such circumstances! To make matters worse, Clark left the department at the end of December 1922, Morrow at the end of the 1922-23 term. Fortunately Skelton, who was by this time also dean of Arts as well as head of the department, had Mackintosh to fall back on and he took over as director of Courses in Commerce (and, by association, the Banking and CA extension courses) in the spring of 1923. The department remained intact for exactly one year (1923-24). Then Skelton himself jumped ship to become deputy minister of External Affairs, taking leave in 1924-25 and resigning definitively in the spring of 1925. This, of course, only increased Mackintosh's load: he became acting head of the department for the 1924-25 year. The university did add EA. Knox (to teach economics) and W.H. Wynne (to teach politics

24

G E T T I N G D O W N TO B U S I N E S S

during 1924-25), but it is little wonder that the CICAO became "less certain about the success of the Queen's venture" (Creighton 1983, no). However, perhaps because of their youthful energy as much as anything else, the department, and particularly its Commerce aspects, managed to pull the program together over the next several years. Mackintosh was relieved of his headship responsibilities for a short time (from 1925-27) with the appointment (very controversial at the time - Mackintosh felt he deserved it) of Herbert Heaton as Macdonald Professor and head of department. Walker, Smails, Caldwell, and Carr remained a steady cohort for several years (at least until Caldwell fell ill in 1927). Both of these circumstances undoubtedly helped a great deal. By the end of the decade the business studies part of the department seemed to be on a firmer footing. Certainly the number of graduates in the remaining four years of the decade increased, being twenty-one, twenty-four, twenty-seven, and twentyfive respectively between 1926-29 - see figure i). C.A. Curtis had been added in 1927 (initially to teach non-accounting Commerce courses such as Investments and Corporate Finance but within a few years [and seemingly forever after, one of the authors having had him in 1963] he was teaching Economics). And he was joined by R.O. Mer riman, who acted as administrator of the Banking Courses, and Mackintosh, who returned in the fall of 1927 as Macdonald Professor, director of courses in Commerce, and head of the department. As further evidence that business studies were becoming an established part of the university, in 1929 both the year system for courses and the honours system were adopted. To that point courses could be taken at any time and in almost any order and the degree was the equivalent of a three-year pass BA for a student who had entered having completed Senior Matriculation. Smails (1949) notes that the department had really been evolving toward this position since at least 1924. During the intervening years students were increasingly "guided to take only arts subjects in their first year, then two economics and two accounting (e.g., for accounting students) courses in second year, and in the third (and the subsequent) years(s) courses in regular order." This system was "made rigid" in 1929 as was the requirement of "a total of twenty courses with a minimum of 50% in each general course, and in each course or half-course in economics12 numbered 10 or higher a minimum of 55% with an average of 66%." (Smails 1949, 11). As well, a three-year sequence of courses in either mathematics or a modern language was imposed (Smails 1949, n). This curriculum design remained constant (with small adjustments) for almost forty years, until the late sixties and early seventies. 12 All courses were still labelled Economics and would be until 1932.

An Early Pioneer: The B.Com, 1919-1937

25

Figure i Number of graduates: B.Com, 1921-36* Source: Senate's Minutes, Queen's University, 1920-36. "There were four M. Com graduates during this period.

To the Establishment of a School of Commerce and Business Administration in 1937 It is perhaps worthwhile to pause briefly to reflect on what had been accomplished by the end of the decade, especially given that there had been a world war, demobilization, a serious influenza epidemic in the two years immediately after the war, and the loss of both Skelton and Clark. An undergraduate program in business studies had been started and firmly established. As well, extramural education in business, and business-related, subjects had been made available to two important business communities, banking and accounting.13 13 We have not mentioned, other than with regard to Skelton's work, research which the "business-related" staff produced during this period. Certainly Skelton was an active researcher (editor of The Journal of the Canadian Banker's Association, for example, until 1924 and contributing articles and commentary to it), and Mackintosh had published from the time he worked on his Ph.D. thesis, increasing this when he became editor of The Journal of the Canadian Banker's Association after Skelton left, a position he held until 1940). As well, both Clark and Mackintosh made important intellectual contributions to major developments during the 19305, such as the formation of the Bank of Canada and the Rowell-Sirois Report. In 1926 Smails and Walker cooperated on Accounting Principles and Practices, which became the standard text in accounting until well into the 19503. But much of the faculty's energy was directed to teaching and the preparation of course materials, texts, etc., leaving little time for "pure research" in the way that it is thought of to-day.

26

G E T T I N G D O W N TO B U S I N E S S

This was no small achievement, especially if one factors in that standards were also being tightened. Granted, it was a period of increasing prosperity in the economy at large and business-related studies might have been expected to do well in the "Roaring 2o's." The university itself also blossomed into a family of clubs, debating societies, and the like. The football team began to win national renown. Playing in a new stadium (built in 1921) and recruiting heavily (above and below the table), it won a series of successive Grey Cups, putting the university squarely in the national public eye. A new gymnasium and several other buildings were added despite relatively tight finances.14 It was a time of racoon coats, StutzBearcats, and mayhem: students actually went on strike in 1928, a curious event symptomatic of the strains between the boisterous new spirit and the "Presbyterian Scottish" conservatism of the older, Queen's. These times did not survive the decade. The stock markets crashed in the fall of 1929 and, with a bad situation made worse by inappropriate monetary and fiscal policy, a downward economic spiral began, leading to what is now known as the Great Depression - the most severe economic downturn in the past one hundred and fifty years. Throughout this period, and up until 1937, the Commerce program, and its extramural focus on banking and accounting, remained relatively unchanged. The CICAO carried out a full-scale review of their courses and requirements in 1931 that included the Queen's connection, but the university's role remained secure. Student numbers had grown (in 1931, for example, there were 408 students from Ontario and 41 from other provinces enrolled in the course), and by the end of the 19305 all provincial CA associations except Manitoba, Saskatchewan, and Quebec "had adopted the Ontario Institute's course, provided by Queen's University" (Creighton 1983, 150). Course designations were also changed in 1932, to Economics, Politics or Commerce as the subject matter dictated. There was some turnover among the staff in the department who taught business-related courses, but not as much as might have been expected (see Appendix A). These were not normal times and most academics were glad of employment. Clark returned to become director of courses in Commerce and Administration for the 1931-32 year (taking leave in the fall of 1932 and resigning in 1934). A number of people came and went on half-year leaves (principally to work in Ottawa but also to go into national and local politics). Curtis, for example, was on leave for part of 1931-32, his place 14 Much of this is taken from Gibson (1983) and Daub (1996).

An Early Pioneer: The B.Com, 1919-1937

27

taken by a sessional, J.L. McDougall. McDougall would stay until his retirement in 1966, teaching Transportation, Investments, and Statistics as well as supervising all final year theses for many years.15 He was joined by Lawrence Macpherson, who taught Accounting and Statistics intramurally and worked extensively in the CA program. Macpherson eventually became the first dean of the School of Business when it became a separate faculty in 1963. Merriman died in 1934 and A.W. Currie, among others, was appointed for a time to help out (Currie started out as a lecturer in Marketing - he arrived in 1934, was on leave in 1937-39, and left in 1939 to go to UBC). Others of note who taught Commerce students during this period include Norman Rogers (later MP for Kingston, minister of Labour and finally minister of Defence, he died tragically in the early years of the war the airport in Kingston is named after him), J.A. Corry (eventually principal of Queen's following Mackintosh) in Politics, and, of course, Knox in Economics. However, the number of intramural students graduating remained reasonably high considering the Depression, falling slightly in the mid-thirties but averaging twenty-six yearly during the five years before 1937 and recovering nicely by the end of the decade (see figure i).16 The major change in business-related subjects and personnel came with the establishment of the School of Commerce and Business Administration in 1937, with the Department of Industrial Relations as a separate section of that school, developments which we discuss in the next chapter. Before turning to that subject, a further reference to the physical facilities available to business studies over this period seems in order. Once again Smails provides light-hearted irony on the subject. 15 After his retirement he became a well known nationally syndicated columnist and wrote trenchant commentary on economic and social events well into his eighties. 16 Several graduates from this period would go on to important careers in business. Arthur Child, Com '31, for example, became identified with the packing industry in Canada and was an important benefactor to different charitable causes, including universities, until his death in 1996. And after a systematic survey of the graduates during this period Nicholson (1952,31) noted that "whether it be a profession, a manufacturing enterprise, or the Civil Service, Queen's Commerce has its representatives." This apparently included several ministers and at least one priest (who entered the priesthood after he graduated!).

28

G E T T I N G D O W N TO B U S I N E S S

The assumption at that time/7 of the Bankers' Course and the Chartered Accountants Course involved the department in the big job of administration as well as teaching. Administration must be housed, at least after fashion, and so quarters were provided in the New Arts Building by turning Room 313 into a general office and a small adjacent room, built at the end of the corridor, into an executive office. But that term "executive office" will have quite false annotations for you. It contained no office furniture and was not equipped with so much as one telephone. In April 1922 Clark was writing plaintively to the Treasurer "May I suggest that one of the sundries [in the budget] might well be a telephone. There is, I believe, real need for a telephone service for the banking and accounting office; the continual running up and downstairs is not only annoying but represents a serious waste of my time and the time of my staff." Well in that "executive" office the Director and his team of C.A.'S, seated on kitchen chairs at two collapsible tables, worked many hours a day for two years, in an atmosphere which would now be regarded as one of incredible noise and confusion. Relief came in 1924 with the completion of the Douglas Library and the provision there, in space which was later occupied by the Department of Extension, of a general office for the clerical staff and private offices for the Director, Walker and myself - no doubt to the envy of our scattered and unhoused colleagues. Six years later, i.e. in 1930, Dr. Mackintosh persuaded the authorities reluctantly to put at his disposal for purposes of the Department the recently acquired Home for Friendless Women and Children at 75 Union Street. This was understood to be a wholly temporary arrangement throughout the just concluded 19 years of its occupancy. (Smails 1949,12)

As we shall see, they would remain in the Home for Friendless Women and Children until the fall of 1959 when Dunning Hall was opened.

17 Of Smail's arrival in the fall of 1922 .

I N T E R M E D I A T E STAGES 1937-1963

The School of Commerce and Business Administration, 1937

Although enrolments in the B.Com program and the Banking and Chartered Accountant extension courses held up well throughout the Depression, the university as a whole began to suffer serious financial difficulties as the crisis deepened in the thirties. W.E. McNeil, the treasurer, was notoriously abstemious but even so the university was constantly on the lookout for new sources of funds to help support its programs. This became the particular focus, for example, of the new principal (R. Wallace) when he took over from W. Fyfe in the fall of 1936. One such fund-raising initiative came from W.A. Mackintosh in the form of "a scheme for an industrial relations (IR) unit at Queen's which would teach, conduct research, and act as a clearing-house of information" (Gibson 1983, 149). The whole question of labour relations was very much of interest in the mid-thirties. Unemployment was rampant, people rode the rails, and strikes and often-violent clashes with authorities were part of an admittedly abysmal labour scheme. Mackintosh had organized a well-attended conference at Queen's, the first of its kind in Canada, on the subject in the fall of 1936 and his proposal to Wallace regarding the IR unit grew out of recommendations from that conference. Wallace jumped at the idea and funds were solicited from the government (via W.C. Clark, now deputy minister of Finance and Norman Rogers who had become minister of Labour in 1935), as well as from private foundations and corporations on the basis that Queen's would be "neutral ground" where information could be assembled and conferences held without loss of face. The Richardson family of Winnipeg rose to the challenge, as did others, and by the summer of 1937 the university had enough committed funding to cover five years, permitting it to hire a director (J.C. Cameron, Com '29, who was working at Canada Packers) and staff for the new Industrial Relations division of the School of Commerce and Business Administration. Within a year Cameron reported that "more than 500 Canadian companies were providing it with information, and its first two for-

3O

G E T T I N G D O W N TO B U S I N E S S

mal studies of industrial problems were shortly to be published" (Gibson 1983,150). The careful reader may wonder how the term "the School of Commerce and Business Administration" (almost always shortened to "the School of Commerce") has crept into the narrative. Until 1937 the courses and faculty of the Commerce degree were part of the Department of Economics and Political Studies with Mackintosh as head of the department as well as director of courses in Commerce and Business Administration. This continued to be the case, but in the spring of 1937, at the same time that the Board of Trustees recommended that the IR unit be set up, the Board (on Wallace's recommendation) decided to formalize the amalgamation of all intramural undergraduate and graduate (leading to an M.Comm) courses, extension courses in banking and accounting, and the new IR unit into a "School of Commerce." The School would be "an administrative organization to serve under the Faculty of Arts ... with Professor W. A. Mackintosh as Director of the School with an honorarium of $500 per year in addition to his salary as Head of the Department" (Board of Trustee Minutes, May 7,1937,4).1 This might seem to have cleared the air organizationally, except that the School of Commerce, with its Industrial Relations Division, effectively remained part of the Department of Economics and Political Studies. So why bother to set up a separate school? There is little discussion of this in supporting documents except to suggest that doing so simplified administration procedures within the department. Certainly it would have made sense to keep the growing flow of extension work, as well as business-related courses such as Marketing, Labour Relations and the like, separate from courses in Economics and Politics. It may also have been prudent for Mackintosh and Wallace to have connected the creation of a separate "School of Commerce" with the establishment of an Industrial Relations Unit in order to present a balanced proposition to the university, and especially to prospective corporate donors. Without this it might have been all too easy to have characterized the proposal to create an IR unit as tilting the departi There appears to have been some confusion from the beginning with respect to the name of the new unit. It appears in various official usages as "The School of Commerce" (Board of Trustees), "The School of Commerce and Administration" (late 19305 calendars), and "The School of Commerce and Business Administration" (certain Senate documents and other texts). The authors have chosen to use the shortened form except where it appears otherwise in direct quotations.

Intermediate Stages, 1937-1963

31

ment and the university toward labour and the left. This latter point is more conjectural but seems to be something as able a man as Mackintosh would have considered. What he must certainly wanted to make sure of, however, was that his department retained control of all business-related courses and activities. The steady monies that the extension courses in Banking and Accounting in particular, and other business-related courses as well, brought the department (and the university) gave the department - and its head - economic and political power not enjoyed by any other unit within the university during these difficult times.2 And they would continue to do so through the years (especially for the Economics Department because of the required economics courses in the undergraduate curriculum in the School) albeit in gradually smaller amounts until at present income from the School is no longer a factor in the department's and the School's relationship. But for whatever reasons, and despite some remaining organizational confusion,3 the School of Commerce was now a recognizably separate entity within the university, complete with its own director. It would carry on business for the next twenty-five years in this form. The War and Its Aftermath, 1938-1950 The Second World War began in the fall of 1939, bringing with it considerable changes for the new School of Commerce. Unlike the First World War, when Queen's was decimated by wholesale enlistments by many of its undergraduate men (for example an entire unit of engineers, 120 in all, with Professor A. Macphail of Civil Engineering in command, left the university within three weeks of war being declared in 1914), enrolments and graduations held up for a time. The government of the day encouraged students, especially university men, to complete their studies, believing that it would be a technological war that would require, for example, a better educated officer corps. Graduations from the B.Com program were twenty-seven, twenty-nine, thirty-six, thirty, and twenty-eight during the years 2 It was a situation uncannily like the present period, where the School's "private" Masters in Business Administration (Science and Technology) (MBAST), Executive Masters in Business Administration (EMBA), and executive programs are providing the School, and the university, with much needed income in a period where general funding for universities is in serious decline. 3 Both authors are veterans of many Queen's "discussions" of bureaucratic arrangements over their years of service. They were both struck by how this 1937 arrangement represents a typical Queen's solution in such circumstances.

32

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*939-43 respectively (see figure 4). But eventually the impact of the war began to be felt and the numbers graduating in 1944-46 fell to sixteen, fourteen, and nineteen respectively (these were classes which would have entered in the 1941-43 period).4 There was considerable turnover in staff as well, especially with faculty coming and going on service with the federal government. R.G.H. Smails (1959,9) refers to the period as "for the most part, [one] of weary improvisation." Mackintosh, for example, spent the entire period in Ottawa at the Department of Finance as an important member of the team running the economic aspects of the war. Cameron was also involved, as were most of the others for varying periods of leave. In their absence Smails and C.E. Walker took over as acting joint directors of the School (this continued until Walker's death at the end of 1942 after which Smails carried on alone as acting director) with F.A. Knox and then C.A. Curtis as acting heads of the department as a whole. Several people were added in a patchwork fashion to help fill the gaps, many of whom would later find permanent homes at the university in important capacities. John Deutsch (Com '35), for example, who taught for a time in 1940, later became principal Harold Poole, later professor of Marketing and an important figure in Canadian marketing research circles, was at the School in 1940-41. C.H.(Connie) Curtis, who became a well-known labour relations professor, began his association with the School in 1941, as did W.G. (Bill) Leonard, later director of Professional Courses, acting dean, and an important contributor to developments in the field of accounting in the post-war period. During this period, the one structural change that was made was to formally constitute the IR unit as a Department of Industrial Relations within the School with Cameron as its head. The School, particularly the Commerce unit, was greatly affected by the war. In the first issue of The Commerceman, published in 1946 (under the student editorship of David Slater who was later head of the Economic Council of Canada and president of York University), twenty-one graduates in Commerce were listed as having been killed on active service from 1939-45 (see figure 2). 4 Interestingly enough, unlike the First World War, where the proportion of women in the classes rose dramatically, at least in the School the proportion of women remained relatively constant. Out of a total of 199 graduates between 1939-46, only 23 were women, about the same percentage as in earlier years. No doubt the important role women played in keeping the industrial economy functioning at a high level, and in the war itself provides some explanation of this.

Intermediate Stages, 1937-1963

33

To those graduates in Commerce who were killed on active service 1939-1945. They died that we might live. Liet. R.M. Andrew Capt. N. Chalmers P.O. W.H. Conway L.t.-Cmdr. C.R. Coughlin Lieut. B.M. Deans Lt.-Col. C.F.J. Finlay P.O. D.H. Frye Fit. Lt. H.A. Hancock Lieut. D.R. Laird Capt. G.A. Lidington P.O. J.W. Loney Lieut. D.N. Maclntyre Capt. H.P. McLeod Smith P.O. D.M. Price Lieut. H.D. Shaw P.O. G.C. Silver Lieut. R.N. Stewart A.D.W. Wade Maj. J.D. Williams A.B. D.W. White Maj. D. B. Whytock

C.I.C. R.C.O.C. R.C.A.F. R.C.N.V.R. R.C.A.C R.C.A.S.C. R.C.A.F. R.C.A.F. C.I.C. R.C.A.P.C R.C.A.F. R.C.A.G. R.C.A. R.C.A.F. R.C.A.C. R.C.A.F. R.C.A U.S. A. A. F. R.C.A. R.C.N.V.R. C.I.C.

B.Com'35 B.Com'40 B.Com'41 B.Com'37 B.Com'38 B.Com'36 B.Com'40 B.Com'32 B.Com'40 B.Com'42 B.Com'37 B.Com'39 B.Com'38 B.Com'42 B.Com'41 B.Com'41 B.Com'43 B.Com'33 B.Com'42 B.Com'36 B.Com'33

They shall not grow old, as we that are left grow old; Age shall not weary them, nor the years condemn, At the going down of the sun and in the morning, We will remember them. Figure 2 Graduates of the Commerce program killed on active service, 1939-45

Many others, however, returned - indeed starting in 1946 in such numbers that Smails referred to the time as the period of "the great surge." The number of graduations, for example, recovered to 34 in 1947 and, under the accelerated veteran's educational funding act provisions, leapt to 78 in 1948,111 in 1949, and 78 in 1950. Virtually all of these graduates were ex-service. On the faculty side, professors such as Mackintosh were back from the war and new faces were being added to deal with the exploding student population. Of particular note was J.E. (Ev) Smyth in accounting, later a noted figure in the field and author (with D. Soberman of the Law Faculty) of an important Canadian text in Law and Business Administration.

34

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Several important changes in curriculum were also instituted in the early post-war period. First, entrance requirements for all but ex-servicemen and women were raised to Senior Matriculation (i.e., what had been first-year Commerce was dropped), with three years (and appropriate marks) required for the degree. And second, the thesis in final year was made optional from 1948-52 (Nicholson 1952, 7). Once the flood of veterans was essentially through the program, however, the School returned to a four-year requirement, this time from Senior Matriculation on, and reinstated the thesis requirement. The extra year was felt necessary to permit "a more cultural Commerce course ... incorporating liberal arts options in History, English, Psychology, Philosophy, Religious Knowledge, Sociology, Drama and Art into the course" (Nicholson 1952, 7). This was an old theme of Clark's, among others, that education in business required more than purely technical knowledge. There was also considerable pressure from elsewhere in the university that, if the School wanted to claim "Honours" (as opposed to a three-year pass BA) status, which it clearly was doing, it should conform to the general standard of four years of university study. Table 2 summarizes the 1949 curriculum, which for the most part remained in force until the late 19605. Finally, as if all this activity was not enough, the School also added to its extension offerings, taking on responsibility for professional instruction for the Society of Industrial Cost Accountants of Ontario (in accounting) and the Trust Companies Association of Ontario (in banking). Both were natural extensions of the existing, traditional programs. But they did increase demands on the faculty and staff resulting, for example, in Leonard's appointment (in 1949) as director of Professional Courses in addition to his other intramural professorial duties. It is interesting to note that the faculty was not large throughout this period, especially given the load. Mackintosh, while titular head, was really an economist. In terms of business-related courses and activities per se, it was Smails, Cameron, McDougall, Macpherson, Connie Curtis, Poole, Leonard, and Smyth who "carried the mail" for the intramural courses, the Industrial Relations Department, the Bankers and Trust courses, as well as the CA and Cost Accounting courses. Some help was available on a short part-time basis (e.g., K.C. Buckingham in 1949-51, and Bruce and Frank Matthews during 1950-51). But by and large it was a furiously active time from the end of the war until 1950. The Quiet Years, 1951-58 By 1951 the pace had begun to slacken somewhat and even though there were disconcerting thoughts of a Cold War, and the necessities

Intermediate Stages, 1937-1963

35

Table 2 Bachelor of commerce curriculum, 1949 First Year 1. English 2 2. Mathematics 2 or a modern language 3. Economics 4 4. Politics 2 or History 1 or 3 5. Commerce 63 (accounting) Third Year 1. A course in English, History, Philosophy, Sociology, Religious Knowledge, Arts, or Drama 2. Commerce 52 (Marketing) 3. Commerce 54 (Finance) 4. Economics 11 (Statistics)* 5. Optional class in Economics, Commerce, or Politics*

Second Year 1. A second course in Mathematics or language selected in first year 2. Economics 10 (Micro) 3. Economics 12 (Macro) 4. Commerce 60 5. Commerce 64 (Intermediate Accounting) Fourth Year 1. Liberal Arts option 2. Commerce 59 (Thesis) 3. Advanced Courses in: Accounting** Finance Marketing Industrial Relations** 4. Optional class in Economics, Politics, or Commerce* 5. Seminar in Business Policy

Source: Queen's University, Calender of the School of Commerce and Administration, 1949-1950,19 *Students who have not taken Mathematics 33 should take it and a half course in Economics in place of Economics 11. * Commerce 503 and 5ib must be taken in either third or fourth year, and Mathematics /b (Actuarial Mathematics) must be included somewhere in the course. **Students electing an advanced course in fourth year in Accounting or Industrial Relations must have taken in third year Commerce 66a and (ffo or Commerce 503 and 5ib respectively.

of a possible "hot" one again in Korea, people everywhere were generally intent on having children and building homes. The School also evolved into a period of integration and consolidation much in keeping with this general feeling. Mackintosh moved on in 1951 to become principal of the university (with J.A. Corry as vice-principal) and Smails took over as director of the School, RA. Knox, an economist, becoming head of the department). R. J. (Rich) Hand, later to be dean of the School, arrived in the fall of 1951 (after graduate work at the University of Chicago, thereby continuing the tradition) as a new professor of Marketing, Poole having resigned in 1950 to go into private business. Throughout the years the School gradually added faculty as circumstances required and struggled to address the many needs of its various constituencies from the limiting confines of the old Home for Friendless Women and Children. E.J. (Ben) Benson, later minister of

36

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Finance, arrived in 1952 as part-time lecturer and assistant to Leonard. He was followed in 1954 by B.J.B. (Brian) Galvin in accounting, and for 1954-55 by D.D. (Dan) Monieson, a sessional appointment in marketing, Hand being on leave. Monieson returned later to spend much of his professional career in the School. Others made brief appearances during this time (see Appendix A), in particular LA. (Ian) Stewart who for a time helped with the Banking courses and later became deputy minister of Finance in Ottawa. The one puzzling aspect of these years was that enrolments/graduations in the School did not seem to keep pace with the steadily improving economy. Smails, for example, noted that "the graduating class of 1952 was less than half what it should be"(Gibson 1983, 315), and figure 3 confirms that it did not grow by much through the decade. There are several likely explanations. Smails (1959, n) argued that increased competition from "new" schools, particularly the University of Western Ontario with its Harvard-inspired and supported MBA Program, was to blame - and there is no doubt that this was a factor. Equally important, however, was the School's focus on extension courses and its position inside the department. With respect to the former, the subject matter (finance and accounting) and the personnel required to support it meant that the natural attention of much of the School, intramurally as well, would be on banking and accounting, particularly the latter. (The economists were much more involved in the former, again by informal agreement). Smails, Macpherson, Leonard, Smyth, Benson, and Galvin were all accountants. This left only the IR Department (Cameron and Connie Curtis), which was in any event physically separated from the rest (since it was in the Old Arts Building and not in "the House"), McDougall, and Hand to deal with all other business-related subjects. In large part, in the 19505 the School of Business at Queen's was about accounting. However, it also remained involved with economics, both in terms of overall control and course requirements. But while a knowledge of economic principles and money and banking would always be valuable to a Commerce graduate, providing only that and accounting was simply not in tune with the newer concerns of business, which were with management and business policy, marketing, and a host of other topics. The traditional approach to business education and study at Queen's began to look stodgy and outdated. Steps were taken to, for example, "set up an Advisory Council of Queen's grads from the business world, and to conduct missionary work in the high schools" (Gibson 1983, 315). But the reality was that,

Intermediate Stages, 1937-1963

37

Figure 3 Number of graduates: B.Com, 1937-63* Source: Senate's Minutes, Queen's University, 1937-63 There were two M. Com graduates during this period.

despite the good words, during this period little attempt was made to introduce change to the curriculum or hire new professors. Indeed, with one exception, it would be well into the 19605 before the School began to make the needed changes, and then it did so grudgingly. This resulted from the focus the extension courses gave to the activities and hiring, the understandable desire on the part of the economists and political scientists who controlled the department overall to attend to their concerns first, and their interest in seeing that the flow of funds guaranteed by the extension courses benefitted the department as a whole.5 A Glimmer of New Beginnings, 1958-63 One can speculate that had Mackintosh remained head of the department, things might well have been different. He had, after all, had his roots in the School as far back as Skelton and Clark and was 5 It is also possible that the natural conservatism of Queen's played a role in this, as well as sheer ignorance of developments in business studies on the part of the economists and political scientists. For whatever reasons, the School complained about the situation but did very little to change it.

3§

G E T T I N G D O W N TO B U S I N E S S

an entrepreneurial academic bureaucrat (initiating the IR unit in 1937). But as principal during the 19505, he had other fish to fry. No doubt he encouraged Smails (who was a much more conservative man by nature) and the others in the School, but his attention was clearly elsewhere as the university (apart from the School) grew by 50% from its post-war low enrollment in 1951 to 3,100 students by 1960. Mackintosh was a building principal. Realizing that almost twenty years of neglecting the university's physical plant could not continue, and foreseeing that students from the explosion in postwar births would begin to hit the university in the early 19605, Mackintosh began to raise funds. In doing this, he did not forget his old colleagues in the department ("the Home"). Government and corporate support was sought and, as it affected the School, came to rest in a major way on Charles Avery Dunning, who had an important political career in Canada as premier of Saskatchewan, federal minister of Rails and federal minister of Finance (1929-30 and 1935-39; during the latter period Clark was deputy minister). On leaving politics in 1940 he had been named chancellor of the university, a post he held until his death in 1958. (As if this were not enough, his son, Avery Charles, was Com '41.) Thus his ties with the university, and the department and School, were deep. In keeping, therefore, with the practice of naming buildings after important friends of Queen's, and as a memorial, it was decided to name the new building, which was built on the southwest corner of Union and University Streets, opposite the (Douglas) library, after him.6 Dunning Hall opened in November 1959 and housed a whole collection of departments, including Economics and Political Studies, Geography, Sociology, Industrial Relations, and the School (including its professional courses). The Board of Trustees had some questions about the appropriateness of using the new building for the professional courses ("such a valuable location") but Mackintosh defended the choice, arguing that "the courses were administered by the Commerce staff ... and it was hard to separate them from the other work of the School" (Gibson 1983, 379). 6 The site was the former home of a professor of surgery, a local doctor, and a well known ex-Queen's football player of the i92o's, "Blimey" Austin. After Austin's death his sister, Margaret, took in student boarders and was well known in the 19503 as the "Proprietress of Club A" as the home came to be designated (readers should see the plaque at the north entrance of the present building regarding this).

Intermediate Stages, 1937-1963

39

Dunning Hall

By this time the School also had a new director, L.G. (Lawrence) Macpherson having taken over from Smails in the fall of 1958. By that time Smails had been at the university for over thirty-five years, without leave during a depression and a world war, and had carried a heavy administrative and teaching load both intramurally and in the extension courses. He was tired and much in need of a change, as was the School. By the end of the decade other changes were also afoot. Indeed, in retrospect it is clear that it was a time of fundamental change. In part it was driven by forward-looking people like Mackintosh. But there were also external influences. The Gordon Royal Commission of

40

GETTING DOWN TO BUSINESS

R.G.H. Smails, director of Commerce courses, 1951-58

1957-58 had been set up to examine Canada's economic prospects through to the end of the century. The department's economics faculty (led by Mackintosh, of course) played an important role in the background studies phase of this commission (just as the department would again in the late 19805 for the MacDonald Royal Commission - which revisited the themes of the Gordon Commission, in this case looking into the twenty-first century), and there is little doubt this stirred the blood in the department and the School at the end of the fifties. The first post-war recession in 1957-58 would also have focused their minds. As well, two influential American studies on the future of business studies, by the Ford and Carnegie Foundations, were released almost

Intermediate Stages, 1937-1963

41

simultaneously at the end of the decade.7 They concluded that business schools should develop a less trade school atmosphere; that there should be more policy-oriented and quantitative methods courses in the curriculum; that graduate courses like the MBA should be introduced; and that, above all, faculty trained in business subjects at the doctoral level (with commensurate research interests) should form the core of the business school faculty. As a result early in the 19605 the Ford Foundation (in the us) and the Bronfman Foundation (for Canadians) began to take a very active role in funding doctoral students enrolled at major business schools, subsidizing the publication of award winning Ph.D theses,8 and funding consortiums of doctoral students and faculty to exchange information. Their money was also used to support faculty research interests. The School listened to these various sources. Indeed, as indicated above, it had changed directors, in part as a response. It also took further steps. Beginning in 1958 it began to explore the possibilities of launching an MBA program and getting into executive education. Much of the influence behind the eventual shape of the MBA program was that of R.J. (Rich) Hand, who was working in the "newer" subject of marketing, had strong ties to the us (particularly to the University of Chicago where he had completed all requirements for the Ph.d except for his dissertation), and yet was strongly linked to the local School and department's power base through his friendship with Macpherson, Curtis, Benson, and others. The result, by the end of the 19503 (the first year of the program was 1960-61), was a "Chicago-style," two-year MBA with a strong first-year emphasis on the basic disciplines of management, economics, behavioral science, and mathematics/statistics, and the major functional areas of marketing, finance, production, and accounting, with courses in areas of special interest and an integrating Business Policy course in the second year. This was very much in keeping with the thinking of both the Ford and Carnegie foundations, and was an extension of, rather than a 7 See, for example, Gordon and Howell 1959. There is anecdotal evidence that neither foundation knew the other was planning to work on the subject until they both announced that they would be doing so. Rather than backing away, they both decided to continue, mostly as a check on one another. Fortunately the conclusions from both studies were broadly similar. 8 One such thesis was that of K. (Kristian) Palda, now an Emeritus Professor at the School, in marketing (i.e., on the effect of advertising on sales) at the University of Chicago. It is also worth noting that one of the authors received such a Bronfman Award in support of his doctoral studies.

42

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radical departure from, the more traditional Queen's emphasis in the B.Com on theory (in economics) and the practical (accounting). The Executive Education programs, begun in the winter of 195960, can also be seen as a logical "extension" of the earlier extension courses in Banking and Accounting. Three programs were offered, an evening one during the regular academic year (primarily for the local Kingston market), a one-week program called Perspectives on Management which involved invited "name" professors from outside Queen's, and an Executive Summer School which took place over three weeks during the spring/summer and was taught primarily by in-house faculty with some outside faculty, such as L. McKenney, for example, from Harvard). Driven by F.D. (Derm) Barrett, appointed in 1959 to teach business policy, that particularly arcane integrating subject usually found in the capstone course(s) of most business degrees, the programs were well-attended, made money for the School, and raised its profile in the business community at large, as well as nicely complementing the existing extension courses. As well, during the end of the fifties and early sixties the Chartered Accountants began to rethink the whole structure of their educational requirements. Of primary concern was whether CAS should be required to have a university degree before entering the profession. As Skelton had done forty years earlier, in 1960 Mackintosh wrote a report that spoke to Queen's particular concern that it not be left with "a rump of high school graduates [and] rapidly falling enrollments" (Creighton 1983, 285). (The CA course had originally been designed with high school graduates in mind and much of it would have been redundant for university graduates). The issue would take a considerable amount of time to resolve itself within the profession, and by the end of the decade Queen's would be out of the business of correspondence courses. But the beginnings of the end of this program lay in this period of change around 1960. There were administrative changes as well. Cameron, head of the IR Department, retired at the end of the 1959-60 session and W.D. (Don) Wood was appointed as the new director. Coincident with his appointment, the department was split off into a separate "Centre," to be known as the Industrial Relations Centre. It was housed in Dunning Hall until completion of the renovations to the Douglas Library, to which it moved during the mid 19605. The "divestiture" of the IR people was part of a program of decentralizing administration powers and responsibilities that was begun in the later years of Mackintosh's principalship and continued when J.A. Corry took over in the fall of 1961. It also reflected the uneasy relationship that had existed from the beginning between IR, the

Intermediate Stages, 1937-1963

43

School, which was predominately concerned with banking and accounting, and the department as a whole with its interest in economics and political science. While the IR unit, for obvious reasons, drew on both the School and department it also required input from sociology, social psychology, law, and other academic disciplines. As well, its funding was clearly separate. As a result, by 1960 it made sense to set it apart from the department and the School, a status it has maintained down to the present.9 At the same time that the IR Centre was being established in the fall of 1960, the university also decided to rename the School. In 1937 the name adopted was The School of Commerce and Business Administration, always shortened to The School of Commerce. By the end of the 19505, this name seemed somewhat anachronistic and was certainly out of step with the way business-studies units/schools/faculties below the border were named, as well as that at the University of Western Ontario, for example. Accordingly in the fall of 1960, when the new MBA was launched and the IR Department split off, the School was renamed The School of Business, the name by which it is known today. It was not, however, made a separate faculty with its own Faculty Board until April of 1963. Until then the School remained a part of the Department of Political and Economic Studies and reported to the principal, the Senate and the Board of Trustees through the Faculty of Arts and Science, as it had always done. Before taking up the story of the new faculty, and by way of noting that changes in these domains were beginning to be matched by changes in the faculty, it is worth mentioning several comings and goings beside that of Cameron and Woods.10 To help with the Winter 9 It is currently located in the relatively recent School of Policy Studies building beside the Law School and has as its head C. (Carol) Beatty, a professor of Organizational Behavior in the School of Business. 10 One would also be remiss if some of those who graduated during this period were not noted (indeed some have been so recognized in the text already). In the post-1950 period (to 1963) one might draw attention to, for example, Dick Stackhouse, Com '53, who went on to become managing partner of Price Waterhouse and chair of the Board of Trustees at Queen's, or George Speal, Com '54, a longtime popular mayor of Kingston, or Don Sobey, Com '57, one of the chainstore Sobeys of the Maritimes, or Mel Goodes, Com '58, subsequently chairman and CEO of Warner Lambert and an important benefactor of the School in recent days, or finally Doug Peters, Com '63, most recently minister of State for Financial Institutions in the Federal Government. Many others, too numerous to note, also did very well indeed in their subsequent careers.

44

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Executive program and the new MBA, the School had added F.D. (Derm) Barrett in Business policy. He was followed by G.C. (Gordon) Shaw, and B. (Brian) Dixon in the fall of 1960, to teach courses in Statistics and the newer area of Operations Research (as well as Marketing). The School actively sought to build its curriculum in other areas as well. Monieson, for example, returned to the university in 1959-60 from his years of teaching at Wharton and was followed by C.A. (Carl) Lawrence, also in marketing, in 1962. And for a time Frank Judge gave courses in Business Policy before moving on to McKinsey (see Appendix A). All these appointments, and the gradually increasing enrolments, began to give the new School of Business a different character. And while it would take several more years, and a new "Hand" on the tiller, by 1963 the boat had begun to turn.

THE E X P A N S I O N A R Y YEARS 1963-1978

And Then a Faculty, 1963-66 As noted in chapter 3, at the May 1963 meeting of the Board of Trustees the School of Business finally became de jure what for sometime it had been de facto, namely a separate faculty with its own dean reporting directly to the principal.1 As principal, J.A. Corry explained the move to the Board as consistent with a "program of decentralization of administration which had been commenced some years ago." But the appendix to the Senate's report to the Board supporting the recommendation was more to the point. It spoke of the increasingly complex nature of the School's activities that had various "ill-defined lines of responsibilities" - the Commerce program went through the head of Political and Economic Studies to the dean of Arts and Science and on to the principal, while the MBA program went directly to Senate, the professional and executive programs went directly to the principal (or vice-principal), and so on. Because the same faculty were commonly engaged in most of these programs, grouping all these efforts under one roof, with one dean, made obvious sense. What is interesting is that Economics in particular was willing to give up the direct control of business curriculum that it had held for nearly forty-five years and from which it had profited, particularly in terms of the direct cash flow from the professional programs. The internal student credit funds from economics courses that the undergraduate Commerce student had been required to take were also important to the department as a basic element in its budget for faculty places and money. i The language of the motion coming forward from Senate was interesting: "that the School of Business be separated from the Department of Political and Economic Studies, disassociated from the Faculty of Arts and Science, and established as a separate school under a Dean who will report directly to the Principal." (Board of Trustees Minutes 16/17 May 1963,3). There is little mistaking exactly what is intended.

46

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As we have seen, money from the professional programs was beginning to dry up as a steady source of funds, being overtaken by the newer Executive Education programs which were less regularly offered, and therefore less regular in their financial contributions, meaning that the Department of Economics could not base a faculty budget on them with any confidence. With their emphasis on management, marketing, and the like, these Executive Education programs were also more intellectually distant from Economics than the older subjects of accounting, banking, and finance. Student credits from required courses for the latter would remain a part of the arrangement between the new faculty and the Economics Department and an intermittent bone of contention, down to the present.2 These credits and the prospect of steadily increasing enrolments directly in Economics as the "boomer wave" began to hit the university seem to have assured the Economics Department of sufficient stability and viability that it was willing to allow the School partial separation financially and administratively. For whatever reasons, the School was on its own by the beginning of the academic year 1963-64 (the academic year at Queen's is July to June). At its head was its old director, now the new dean, L.G. (Lawrence) Macpherson (an accountant). He oversaw a varied collection of faculty, programs, and staff that included a gathering of the old and the new ("something borrowed and something blue"). The old, with its accounting and economics emphasis, were represented by himself, W.G. Leonard, Derek Acland, R.H. (Bob) Crandall (who was the university's bursar and an assistant professor in the School), J.R.E. Parker, C.H. (Connie) Curtis, and J.L. (Lome) McDougall. Derm Barrett, R.J. Hand, Frank Judge, D.D. Monieson, C.A. Lawrence, and G.C. Shaw represented the newer influences of management and marketing, among other things. As regards programs, the mainstay remained the Commerce program, which in 1963-64 had a total enrollment for all four years of about 130 (28 would graduate in the spring of 1964 - see figure 4). It had a good record insofar as post-degree employment placement and

2 The Commerce curriculum revision of 1997-98 has removed any "economics in the Economics Department" requirement in the undergraduate program beyond a first-year principles course. But there are still vestiges of the linkage, particularly in the Ph.D program where, for example, the managerial economics field requirements must be met almost entirely by courses and examinations in the Economics Department.

The Expansionary Years, 1963-1978

47

L.G. Macpherson, director of the School of Commerce and Business Administration, dean of the School of Business, 1958-62,1963-65

achievement was concerned,3 but was essentially the same program it had been for quite some years (with a broadly based first year, a heavy emphasis on economics and accounting, and a smattering of the newer courses in management and marketing) delivered by a highly uneven (in quality) faculty (some, such as Lawrence and Monieson, were very popular with the students, others less so. Research was an almost nonexistent activity). To this was added the MBA program, which was still new and small (eighteen students graduated in 1964), a series of busi3 Some of the achievements of graduates have been noted in previous chapters. See also Wilson 1967. Wilson himself went on to an academic career in the us and is currently head of the Graduate Management Admission Test (GMAT) in Princeton, NJ.

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GETTING DOWN TO BUSINESS

C.A. (Carl) Lawrence, undergraduate chair, 1967-80 ness policy based Executive Education programs (e.g., the Executive Summer School over three weeks in June, a Perspectives in Management Course for five days in May, an Operations Research course, and a Tax Seminar course, each over two days in May), and the ongoing CA and Banking/Trust (i.e., professional) courses. To suggest that the faculty of about fifteen people was spread a bit thinly is an understatement. As a result, the few staff available were expected to help carry the load. Pauline Duncan, the dean's secretary (a woman of long service to the School, 1944-53, 1960-90), for example, also handled all the MBA admission administrative work, and Jennie Gray looked after the professional courses in addition to her other secretarial duties. They served under people such as Herb Brown (who was an administrative officer), J.G. (Gerry) Doyle (executive assistant to the dean), and R.D. (Ralph) Maybee (who was the assistant to Leonard, the director of the professional courses). RJ. Hand was chair of undergraduate (Commerce) studies, Monieson of the MBA, and Barrett of the Executive Programs.

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D.D. (Dan) Monieson, professor, 1961-92 This team of faculty and staff remained largely unchanged over the first two years of the new faculty's history.4 While there was undoubtedly much to do in arranging new administrative procedures 4 Two important appointments were exceptions to this statement, B.M. (Bryan) Downie, a Chicago-trained Ph.D in labour relations who would make a long-lasting contribution to the School, and J.D. (John) Forsyth, an Illinois Ph D in finance who would be very active in the build-up phase of the School's history and then move on to a distinguished career at Duke University.

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and the like, several of those present at the time who were interviewed for this history (and one of the author's who was a student then) spoke of a sense of lethargy, considerable confusion, and a general sense of frustration about wanting to get on with the new but being frustrated by a certain sense of control by the old. The log-jam (if this is the correct metaphor) began to break in mid 1965 when Macpherson was chosen to be vice-principal of Finance under Principal Corry. This opened the way to appoint a new dean and precipitated a search that could not be completed before the academic year began. As a result Leonard was appointed acting dean for the year 1965-66. If he had had aspirations to be dean (and there is some question about this), this year made it abundantly clear that the choice should lie elsewhere. Hand and Monieson were among the obvious candidates. Monieson had his Ph.D, had taught in the us (at Wharton), was tied to the business community through consulting, and could have gone elsewhere had he chosen to do so. Hand was also us trained (University of Chicago) and had had some teaching experience there (briefly at Northwestern). But he was much better connected to the university and the local community than Monieson. Either would have been an excellent choice. The search committee, and ultimately the principal, chose Hand, who became the faculty's second dean in July of 1966. He would orchestrate a transition of extraordinary proportions from the old to the new before leaving in 1977 to become vice-principal of Finance for the university. Gearing Up, 1966-69

Hand was a westerner who, while underage, had enlisted as a seaman in the Royal Canadian Navy during the Second World War. A radar technician on Corvettes, he survived a number of close calls, particularly on the hazardous Murmansk runs that took arms and equipment to the Russians. After the war he studied physics at the University of Alberta before switching to business at the University of Manitoba. From there he moved on to graduate studies at the University of Chicago, doing doctoral work but ultimately never completing the degree. He had taught at Manitoba and Northwestern but the major part of his career prior to becoming dean had been in the School of Business at Queen's (where he had joined the faculty in 1951). He was clearly a new broom, but sufficiently well known in the university to be effective at bringing about the changes he, Cran-

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R.J. Hand, dean of the School of Business, 1966-77

dall, Monieson, Lawrence, and the others recognized were needed both for the program and because of steadily building enrolment pressures. He wasted little time. Faculty added in the area of operations research (OR) were C.E. (Cec) Law, who brought with him a strong interest in computers (which led him to help spearhead the drive to computerize the university) and railroads (he would also eventually start the Canadian Institute of Guided Ground Transport at the university), and J.G.M. (John) McKirdy. An engineer with graduate training in business and an entrepreneur on the side, in later years McKirdy would manage the Small Business Consulting Service at the School. W.H. (Harold) Poole was brought back to

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head up the Executive Development Programs. In the following year, N.B. (Norm) Macintosh, an accountant who had done graduate work at University of Western Ontario and Harvard, and who would make an important contribution to the School over the next thirty years in several respects, arrived after teaching for two years at Western. The following year Hand added H.V. (Hugh) Fullerton, E.R. (Ed) Peterson (from Stanford University via the California Institute of Technology and Olds, Alberta), both in OR, and Y. (Yoshi) Tsurumi. All had solid research credentials. During that same year (1968-69) the well-known marketing researcher Stanley Shapiro was also a visitor. It is clear from this that Hand's vision of the School was much more consistent with the conclusions of the Ford and Carnegie Commissions reports than with the older notion of distance vocational training for the professions. It was also distinct from the more applied management orientation of, for example Harvard, being modeled more on what Hand had found at Chicago.5 There the curriculum emphasized the theory behind management (which essentially derived from economics, social psychology, and mathematics) and the need for the faculty to do research on how that theory could be applied to the accounting, finance, marketing, and production aspects of business. Hand then went looking for faculty who agreed with his view of what the School should be. He was particularly persistent in this phase of his activities, maintaining a regular schedule of recruiting visits to major us graduate business schools looking particularly for expatriate Canadians studying in doctoral programs there. His diligence (and the money spent on dinners for grateful students) would pay off in the securing of an important number of new faculty faces in 1969 and the several years thereafter. Nor were things quiet in student enrolment or curricula. After the appointment of Lawrence as undergraduate chair in July of 1967, enrolment in the Commerce program began to build steadily (over 200 in 1967-68, about 275 in 1968-69) with graduations showing the expected jump after the appropriate four-year lag (see figure 4). The curriculum was changed in at least one important way, the dropping of the final year thesis requirement, as well as in several minor ones. 5 One cannot help but be struck by the similarities between Hand's vision and approach and Skelton's some fifty years earlier, both using the University of Chicago as a model for their respective orientations. As noted earlier, this approach, together with faculty appointments, has always given the School a certain "Chicago" character, at least until very recently.

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Figure 4 Number of graduates, B.Com (1960-78) and MBA (1963-78)

In 1967 students in the program, motivated in part by the uneven quality of the instruction but also by a developing activism, began to organize, under the umbrella of a proposed new "Commerce Society" which would be separate from the Arts and Science Undergraduate Society, to advance some of their aims. They were particularly concerned with issues such as course evaluations and relating academic courses to the business community (LeRoy 1967). While the new society would not become official until November of 1968 (under its first president Doug Rombough), the very fact of its organization no doubt had an important influence on the faculty and its thinking regarding the undergraduate program. The MBA also began a steady growth from the smallish program it had remained since its beginnings in 1960 (see figure 4). First with Monieson as its chair (given his close contacts with the business community deriving from consulting and other activities) and then with Forsyth (who also had a good contacts with the business community for similar reasons), the MBA began to take on a more recognizably modern appearance with such innovations as visits to important business organizations. (These were sometimes arranged by members of the School's Advisory Council, which continued to exist but with broader representation from the business community.) However these early years of Hand's deanship were not expansionary in all phases of the School's activities. In 1969-70 the School (and the university) quietly but officially withdrew from all professional, correspondence-based courses after some fifty-five to sixty

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years in the business. (It would take until 1971 to wind-down the related activities.) A number of factors played a role in this decision. These included the desire on the part of those taking part in the Bankers and CA courses for delivery of a large amount of material, much of it directly vocational in nature, which a faculty increasingly oriented to research and more general management considerations was unwilling to provide. For awhile, the School made attempts to hire instructors from the business world to staff the courses but such instructors were expensive, often understandably unreliable (their clients obviously coming first), and of uneven quality at best. The explosion in intramural enrolments that took place at this time meant that Hand and the faculty had financial flexibility their predecessors could only have dreamed of (on occasion R.G.H. Smails had needed the correspondence courses to justify the School's very existence). The professional correspondence courses have never, of course, reappeared, as bankers and accountant are educated in very different ways nowadays. But, as a quick perusal of any of the past five years of placement statistics will indicate, the School continues to send an inordinately large number of its graduates, especially from the undergraduate program, to accounting firms and financial institutions. To some extent this might appease the ghosts of O.D. Skelton, W.C. Clark, Smails, and W.G. Leonard, among others, should they be around the School at the end of the century. The Big Explosion, 1969-74

All the activity during Hand's first three years was as almost nothing when compared to what transpired over the next three to five years. It was during this period that the School can be said to have really taken on the character it would possess for the next twenty or so years.6 In the space of the three academic years 1969/70 to 1971/72 the following faculty were added: A.A. Atkinson, P.B. Buchan, H.A. Burgstaller, F.D. Collom, M.A.C. Daub, M. Gibbons, L.N. Greer, 6 It is arguable whether this character extends to the present. Most likely not would be the authors' verdict. While the bedrock Commerce program (al though changed in important ways) remains in a form that would be recognizable to, for example, Smails, the abandonment of the two year MBA and the inauguration of the full-fee Masters in Business Administration (Science and Technology) in its place, the development of the Executive MBA with its fullfee, video-conferenced structure, and other similar developments in the post1994 period have made the School a different place from the Hand-built one of the 1966-74 period.

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H.O. Helmers, A. MacMillan, E.H. Neave, J.R. Ninninger, K.S. Palda, C.H. Rorke, W.R. Scott, and J.A. Willes. Others who would go on to important academic careers elsewhere, such as T.C. Kinnear, passed through the School, while still others, such as W.E. Miklas, returned from graduate studies in the u.s. to retake positions on staff. By the end of the 1971/72 term, the faculty had virtually doubled from when Hand had taken over six years earlier.7 Since many of these individuals would play important roles in the subsequent history of the School, it is worthwhile commenting on who they were and where Hand found them. Bruce Buchan was a University of Michigan Ph.D with business experience at Shell Oil and an interest in policy. Heinz Burgstaller had a Ph.D from an Austrian University, a degree from University of Illinois, and strong interests in accounting and, subsequently, computers. Frank Collom was a Queen's MBA with excellent interpersonal administrative skills and an interest in industrial relations. Merv Daub was an ex-Commerce graduate with a University of Chicago Ph.D working in economics and forecasting. Hank Helmers was another University of Michigan Ph.D with an important background in industrial marketing and good business contacts. (He was also one of the few Americans to be hired during this period.) Lou Greer was older, an ex-dean of Commerce at two other Canadian universities, with strong ties to the accounting community. Alex MacMillan was a Queen's Economics Ph.D with interests in macroeconomics. Ted Neave was a University of California, Berkely, Ph.D doing research in finance whom Hand had hired away from Northwestern University. Jim Ninninger had a University of Michigan Ph.D and interests in organizational behaviour and human resources. Kristian Palda, a Czech and ex-Commerce grad, was also a University of Chicago Ph.D (the Universities of Chicago, Michigan, Carnegie-Mellon, Stanford, and California at Berkeley appear to have been among Hand's favorite fishing holes) working in economics and marketing. (Hand hired him away from Claremont Graduate School in California.) Bill Scott was an associate professor of Accounting and Statistics at Carleton University whom Hand uncovered completing his Ph.D at the University of Chicago. John Willes was a lawyer with an MBA specializing in labour and commercial law whom Hand convinced to give up a good practice in the Oshawa/Toronto area to teach business law in the School. A.A. (Tony) Atkinson, M. (Mike) Gibbons, 7 It should be noted that practically no one retired or moved on during this period, C.D. Acland, J. Christodoulou, J.R.E. Parker, and T.H.R. Parkinson being exceptions to this statement. But their roles in the history of this period could fairly be characterized as minor.

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and C.H. (Harv) Rorke were young faculty members whom Hand also recruited during this period. They were placed on staff but then given leave so that they might get their Ph.Ds - yet another tactic Hand used to secure good people. All three did so and then returned to the School for varying periods of time in the mid 19705 before moving on to solid careers elsewhere (at the universities of Dalhousie, McMaster/Western, and McGill/York respectively). That he should have been so successful in such a diverse set of circumstances with such a varied group of individuals is extraordinary. Indeed with very few exceptions many of these individuals would remain at the School for the rest of their professional lives, making important contributions to the School's research, teaching, and administration and thereby adding to its reputation. There is no doubt that Hand had positions to fill and was able to offer competitive salaries (the latter made all the more so because, unlike recent times, the Canadian dollar was trading at a premium to the u.s. dollar). The Vietnam War also made American academic postings somewhat problematic for expatriate Canadians contemplating staying there because of concerns over being drafted. But the same situation was true for many other Canadian deans who were active in the market at this time. Almost everyone interviewed for this history indicated that the real explanation for Hand's success lay with the man himself. He had the singular ability, in a self-effacing way, of making the person he was talking to feel like a potential Nobel laureate whose opinions he valued highly ("he made me feel 'special' somehow"). In part this was a direct reflection of his own personality, for he was genuinely an intellectual and teacher (after his lengthy period of service as the vice president of Resources, rather than retiring as expected, he took leave to retrain at Harvard and then returned during the late 19805 to teach upper year MBA and undergraduate policy courses). In part, though, it was a deliberate device, Hand no doubt having learned years earlier that nothing works better than flattery of an academic's work. That he was widely read and thus able to intelligently discuss almost every area of business studies made him all the more effective in this respect. When combined with a decidedly soft sell and constant attention through phone calls and follow-up visits, he became essentially irresistible.8 It was a good thing that he enjoyed such success for by this time the enrolments in both the School and the university were growing by leaps and bounds. The Commerce program was now graduating 8 One person who eventually turned him down reported feeling guilty for years about having done so.

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close to 100 people (see figure 4), the MBA around 60, with enrolments in all years of both programs so high as to require sections in certain required courses. The university, now under Principal J. Deutsch (a Commerce '35 graduate from Quentin, Saskatchewan, former head of the Economic Council of Canada, and a good friend of Hand's) had begun to be concerned that the growing university would overwhelm the capacity of the city to absorb it. As a result, in 1971/72 Deutsch (through the Board of Trustees) announced that Queen's would put a cap on its total size at 10,000 students. This naturally required quotas on admissions to the individual departments and faculties such as the School. Lawrence (chair of the undergraduate program at the time) reports that he regularly exceeded the School's quota (with Hand's full support and connivance) by amounts which caught the attention of central administration but "could always be negotiated" (business studies then, as almost always, being a good draw for the university). In this way Hand was able to continue to increase the size of the School's faculty as the decade lengthened. In 1972/73 R.G.R. (Gordon) Cassidy, a mathematics Ph.D with extensive consulting experience, R.H. (Bob) Moncur, a Stanford University Ph.D candidate in organizational behaviour, and R.(Ron) Turner, a marketing research professor teaching at Carnegie-Mellon University, were added to the staff. In the next year or two, another wave of people would arrive, including S.J. (Steve) Arnold (from the University of Toronto and in marketing), J.G. (Jim) Barnes (also in marketing and from Toronto), J.R. (Richard) Bird (economics and operations research, University of Toronto), F. (Friedhelm) Bleimal (from Purdue University in marketing), W.T. (Bill) Cannon (Harvard, finance), R.G. (Randy) Chapman (in marketing, from Carnegie-Mellon), R.L. (Dick) Daft (University of Chicago, organization behaviour), J.C. (Jim) Ellert (Chicago, finance), D.V. (Don) Nightingale (University of Michigan, organization behaviour), and J.C. (John) Wiginton (Carnegie-Mellon, finance). And this list does not even include individuals such as J.E. (Eden) Cloutier, S.L. (Sid) Huff, B.E. (Bernie) Imkin, R.L. (Rick) Jackson, J.A. (Andy) Macdonald, V.N. (Vic) Macdonald, J.D. (Jim) McKeen, B. (Bo) Pazderka, and T.B. (Tom) Thayer who arrived in these years and played active roles in all the School's activities. Virtually all these people would make important and long lasting contributions to business education, whether in the School or elsewhere (Cassidy, Turner, Arnold, Cannon, Nightingale, Jackson, McKeen, Pazderka at Queen's, Barnes as dean of Memorial University, Bleimal as chair of Marketing at Kaiserslautern in Germany, Chapman at several universities including Alberta and Chicago, Daft at the University of Texas-Austin, Ellert at IMEDE in Switzerland,

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Wiginton at Leheigh University in Pennsylvania, and so on). To have added another twenty or so staff (nearly doubling the complement yet again) over two or three years while at the same time administering the growth in students numbers must have been a herculean task for Hand. Those who knew him at the time report he was constantly on the road in these early years, as one might expect. This did not necessarily mean, however, that he was out of touch with what was happening in the School or on the campus. With all the new faces, and exploding enrolments, space was obviously a problem. Dunning Hall simply could not contain all the new people (Economics, which shared the building with the School, was growing rapidly as well and had its own need for space), nor could it provide enough classroom space, which was at a premium everywhere on campus. A centralized, and judicious, scheduling, including evening and Saturday classes (!), made it just possible to deal with the latter problem. But additional office space was really needed. The university had foreseen this problem as early as the midsixties and in the late sixties had begun moving to convert the area which the football stadium had occupied since 1921 into a complex of buildings and parking to provide extra space for all of the social sciences, including the School. The story of how this was accomplished, and the consequent nostalgic ill-will it caused, have been told elsewhere (Daub 1996). Suffice to say that Macintosh-Corry Hall (obviously named after the two former principals) was completed by the early 19705.9 The School has occupied a certain portion of the building ever since, using it for faculty, Ph.D (eventually) students, secretarial, student society, small business consulting, and just about any other imaginable purpose. (At present, the MBAST program, for example, has its complex of offices and lecture/seminar rooms in Mac-Corry). This helped relieve some of the pressure for space. However the School also needed an appropriate place to run its Executive Education courses. As business schools were corning to realize at the time, these required special kinds of seminar and lecture rooms, generally of higher quality than those expected by the normal student population, with contiguous accommodation space and "break-out" rooms to facil9 An absolute maze of staircases, multi-levels, lost rooms, and other architectural monstrosities, the building was also ultimately the cause of Macpherson's downfall as vice-principal ("misunderstandings" about the timing of government grants to support the building cost the university dearly and resulted in the complex being much smaller than originally intended, the parking lot much larger.)

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itate scheduling, meals, discussion, and the like (to provide a fully controllable, consistent atmosphere for participants who were at the university for a relatively short period). This led Hand and the School to push strongly for a dedicated facility which the university eventually provided, opening the Donald Gordon Centre in September 1974 in the newly renovated old-stone home called Roselawn, built in the 18405. Its first director, and the person who supervised all of the early work on the Centre, was H.O. Helmers, a member of the School's faculty (hired in 1969-70). While ultimately unsatisfactory on a number of grounds (a recent renovation has solved many of these earlier shortcomings), the Centre went a long way to meeting the School's need for quality space. A dramatically larger, and younger, faculty meant the School was alive with new ideas. A regular workshop series, where members of faculty could discuss their research with colleagues or invited visitors, had started by the 1971-72 year with visitors such as the econometrician/ statistician Arnold Zellner (from University of Chicago) presenting papers in that year. Linked to this new thrust toward research was the movement to mount a Ph.D program in the School. Hand had realized quite early that if he was to hire and retain faculty in the new circumstances, a Ph.D program was an absolute necessity. The School would be "small-time" without it. (It was also consistent with his view of himself, and the university, as essentially intellectual in nature, the School of Business being no different in this respect than Law, Medicine, Engineering, and so on10). As a result, discussions about an appropriate curriculum (fields to be offered, comprehensive exams, and so on) started in the early 19703 with R.H. Crandall as the first chair (1972-74). It would take some time, and a not inconsequential amount of politics, before the program was actually brought into being. Throughout this period there were also discussions about the two mainstream programs, particularly the B.Com. Perhaps the major innovation that took place was that the School decided to go to halfyear courses whenever possible (traditionally all courses ran from September to April - the full academic year). This change was intented to provide greater flexibility in both offerings and schedul10 Like others in the School, but more so because he was dean, Hand regularly struggled with the rest of the university to convince it that the School had a certain intellectual integrity that demanded respect. For whatever reasons and there are several, whose consideration would be lengthy and possibly inappropriate in the present context - within the university the idea that the study of business is an intellectual activity has always drawn a certain sense of scorn, particularly in comparison with the study of law, medicine or engineering, for example. This is wholly undeserved, and has been somewhat reduced in recent times. But it still exists.

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GETTING DOWN TO BUSINESS

Table 3 B.Com Curriculum, 1976-78 (22 full course credits required) Year i Econ 110 Principles Math 120/121/122 Differential and Integral Calculus C101 Introduction to Business Clll Introduction to Financial Accounting C150 Introduction to Industrial Relations C160 Quantitative Analysis for Management

Year 3 C352 Human Behaviour in Business II C363 Operations Research I C372 Business Economics II Plus: Electives from Commerce and/or Arts and Sciences to a maximum of 6 per term

Arts Option: Compulsory Year 2 Econ 220 Money, Banking, International Finance C112 Introduction to Management Accounting C121 Introduction to Finance C131 Introduction to Marketing C151 Human Behaviour in Business C161 Quantitative Analysis II C162 Quantitative Analysis III C171 Business Economics I

Year 4 C491 Business Policy I Plus: Electives from Commerce and/or Arts and Sciences to a maximum of 6 per term. Optional Courses: The School offers some forty (40) to fifty (50) courses in all areas of business studies (depending on availability of staff in a particular year).

Arts Option: Compulsory Extra half course elective if desired Source: Queen's University, School of Business, Undergraduate Calendar, 1976-78.

ing. The innovation met with considerable opposition from the older departments with which the School interacted (particularly Economics). But it was eventually adopted by much of the rest of the university.11 Some of the "older" requirements, such as a Politics and/or an English course in first year were also dropped, and newer courses, in computing and international business, introduced (tables 3 and 4 summarize the curriculum in each program as of the mid-seventies and can be compared with table 2 in chapter 3). As can be imagined, 11 It is a curious anomaly that the School still thinks in terms of full-year course equivalents in that it states in its calender for the B.Com program, for example, that "the student will be required to complete twenty (20) full-year equivalent courses for the degree over a four-year period."

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Table 4 MBA curriculum, 1976-78 (23 courses required) First Year (All twelve courses required)

Second Year

Fall Term: Disciplines of Management

Required courses (2)

13-811 The Accounting Model of the Enterprise 13-851 Organizational Behaviour 13-861 Quantitative Methods 13-862 Probability and Decision Theory 13-881 Micro-Economic Models 13-882 Macro-Economic Environment

13-901 Strategic and Structural Planning (Fall) 13-902 Business Policy (Winter)

Winter Term: Functional-Problem Areas

Electives (9) To be chosen from a menu of fifty (50) courses offered by the School in all areas of business studies (dePendinS on availability of staff in a particular year).

13-812 Management Accounting and Information Systems 13-821 Managerial Finance 13-831 Marketing Management 13-841 Production and Operations Management 13-852 Manpower and Organizational Analysis 13-863 Operational Research Source: Queen's University, School of Business MBA Calendar.

there was considerable debate and discussion around all of these changes. Curriculum is the liturgy of an academic's existence, and it is changed with about as much ease as liturgical changes are made in the church (or, as Deutsch liked to observe, "with about as much ease as moving a cemetery"), only gradually over time, and with great pain. Some Breathing Space, 1974-78

It is not surprising that with all this frenzied activity the time would come when a hiatus of sorts for Hand and the School would set in. Such a period began to develop during the 1974-75 academic year. In part it was to be expected, but it was accentuated by the growing realization that Deutsch really was serious about the enrolment cap and by the all-too-evident fact that government grants to the universities had begun to slow down after almost a decade of very heavy spending on education. This was perhaps to be expected, given the cresting

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of the baby boom. Other factors were also at work, such as serious concerns about the state of government finances with developing global inflation (deriving from u.s. spending on Vietnam and Great Society projects), the first oil shock (1973), and a general business downturn. Everyone everywhere in the developing economies was suddenly more tentative. Enrolments (and graduations) in both programs had continued to be strong, reaching more or less a steady rate of around two hundred in the MBA Program (with about ninety graduates), where it would remain until the two-year program was closed in 1994, and 700 in the Commerce program (with about 160 graduates).12 The developing Ph.D program had, however, run into a stumbling block of sorts by the end of the 1974-75 year. Crandall, as chair, and Hand as dean, had managed to convince a somewhat skeptical Senate that the School needed, and could mount, a Ph.D program (the exact form it would take had been left deliberately vague except for the promise that it would rely heavily on the Economics Department, which by this time had an established reputation in graduate studies). The problem came in attempting to secure funding from the province which, besides the general problems referred to above, also faced applications from a host of universities for a variety of new programs. It was worried about maintaining the quality of programs it supported and, faced with dwindling resources, began to withhold funding approvals for some new programs. The Ph.D in Business at Queen's was one of these. As a result, the Ph.D program languished for approximately two years before faculty pressure, and some hard bureaucratic politics (for Hand wanted the program as well), brought permission from the university to begin the program, even though it acknowledged it would to have absorb costs for it in the early years. R.E. Turner, who had taken over from R.H. Crandall as chair in 1975/76, and a committee worked to flesh out the curriculum, eventually arriving at a program that included compulsory courses in several disciplines and specialization in two major fields of study (with comprehensive exams in both). Six fields, Finance, Marketing, Accounting and Information Systems, Organizational Behaviour, Management Science, and Managerial Economics, would be offered. As well, there would be a dissertation required. The program, with its so-called "double12 Both programs continued to be run by energetic chairs. In the case of the MBA this position was filled by a succession of faculty after J.D. Forsyth (in order, P.B. Buchan, N.B. Macintosh, W.E. Miklas, and J.C. Ellert); in the case of the B.Com, C.A. Lawrence (who remained undergraduate chair until 1980).

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major," was unique in Canada and remains so after twenty years.13 The first students (W. Simms, B. Verdun, and J. M. Withey) were admitted in the fall of 1978 (Simms, and R.M.R Giammarino, who was admitted in 1980-81, would eventually be the first graduates in 1984. Simms is now a professor at the Royal Military College, Giammarino at the University of British Columbia). Despite the developing limitations, Hand still managed to add some faculty over this period: in particular W.H. (Bill) Cooper (organizational behaviour, University of Toronto), K.N.M. (Ken) Dundas (business policy, University of Western Ontario), R. (Raj) Mehra (operations research, Carnegie-Mellon University), J.C. (John) Moore (accounting, Queen's), T.R. (Tim) Muzondo (economics, University of Toronto), R. (Ram) Rao (operations research/marketing, CarnegieMellon), P.R. (Peter) Richardson (business policy, Western), and T.L. (Tim) Shaftel (operations research, Carnegie-Mellon). Of these, only Cooper, Moore, and Richardson would remain. Many of the rest moved on, in some cases to outstanding academic careers in the u.s. (Mehra at Columbia University and the University of California, Rao at the University of Texas, Shaftel at the University of Arizona), while others, such as Muzondo, in Zimbabwe, had distinguished bureaucratic careers. But for the time they were in the School, they added to the intellectual cauldron, which was begining to boil nicely (to shamelessly push a metaphor). Research output, in the form of books, articles in learned journals, and presentations at academic conferences was now appearing with increasing regularity, a very different circumstance from ten years earlier. S.J. Arnold, J.G. Barnes, J.R. Bird, F. Bliemel, R.G. Chapman, W.H. Cooper, R.L. Daft, M.A.C. Daub, B.M. Downie, J.C. Ellert, J.D. Forsyth, H.V. Fullerton, C.E. Law, A. MacMillan, R. Mehra, R.H. Moncur, T.R. Muzondo, E.H. Neave, D.V. Nightingale, J.R. Nininger, K.S. Palda, B. Pazderka, E.H. Petersen, R. Rao, W.R. Scott, R.E. Turner, and J.C. Wiginton were turning out work that appeared in places as diverse as Management Science, The Canadian Journal of Economics, The Journal of Marketing Research, The Journal of Accounting Research, The Journal of Business, The Canadian Banker, and Financial Management. In addition, a working paper and a reprint series had been started. As can be imagined, the subjects for these series were highly varied - railroads, profit-sharing 13 Various attempts have been made for time to time to change the basic nature of the program. Some, mostly marginal, have been successful. But the double-major remains, the only such program in Canada.

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schemes, professional licensing, forecasting accuracy, police colleges, multivariate approaches to consumer behaviour, to list just a very few.14 Hand was both above and yet part of all of this running the entire operation in many ways "out of his own pocket" (i.e., keeping sole control of all budgetary matters). It is most likely that it was during this period that the sobriquet by which he was best known, "the invisible Hand" (a typical example of academic humour) came into general use (no doubt he had heard it before). He was notoriously hard to find if one wanted to speak with him, having a series of favourite hideouts around the School where he would go to read or think (one of which was the janitor's closet off the stage in the Dunning Hall auditorium). His loyal secretary, Pauline Duncan, was always unable to say exactly where he was. And yet he was also constantly stopping in to an office, or pausing in a corridor to talk. Usually he was looking for an opinion on something - a new appointment, a promotion, some argument he'd read in a book. In this manner, and thanks in no small part to a collection of dedicated program chairs, things got done. In this way he was much like certain other deans and department heads around the university (e.g., J. Coleman in Math, D. Smith in Economics) who enjoyed a great deal of individual autonomy and power. Sometimes, of course, things did not work out, or at least not in the way that one had been led to believe they would. And while this style was probably acceptable in an older, patriarchal world (or one with plenty of resources to go around), it was becoming increasingly less so by the mid 19705. Besides increasing constraints on resources, the push for change was driven by the increasingly political nature of the young faculty who had come through the sixties "revolution" and were thus much more outspoken and activist than junior faculty of earlier times. By the mid-seventies Hand began to be pressured to see that there was more "openness" and "collegiality" in the operation of the School, particularly with regard to budgets and things such as appointments, promotion, and tenuring decisions. Before he was able (or forced) to move on these and related issues, he was asked to take 14 See, for example, School of Business, Queen's University, The Inquiry \ (1977): 27-30. The Inquiry was begun to replace the older Commerceman, which had been moribund for several years and would no longer have been representative of the School in any event. A more alumni-focused approach, modeled on the University of Chicago's School of Business publication, The Inquiry, has continued to the present.

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over the position of vice-principal of Resources under Ronald Watts, a political scientist and former dean of Arts and Science, who had replaced Deutsch as principal several years earlier. As with the Macpherson appointment a decade earlier, the move took the School by surprise and necessitated appointing an acting dean for part of the year 1977-78 while a search committee could be struck to find a new dean. C.A. Lawrence, the chair of the undergraduate program, was chosen. However, the parallel to the sixties experience did not continue to hold for, unlike the rather unsatisfactory year under Leonard, Lawrence ran a good and active ship. He also used the opportunity to open up the processes of the School, presenting, for example, the School's budget in public to the faculty for the first time and introducing (after considerable discussion) committees for recommending promotion and tenure. Thus by the time Hand's successor, J.R.M. (John) Gordon, had been chosen (to begin the academic year 1978-79), the School was very different place, at least in certain respects, from what it had been under Hand just a year earlier. Before moving on to consider the Gordon Years, it is worth recognizing some of those who graduated during the Hand era. As can be imagined, the task of selection is difficult for at least two reasons. First, the numbers of those graduating literally exploded (see figure 4) from the roughly 20 in both the MBA and B.Com programs in the year Hand took over, to 90 and 160 respectively ten years later. Second, many of those who graduated during this time are just coming into the prime of their business careers. For both these reasons, it is somewhat problematic and premature to attempt to identify noteworthy achievements. Nevertheless, some have already made their mark. One thinks, for example, in no particular order, of Jim Leech (MBA '72) and his work with Unicorp during the 19805, "Dee Dee" Parkinson-Marcoux (MBA '76) at Syncrude and elsewhere since in the oil patch, Tom O'Neil (Com '67) presently chair and CEO of Price Waterhouse, David Radler (MBA '70), president of Hollinger, Brent Belzburg (Com '72), president and CEO of Harrowston Corp., Jim Dinning (Com '74), treasurer of the Government of Alberta, George Watson (MBA '72), chairman of TransCanada Pipelines (TCPL), Gilles Ouimet (MBA '72), president and CEO of Pratt and Whitney (Canada), Dennis Beausejour (Com'78), vice president at Proctor and Gamble and, as in earlier times, Richard Hall (Com '77), minister, United Church of Canada, as well as Gloria Epstein (Com '72), judge, Ontario Court. There are many others who may equally as well have merited mention.

THE GORDON ERA 1978-1988

Introduction

The arrival of J.R.M. (John) Gordon to the deanship marked a noticeable shift in the philosophy and emphasis of the School. In part this was a deliberate choice, in part an inevitable consequence of that seemingly endless alternation between an emphasis on the theoretical versus an emphasis on the applied from which all "professional" faculties suffer (if suffer is the right word). Gordon was the clear favorite of the business community and those applied, or professionally oriented, faculty who believed that under Hand the School had become too theoretical, thereby losing touch with the aims and interests of its basic constituency. A graduate of the University of British Columbia in mechanical engineering who in relatively short-order thereafter found himself lecturing at the Royal Military College (because of his Regular Officer Training Program activities), Gordon took his MBA at Queen's in a part-time program (in the first class) before moving on to the Massachusetts Institute of Technology and the Sloan School of Business for his Ph.D. While his specialization was in operations management and production, it was during his work for his MBA that he first became involved in Executive Education, helping Barrett with the initial summer program at Queen's and continuing to do the same kind of work in the Executive Education Program at MIT while pursuing his Ph.D. This naturally led to consulting work, and the writing of cases, both trademark activities of his in succeeding years (indeed down to the present). After graduating from MIT he spent several years teaching at the University of Western Ontario before moving to IMEDE in Switzerland for three years. While there, he helped establish an MBA program. He returned to Canada and Queen's in 1975 and was appointed dean in 1978. Gordon had always been interested in academic administration, very nearly doing his dissertation at MIT on the subject. He lost little time in putting some of his thinking into action, setting out some of his aims for the School in a Homecoming speech that fall. They in-

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J.R.M. Gordon, dean of the School of Business, 1978-88

eluded the revitalization of the Advisory Council, which had fallen into non-functioning irrelevance in the later Hand years, a new emphasis on Continuing Education, and efforts to strengthen ties with alumni, principally through the organization of chapters of Queen's business school graduates in places such as Montreal and Toronto. As well, he intended to press forward with the Small Business Consulting program, with which he had briefly been involved and which represented another form of grass-roots linkage to the local business community. In addition he strongly encouraged the students to increase their contacts with the business community, throwing his considerable weight as dean behind a) the QBET (Queen's [Conference] Business Environment To-day) initiative which had been started in

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the previous year (1977) by the Commerce Society and brought noted business, labour and, government leaders together at Queen's (it continues to the present), and b) the ICBC (Intercollegiate Business Competition) which was first held in January 1979 with ten schools from across the country and was sponsored by the Financial Post. As with QBET, the ICBC brought considerable new publicity to the School. Finally, on the administrative side, he set up the office of associate dean, the first in the school's history, to help deal with internal matters (those that involved the School and university) leaving him free to concentrate on external matters (such as the council, alumni relations, fundraising, and the like). As noted above, it was not necessarily an easy time to be taking over as dean. The School certainly continued to move forward, as reflected in the number of faculty publications and conference presentations (see, for example, The Inquiry 2 (1977-8): 16 ff) and the successful placement of graduates in both programs (see The Inquiry 2 (1977-8): 14). But in large part this was more a function of the momentum of earlier efforts than the result of addition of new people. In fact, the total number of faculty remained stable throughout the first part of Gordon's time as dean (up to about 1982) (see Appendix A). J.B. Dowling (organizational behaviour, Stanford University), I.G. Morgan (finance, Universities of Chicago and Laval), T.H. Oum (operations research, University of British Columbia) and D.P. Rutenberg (international business, Carnegie-Mellon University) were perhaps the more important appointments in a period marked by growing constraints due to the cap on enrolment and reduced funding in general. This was the period of the second oil shock (1979), followed by what was almost hyperinflation and the ensuing severe recession (1980-81) as the u.s. Federal Reserve took steps to correct the situation. For all these reasons, as the School moved into the 19805 Gordon lacked much of the flexibility to maneuver that his predecessor had had.1 Pressing On Despite this, Gordon did as much as he could to further his agenda. After a careful review of market possibilities, in June 1981 the threeweek, in-residence Executive Education program was resumed under the leadership of D.V. Nightingale. Starting small (a total of twentyi It should also be noted that he did not have the intimate familiarity with the university administrative establishment that Hand had obviously enjoyed.

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seven students in the first session), it would, in time, grow in size and reputation to be the foremost program of its kind in North America, providing an important source of discretionary funds both to the School and the university. Curriculum reviews of both the B.Com and MBA programs were undertaken, in part at Gordon's urging but principally as a consequence of a major conference of North American Business School deans in 1980 which introduced new themes to business education.2 These innovations continue to resonate today. They included an emphasis on non-cognitive or affective skills (such as group work and leadership), the ability to communicate, broadening the curriculum to include liberal arts such as commercial history, internationalizing business studies, and providing for lifelong management education. These new themes were fundamentally different from those that had been the basis for the B.Com and MBA previously and as a result triggered a lengthy and soul-searching review of both programs (H.V. Fullerton chairing the B.Com review committee, D.D. Monieson that for the MBA). Also evolving in this period was the role of women, both in the programs and in business. The proportion of women in both programs had been increasing steadily since the late 19605 as young women everywhere profited from the greater life choices that the revolution in birth control and in the nature of work (driven by the computer and chip-inspired miniaturization) brought. And by the start of the eighties, women graduates from the early 19705 (e.g., Ann Casserly, MBA '75) were beginning to take an active interest in improving business education for women at the School by becoming involved with the Advisory Council, speaking at Homecoming, and the like. One focus of these efforts was on increasing the number of women on the faculty. At this time it was, as it had always been, completely male. Within a few years the effect of these and other efforts elsewhere in the university began to bear fruit with the appointment of individuals such as J.A. Cohrs, M.F. Dee, D.D. Lounsbury, and C.A. McKeen to the faculty. At first appointments were only at the lecturer level (in part because the supply of women with Ph.Ds in Business was virtually non-existent). But as the eighties unfolded and the available supply increased, the number of appointments of women escalated rapidly. (By 1990 there were five tenure-track women on staff, and several in adjunct positions.) 2 See Assembly of Collegiate Schools of Business, "Managers for the xxi Century: Their Education and Development," Report of the Annual Meeting, Chicago, June 1980.

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Gordon also made good on his intentions to reactivate the School's Advisory Council. Beginning in 1978 and eventually increasing to eighteen individuals, each of whom had a three-year term on appointment from the Dean, the Council acted as a two-way street bringing ideas on curriculum, research, and the like to the School and taking information about the School back to the business community. Former graduates such as Mel Goodes, Jim Leech, David Radler, and members of the business community such as Walter Light, Ralph Sultan, and Jim Ninninger (originally on faculty at the School but by this time head of the Conference Board in Canada) were particularly active on the Council throughout the early to mid-eighties period. There is little doubt, however, that Gordon hoped for more from the Council than just consultation, particularly on the fund-raising front. In this respect he was influenced by the alumni activities of American business schools (particularly Harvard) and expected to be able to institute similar alumni-driven campaigns at the School. As we will see, this did not happen (or occurred only to a very limited degree), principally because the administration and the Board of Trustees were insistent on retaining the authority to coordinate and control all fund-raising activities but also because many of the members of the Council did not understand the important pro-active role that alumni of the large u.s. schools play in fund-raising activities. Failure in this area was one of Gordon's major disappointments, even though the activities of the Council contributed in important other ways in subsequent years. Progress was being made on other fronts,3 in particular in internationalization. The curriculum revisions led to new courses in international business, and the School began to see the first students "on exchange" from other countries. The first exchange students came from France (University of Rennes) in 1981 and spent the summer working in the Small Business Consulting program run by J.G. McK irdy. In exchange, the School sent several professors on short visits over a period of years. A formal student exchange agreement was worked out in the mid-eighties. Eventually exchange agreements 3 An activity of lesser note, but one consistent with Gordon's interest in opening the School to the business community, was the December 1982 beginning of an annual Business Forecast Luncheon for the local business community. Currently in its seventeenth year, the luncheon involves faculty from the School who present forecasts of business conditions for the year ahead and make themselves available for questions. It is generally attended by about 150 people primarily from the Kingston area.

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Figure 5 Number of graduates, B.Com and MBA, 1978-88

with other business schools multiplied (largely through the efforts of D.P. Rutenberg) until in 1999 the School exchanges fifty undergraduate students a term with twenty-five schools around the world. Such exchanges give students exposure to other countries, both directly when on exchange and indirectly through the regular presence of German, Swedish, Mexican, French, Chilean, Australian, and other non-Canadian students in the School's classes at Queen's. In other respects the School continued to "roll along" as Gordon neared the end of his first five-year term in 1982-83. Faculty research production remained good; QBET and ICBC were doing well; enrolments and graduations were at their capped limits (figure 5) in both undergraduate and graduate programs (as well as in the Executive Education program) with the spring of 1983 seeing the first graduates from the Ph.D program (which had finally received approval and funding from the province in that year); job placements after graduation were good thanks to a steadily improving economy; and Gordon had even succeeded in getting funds to make some new appointments, in particular R.N. Burns (University of Waterloo, management science) and A.H.R. Davis (Pennsylvania State University, finance), among others. As a result of these successes, Gordon was reappointed to a second five-year term beginning in July of 1983.

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A Second Term

Gordon started his second term with high hopes on a number of fronts since the university was launching a new fund-raising campaign and he had reason to believe monies would flow from it to the School. He was most concerned about support for faculty (both in order to hire additional faculty and to support existing faculty activities, particularly research) but also had in mind the need for additional computing capacities and improvements to the physical plant.4 In time this campaign would yield professorships in finance and banking (supported by the Bank of Montreal), as well as in marketing (supported by Nabisco) and in management and technology (supported by Alcan and the National Science and Energy Research Council - NSERC) plus much welcomed increases in computing faculties. But it fell short of providing any fully funded faculty chairs and meeting hopes for improved physical facilities. Both of the latter were particularly troublesome. It was clear that the School was beginning to lose some of its people to other schools and jurisdictions. R. Rao, R.L. Daft, R.G. Chapman, A.A. Atkinson, and others had left, eliminating an important part of the School's research capability. As a result, and as a consequence of five years of attention to more "professional" concerns, Gordon realized he had to encourage the research side of the School. He did so by moving to establish a Research Program in the School which would have its own chair. This was intended to help coordinate research by the faculty and to serve as a way to channel incentive funds to faculty to undertake research. These funds came in part from the ever-increasing success of the Executive Program but also from the Associates Program, a new initiative started by Gordon to improve the level of funding received from corporate Canada. The founding of an alumni club in Toronto (with hopes of more such clubs to be founded elsewhere later) was also intended to help in this regard. Gordon also made a strong, but eventually ill-fated, effort to get new facilities for the School. Given the many activities of the School, to say nothing of those of the Economics Department with which it still shared space, "the time had long since passed when Dunning Hall could provide adequately for the needs of the School."5 Gordon went 4 See School of Business, Queen's University, "Looking to the Future/' The Inquiry 8 (1983-84): i, 4-5. 5 School of Business, Queen's University, "10 years of Development," The Inquiry 10 (1985-86): i.

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so far as to have architectural plans drawn up for a new building but was ultimately unable to convince the central administration of the need for a new building or to deliver enough financial support from alumni or elsewhere to build it (over opposition elsewhere in the university). As a result, the School was forced to improvise on an everincreasing scale, ultimately spreading into various non-contiguous parts of Maclntosh-Corry Hall and houses around campus, a situation that has continued down to the present. It is worth noting that the School is the only major (and one of the few at any level) business school in the country to be without a building solely dedicated to business studies. In the view of the authors, and others, this is a disgrace and seriously hampers the ability of the School to compete.6 As mentioned above, there were successes from which Gordon could take heart, in particular the Executive Program short courses in June. By 1984-85 the program, which was limited to sixty-five people, was having to turn increasing numbers of people away and serious consideration began to be given to expanding to a second three-week session. This was added in June of 1985. By the late 19805 the second session was also oversubscribed and a third was added in 1987. The nature of the program, focusing on general management issues of the day, personal issues such as diet and exercise management, and the obvious advantages of Kingston in late spring and early summer, gives participants an executive education experience second to none in North America. As well, starting salaries for graduates from the MBA and B.Com programs were pushing steadily upwards as the economy improved and the reputation of the two programs began to grow. Placements after graduation from the undergraduate program were, as they had historically been, still primarily into accounting and finance (60% plus), whereas those for graduates of the MBA reflected a broader distribution, particularly in marketing positions. QBET and ICBC went from success to success, evolving from year to year to reflect both student interest and business community concerns. 6 One cannot help but recall the earlier attitudes to business studies and the lack of recognition of the legitimacy of their needs for proper facilities evidenced at the time of the transfer from the Home for Friendless Women and Children to Dunning Hall. Unfortunately in this instance the School did not have a "friend-at-court" as it had had in 1959 when W.A. Mackintosh was principal and supported its claims (D.C. Smith, who was principal by this time, was far less sympathetic to the School during the time of Gordon's deanship, particularly as regards physical facilities).

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One change of some interest came in the MBA curriculum. Here the old first-year structure of disciplines in first term and functional areas in the second, which had stood the test of time since 1960, finally began to crack. Marketing was moved to first term along with Accounting, a new Computing and Management Information Systems (MIS) course was substituted for Quantitative Methods, and one of the economics courses was shifted to second term. These were seemingly small changes but they marked a shift in philosophy, first suggested by the 1981 Chicago conference, "away from the hard, and to the soft," that would carry through to the end of the two-year MBA program and into the new one-year MBA (Science and Technology) of the 19905. The faculty was gradually changing to reflect this shift in emphasis as well. T.H. Oum and J.C. Ellert had left while individuals such as C.A. (Carol) Beatty (University of Western, organizational behaviour and human relations), J.B. (Brent) Gallupe (University of Minnesota, management information systems), and J.H. (John) Godard (Cornell University, organization behaviour) were added (as were, for example, L.D. (Lewis) Johnson (University of Toronto, finance) and K.B. (Ken) Wong (Harvard University, marketing) in more traditional areas). Research output did not seem to suffer all that much, though, despite Gordon's concerns, the pages of the Inquiry devoted to reporting on publications, conference papers, and the like continued to report almost the same numbers, and healthy diversity, as in previous years.7 And the Ph.D program, another measure of the School's intellectual vitality, steadily gathered momentum, particularly with the 1986-87 year which saw the graduation of the first women from the program (Becky Reuber and Teresa Anderson).8 The increased supply of women with doctorates in Business was reflected in the School's hiring of L. (Lorna) Wright (University of Western Ontario, organizational behaviour and international business) in 1987. Her interests and experiences in things international, 7 Indeed in 1987 K.S. Palda would be the first School of Business professor to win one of two university-wide research prizes (given each year) for his productivity over a lifetime of work in areas such as advertising, electoral processes, and the economics of research and development. 8 The year was also significant for the School and the Ph.D program in that it marked the first time the School had hired one of its own graduates. This was A. (Alan) Richardson (in accounting), who had been teaching at the University of Alberta since his graduation in 1985.

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particularly Asia, were appropriate in light of the dawning awareness of the importance of that part of the world. They also greatly aided McKirdy and Rutenberg's work on a small business development project in Southern Thailand supported by the Canadian International Development Agency (CIDA), which lasted into the early 19905. Wright's work eventually led to the establishment of the Centre for Canada-Asia Business Relations in the School (see below). All of this shows that the School was making progress. It therefore came as surprise to some when Gordon announced that he would step down as dean when his second five-year term expired in July of 1988. Such a move was, however, in keeping with a convention which had developed at the university (as we have seen, it certainly was not true in earlier times, W.A. Mackintosh for example, having been the head of Economics for many years) of serving only two consecutive five-year terms. And one senses (from, for example, an interview in the Inquiry (12 (1987-88): 1-3) that Gordon realized that he had gone as far as possible with the lines of development that he had set out to establish. He had been noticeably unsuccessful in other areas, such as getting a new building and hiring - and keeping - the number of faculty he felt were needed. A final factor in his decision was almost certainly his sense that the "pendulum" in the School had once again begun to swing back towards a greater emphasis on the intellectual/ research agenda, and it was therefore time to go. He could take quiet satisfaction from, for the first time, having brought a very modern sense of the professional, and the managerial, to the School. Moreover, his emphasis on linkages to the business community, executive education, alumni relations, teaching, case research, and student activities contributed in a very major way to raising the profile of the School of Business in the world at large. As chair of the Federation of Deans for Canadian Schools of Business he had drawn the School into an involved, formal relationship with other schools across the country, something it had not exactly cultivated in earlier times. All of these aspects were important for the School, both at the time and in its subsequent development. It is arguable, for example, that Gordon's "opening to the modern management world" thrust during his time made it much easier to pursue some of the present "privatization" initiatives than would otherwise have been the case. In this sense his time as dean was similar to Hand's, albeit in respect to an "opening to the world" of quite another type. In retrospect, it is clear that both approaches were clearly necessary to change the "older," more provincial "Commerce" character of the School to meet the

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changing times. After stepping down as dean Gordon took a sabbatical and then returned to the School to resume his teaching and research interests. In recent times he has once again taken on administrative responsibilities, this time as chair of the MBA in Science and Technology.9

9 No attempt has been made to identify graduates of this period who have gone on to important careers, too little time having elapsed to allow such a judgement. There are signs, from individuals such as Mike Kehoe, Dave Court, and a host of others, but time alone will tell.

NEW BEGINNINGS 1988-1995

Introduction The appointment of Gordon's successor, D.L. (David) Anderson, as Dean was noteworthy in several respects.1 Anderson was an "outsider" (to the School but not the university - he was running the Centre for Resource Studies (CRS) at Queen's at the time of his appointment), the first such person to be so chosen in the history of business studies at Queen's. Secondly, he was a health and resource economist with a Ph.D from Queen's in Economics dating from the mid 19705 rather than coming from a traditional area of business studies such as accounting (L.G. Macpherson), marketing (R.J. Hand), or production (J.R.M. Gordon). He had, however, spent twelve years in the Business School at the University of Saskatchewan (teaching public finance and business-government relations) prior to coming to Queen's and the CRS. The fact that he was an economist was not, of course, that revolutionary, for the influence of the Economics Department on the School has been well documented above, and indeed there had always been economists on the faculty of the School. It was his "outsidedness" in respect to the School more than anything else that was of interest. In part, this lack of internal "experience" (if such is the right phrase) was offset by the considerable knowledge Anderson had of the mining business, particularly in Canada but also elsewhere in the world, including Australia and Africa. This, plus running the CRS, which required managing fund-raising, liaison with businesses, and keeping up a research and publishing program, meant that Anderson had very real, relevant experience to bring to the dean's position.2 As 1 Indeed it set several precedents that were followed and expanded upon when Anderson's successor, M.E. (Margot) Northey, was appointed several years later. 2 He had also spent considerable time in and around the Saskatchewan government, working on both health and potash issues. This gave him a very good sense of both the political, and bureaucratic aspects of larger organizations, something he used to good effect in his years as dean.

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we shall see, what was not necessarily clear at the time of his appointment, but would become more evident with time, was that he also had a risk-taking (or "entrepreneurial," again the right word is at issue) aspect to his character that may well have come from being associated with the resource business. This desire to manage change, plus the fresh perspectives he brought, were what the appointments committee found attractive.3 Anderson's awareness of a certain lack of up-to-the-minute familiarity with modern business studies (and also his good sense) was evidenced by his decision to visit several Canadian and American business schools before taking up his post in the fall of 1988. These visits led him to several conclusions about where management education was headed, and what role the School might play as a consequence. First, it was clear that the major problem would be one of finances and that in this respect Gordon had been on the right track in, for example, increasing links with the alumni (in particular through the Associates program with its fund-raising aspects). Anderson used the Associates contributions as a precedent to expand Business School-targeted giving from alumni by instituting class gifts directly to the School on graduation and at reunions, a particularly effective way to obtain gifts that would have long-term benefits for the School. He also encouraged many of the other activities (such as QBET (Queen's Business Environment Today), and the like) that kept the School in the public eye in continuing and expanding their activities. He was particularly interested to see that the Executive Program, and a parallel program for public sector senior managers called the Program for Public Executives (PPE) that had been started in June 1987 (under R.G.R. Cassidy's leadership) did well. Not only did these programs increase the School's reputation in the larger community but they also resulted in a healthy stream of discretionary monies. Anderson knew these monies would be needed to help offset smaller budgets caused by the continuing reduction in public spending for universities. He used these funds to quickly and dramatically increase support for research within the School, arguing that it was necessary both as an adjunct to good teaching and because the university 3 The fact that he was a known quantity to the central administration of the university did not exactly hurt his chances. It will be recalled that at the time Smith, principal, and R. Fraser, vice principal, were both economists. Fraser had been Anderson's thesis supervisor and Smith had been head of the department during the time he was doing graduate work. He had also dealt directly with these members of the administration during his four years as head of thecRS.

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D.L. Anderson, dean of the School of Business, 1989-95

had a special obligation to society to create new knowledge.4 This also helped with faculty recruiting (P.A. Todd (University of British Columbia, management information systems) and J.J. Williams (Pennsylvania State University, accounting) were two noted hires early in Anderson's time), encouraged a greater interest in the Ph.D program (the latter showing a healthy increase in size from twenty to 4 Faculty were also "encouraged" to apply for funding from granting agencies in a way that had not been done before. Statistics on grants received show a dramatic increase from this point onwards (see School of Business, "Research News," 9 Oct. 1989,2).

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thirty students), and bore fruit in greater research output (e.g., 1988 was the year of the release of the PROPS computor program and the publication of the book describing this well-received management science programming tool developed by E.H. Petersen and A.J. Taylor) and a noticeable increase in visiting speakers and researchers passing through the School. The 70/30 Milepost: 1989-90 and Beyond As Anderson moved into the succeeding years of his term, the School passed, largely unnoticed it should be said, through some milestones of its own: the seventieth anniversary of the founding of the B.Com programme and the thirtieth anniversary of the start of the MBA program. As well, the Commerce Society (the undergraduate student society) marked its own twentieth anniversary with QBET and ICBC continuing to be strong and ongoing initiatives to start a newspaper, the Chronicle, and develop appropriate uses for its "digs" at the "Commons/' a house on University Avenue run by the Society occupying an important part of its agenda. The obvious energy of the Commerce Society reflected the kind of student both programs were bringing to the campus. The undergraduate course now boasted the highest admission standards in the country and could genuinely claim to be the premier undergraduate business degree in Canada.5 The MBA was also heavily oversubscribed, the applications-to-acceptance ratio running 7: i and higher. Had enrolments not been capped and physical facilities not been limited, the School could very easily have doubled in size during these years. During this time there was much discussion about free trade with the United States. Not surprisingly this issue, and indeed things international more generally, affected the School, influencing the courses being offered as well as the focus of some of the research. D. Neuchterlein (from University of Virginia) began giving a course 5 It is from this time that one begins to hear considerable complaint about the "elitist" quality of the program, the impossibly high admission averages required for admission, and the like. Anderson and others in the School were sensitive to such criticisms and in succeeding years (particularly under R.L. Jackson as chair of the Undergraduate Program) worked to find a way to allow a certain number of individuals with somewhat lower averages but major extracurricular achievements to be admitted.

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called "Doing Business with the u.s.//6 W.D. Macnamara, a retired military officer with expertise in strategic issues, became involved with teaching international business, and so on. On the student exchange front, new partner universities overseas were being steadily added, and for the first time a program was organized, under Macnamara, to have Queen's students spend the spring/summer term at Kaiserslautern, Germany, taking courses and touring around Europe to visit important organizations such as the Organization for Economic Co-operation and Development.7 Interest in Asia, led especially by L. Wright, was also beginning to build and within a year or two would lead to the establishment of the Centre for Canada-Asia Business in the School. Several important faculty appointments were made during this time, in part because of a number of retirements (which, for the first time, began to alert all of those involved with the School down the years that eventually "all would pass the bar"). S. Taylor (University of British Columbia, marketing), M.H. Cunningham (Texas A and M University, marketing), and L. Gagnon (University of Toronto, finance) were brought on board, in part to replace individuals such as D.D. Monieson, Nabisco Chair holder, and C.A. Lawrence (both in marketing) who, along with other long-time faculty such as R.H. Crandall and H.V. Fullerton, retired in the 1990-92 period. Other appointments were also made, in particular S.M. Turnbull (University of Toronto, finance) to the Bank of Montreal Chair, as the School moved to establish a presence in the rapidly developing field of derivatives. Toward this end, the first of a series of annual conferences on derivatives was organized (by Turnbull, I.G. Morgan, E.H. Neave, and Gagnon). Over time, these conferences would bring the School considerable reputation in the North American investment research community. But perhaps the most important occurance during the 1990-91 year was that associated with the development of new programs, something for which the School would become well known during the ensuing years. As noted above, Anderson believed that the continued 6 Within two years communism would collapse in Russia, at which time a similar type of course, called "Doing Business in Russia," would be offered (by V. Popov, of the Moscow Centre for u.s. and Canadian Studies). Both courses were very popular for a while; the u.s. one has since quietly faded away, the one on Russia continues to be offered. 7 This program would ultimately influence an important part of the curriculum later in the decade both at the university's International Study Centre at Herstmonceux Castle in England and in the Executive MBA (EMBA) program.

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financial well-being of the School would be seriously jeopardized unless the School was able to find independently generated funds (over and above the subsidy grants per student provided by the government, which, it will be recalled, had been falling steadily relative to inflation for years and could be expected to decrease even more dramatically into the nineties). The only two places where he had some room to manoeuvre were Executive Education (D.V. Nightingale and R.G.R. Cassidy's programs) and the MBA (the undergraduate, and Ph.D, programs were, realistically, "untouchable" financially due to government control of fees). So he began to move decisively on both these fronts.8 Cassidy was urged to add a second section to the PPE course and a deputy minister's "Forum" (for senior government bureaucrats) was also introduced. As noted above, Nightingale had by this time introduced a third section in his popular June programs and was strongly considering offering a number of one-week specialist programs (which he did beginning in 1992). The increased revenues from these efforts all helped. But perhaps the most revolutionary step was to start the Executive MBA (EMBA) program. The EMBA operated out of a facility in Ottawa (because of the major target market, which was felt to be middle-level public servants9) and charged "full-fees" (i.e., the program was completely participant paid without any subsidy from the government). It met on alternate Fridays and Saturdays under Cassidy's supervision. The program was a radical departure for the School, and indeed for the country. Providing an executive MBA (for credit, full-fee) program at a distance had never been tried before in Canada. It is clear from conversations with some of those involved that launching this program was always viewed as the first step in a more general plan to reach all of Canada through a broad-based, 8 Not surprisingly, those in other schools elsewhere had come to similar conclusions. As a result, they too began to aggressively pursue both these markets, leading to what Anderson has since referred to as the MBA Wars. These still rage, as evidenced by a casual reading of, for example, the back pages of the Economist, where there are well over one hundred ads for MBA and Executive Education programs worldwide per issue, or recollection of the number of ads for Executive MBA programs that have appeared in the Globe and Mail over the past few years. 9 The program was adjusted in succeeding years to include the sizable number of young executives working in the high tech industry in the Ottawa Valley (principally Kanata) who were also looking for this kind of opportunity.

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executive MBA which the School would develop once it had gained some experience with the Ottawa program.10 (It was recognized that it was important to learn how to walk before trying to run.) Despite reservations from some (on the Board of Trustees in particular), but with the unanimous support of faculty, the program was approved and enjoyed early success, in large part because of Cassidy's efforts to include as many of his Ottawa friends as possible (M. Pitfield, H. Segall, D. Dodge, M. Kirby, and others) in the design of the program and as part of an advisory council that he had set up to watch over it. Pitfield, for example, was a particularly valuable advocate and contributor. Cassidy also marketed the program heavily in ways more reminiscent of executive education marketing than anything seen in Canada for a degree-based program. As a result it did well, and has continued to do so even in the face of almost instantaneous competitive reaction from the University of Ottawa (which quickly began to offer its own version of an EMBA once it was known that Queen's would be offering a full-time MBA in Ottawa). While it is tempting to press on with a discussion of the other new programs that followed in the next few years, it is perhaps wiser to stick to a chronological ordering. Doing so helps to highlight the fact that there was a period of several years when work was being done to prepare the way for the new while, just as importantly, other things were going on. The academic year 1991-92, for example, was the sesquicentennial year of the university (founded in 1842). Most at the university will probably remember it for the visit of the Prince and Princess of Wales to commemorate the occasion.11 But the School celebrated in its own way with a Distinguished Speaker Series that brought Ted Rogers of Cantel, Peter Newman, journalist and author, Henry Mintzberg, management theorist, Herb Simon, Nobel Laureate in Economics, and others to the School.12 It was also the year when the 10 This was, of course, accomplished several years later with the National Executive MBA (NEMBA) program. In recent years the distinction between the two programs has vanished: all Executive MBA programs are now called EMBA programs. 11 This was entirely appropriate since it will be recalled that Queen's was formed by order of Royal Charter, under Victoria, whose direct descendent is Prince Charles. 12 One of the authors (Daub) recalls a wonderful Ph.D seminar spent with several students and Simon on a fall afternoon in that year. The other author was his host throughout his visit.

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Centre for Canada-Asia Business Relations was officially opened by Prince and Princess Takamodo. (The prince had been a student at Queen's for a period in the late 19703.) Under L.L. Wright's directorship, the Centre was an acknowledgement of the importance of Asia to the world economy and the School's interest in being directly involved with this economy. In succeeding years language courses, various country "weeks," conferences, and publications would all flow from the Centre's activities, which were initially supported by a grant from the Max Bell Foundation. On the faculty front several new additions, Y.E. Chan (University of Western Ontario, management information sytems) and S. O'Grady (University of Western Ontario, organizational behaviour) in particular, came to the School to help replace faculty who had left (e.g., J.H. Godard in organizational behaviour) but also to bolster a growing reputation in certain areas such as management information systems.13 During 1992-93 Anderson was in the last of his five years as dean and up for reappointment. He took a sabbatical during that year, this having been part of his original agreement on taking the deanship. Miklas served as the acting dean. This was also the time in which the steady efforts to diversify financial sources, especially through contributions and research grant applications began to bear fruit. Warner-Lambert, through its chairman and CEO, and former Commerce grad, Mel Goodes, gave a $1 million gift to the School (to help implement the new EMBA/NEMBA and to fund a professorship in marketing named for D.D. Monieson); the Society of Management Accountants, through Alan Richardson, provided $300,000 of research grants; Proctor and Gamble provided a further $95,000; and so on. As well, it was the Commerce Society's (by then known as "ComSoc") twenty-five anniversary and marked a very real maturing of the organization, as did its highly diversified organization structure and list of activities. Finally, it was the year when J. McGill (University of British Columbia, operational research), I. Berger (University of Toronto, marketing) and D. Thornton (University of Toronto, accounting) joined the staff. 13 It was also the year of the first provincial review of the Ph.D program, which by this time had graduated thirty-three people. The School passed. Johnson, as chair of the in-house MBA program, also took some students to Northern Manitoba for small business consulting on an Indian reserve, a particularly interesting example of a second-year MBA project and one that brought the School some positive notoriety in the aboriginal community and elsewhere.

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A Second Term: The Lid Blows Off

Anderson was reappointed to a second term starting in the summer of 1993. In the year that followed he announced and launched a series of new programs. The first to actually get off the ground - in the summer of 1994 - was an extension of the Ottawa-based EMBA to national status via the revolutionary use of interactive video. Like the EMBA, the National Executive MBA (NEMBA) was based on a two-year, alternate-weekend (with a summer session in Kingston) format. Students in various centres across Canada (there were eleven sites in all at the beginning) met as a group of four to six people and were electronically linked to a Queen's professor. The professor was initially in Ottawa (because the electronic connections in Kingston were unable at first to support the program) but within a year or so was in a studio in Kingston. In this way a "virtual" classroom was formed and lectures and seminars given (with fax, e-mail, and phone providing real time supportive roles). It was highly innovative in its way but struck both of the authors (who taught in the program at it inception) as being very much in keeping with the older School of Business tradition of education at a distance, i.e., through the Banking and Chartered Accountant correspondence courses. As if this were not enough to set up ripples in the pond of Canadian business education (the University of Western Ontario, for example, moved quickly to counter the School's initiative by developing a videobased degree program of its own), the School also announced that it was abandoning its traditional two-year in-house (and subsidized) MBA program in favour of a one-year, intensive, fully privately paid program aimed specifically at science and technology-related graduates with some work experience. Called the MBA in Science and Technology (MBAST), it had its own dedicated facility on campus and was intended to achieve world-class status. Suffice to say, it caught the attention of not just the business world (and media) but also of the general public. In this latter initiative it was clear that Anderson (and K.B. Wong, who as director was most responsible for much of the design and promotion, of the program and thus most often in the public eye) enjoyed the support of faculty/4 the central administration (Smith was principal), and the Advisory Council. As might be expected, opposition in the Senate and elsewhere came from supporters of 14 Indeed the votes in Faculty Board approving the launching of each of these programs had been unanimous (after much discussion and soul-searching), a fact which Anderson, in hindsight, found most gratifying.

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public education who, because the MBAST was the first truly privately paid, full-fee in-house program at a major university in the country, saw it as the first possible crack in the dam that supported publically funded education. Their fears were eventually allayed by the argument that it was taking place in a business school and not in classics; that it was only fair that much larger fees should be paid given the eventual starting salaries of the graduates; that it was not that much more expensive if a full and proper accounting of the costs of two years of education - which is what the program had originally taken - were considered; and that it was to be an experiment to see what would happen. In respect to the latter point, clearly if no one showed up to pay the higher fees, this would be a worthwhile piece of data to have. Fortunately for the School, the obvious guinea pig in the experiment, this did not happen. Indeed, exactly the opposite occurred. The program had been so appropriately targeted, and the effort to recruit students by Wong (and T.G. Anger, his assistant director) so effective, that when the first classes met, in April of 1996, the new facility's main lecture theatre (itself a technological marvel of back-lit projection screens driven by computers with direct Internet feed at every student seat and like capabilities) was full to its capacity of sixty. It has been so ever since. Thus the gamble paid off/5 and the School was again an innovative path breaker for the rest of the schools in the country (University of Western Ontario and McGill University again moving soon thereafter to approximate the full-fee in-house concept with programs of their own). The final program, one that was of less interest to the business community at large but noteworthy to research-oriented faculty both in the School and elsewhere in the country, was the announcement of a Master of Science in Management degree program. A research-oriented degree (unlike most MB AS which are usually application-based), this program was designed for talented undergraduates to bridge the gap between undergraduate and doctoral studies in management, much as 15 "Gamble" is probably the right word, although Anderson and others argued that the signs of impending financial constraint were so ominous that the traditional MBA program might well have withered on its own from lack of funds, lack of differentiation from other MBA'S elsewhere, and a lack of appeal. The MBAST brought financial independence, vitality, and a new promise that looked to have a sure future and thus was worth whatever risk might have been involved. It should be noted that it was clearly necessary to run both the old and new programs in tandem over a short period of time in order to allow students from the older program to graduate.

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Masters degrees have traditionally done in other disciplines. Intended to be small but of high quality and under the control of the chair of the doctoral program, it was approved by faculty and began operations in the fall of 1997 with twenty-one students. Suffice to say, this much change in so short a time was overwhelming and faculty and staff worked hard to meet the strain of continuous twelve month course schedules and new and different teaching environments (students, delivery modes, etc.). There was considerable ongoing debate about the quality of education, what the new programs required, how (and what kind of) research would survive in a world of such market-driven programs, whether the undergraduate program (which remained the most sought-after undergraduate business program in the country) would suffer, and other such questions. Such debate has continued to the present, with gradual resolution. Certainly there was (and is) an abiding sense of not having enough "horses to pull the wagon."16 Faculty (and staff) were gradually added. J.I. Barling was a notable transfer (in organizational behaviour) from the Psychology Department but M.A. Welker and T. Shearer (both University of Iowa, accounting), N. Bu (University of British Columbia, organizational behaviour and international business), and E.J. Murray (University of Western Ontario, policy). Unfortunately, retirements (K.S. Palda, R.E. Turner, P.B. Buchan) made the net gains, if any, small. Anderson, sensing that people were probably fed up with change, and realizing that all of the programs he had wanted to launch were now either up and running or through all the approval processes (and thus irreversible), that there had been a change in the principalship (from Smith to W. Leggett) and in the vice-principalships that were likely to bring a shift away from the social sciences and business to science (each of the new central administration team being a scientist), and that he was being effectively blocked on the one remaining item on his agenda namely the need for a new building for the School, announced that he would be leaving after only two years of his second term. The move came as a considerable surprise to the School, much as R.J. Hand's rather sudden departure had in the late 19705. However, with everyone struggling with their own difficulties adjusting to the introduction of new programs and the phasing out of old ones, there 16 Again parallels to earlier times come to mind, especially O.D. Skelton's charging ahead with the B.Com degree and CA correspondence courses, and the resulting impacts on J.E. Smyth and R.G.H. Smails when they arrived (see chapter 2).

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was little time for reflection on the significance of the move. The search was soon on for a new dean, Miklas once again serving as acting dean for a short period. As already noted, Anderson had left an important legacy, quite possibly as important as Hand's years earlier. Before his formal departure in mid-1995, the first Executive MBA class had graduated; the first National Executive MBA class had started (summer of 1994); students were being recruited for the first MBA in Science and Technology class (which would begin in May 1996); the old MBA was being phased out; the Executive Education Program had increased in size to the point where over 600 organizations had sent people to its various programs; and faculty research grants and publications had both grown by a factor of almost five since he took over in 1988.17 As well a new MSC program was in the works. All of this had come to pass in, seven years without any apparent diminution in the strength of the School's other programs, such as the B.Com or the Ph.D, and without a complete fracturing of the collective fabric.18 As noted above, there were certainly strains and considerable discussion, sometimes heated, especially around the quality of education issue, the changing nature of business education, and the best ways to deal with the financial difficulties. But there were no mass resignations, no deputations to the principal, no formal grievances, no student sit-ins, and no forced resignation of the dean, all of which might well have taken place, as they sometimes had elsewhere. For this Anderson deserves a great deal of the credit. His obvious sincerity and personal integrity, his desire throughout to work at arriving at a collective decision, and his stated willingness to leave at any point if 17 Faculty had also won numerous awards including, among others, Neave's appointment as an honorary fellow of the Institute of Canadian Bankers (the first academic so honoured), Macintosh's and Thornton's numerous awards from the accounting profession, (e.g., CAAA Outstanding Contributions to Accounting Thought), and Cassidy's APEX Public Service Commission citation for outstanding contributions to the Public Service of Canada. Other measures of the respect with which the School's people were viewed was the choice, first of W.D. Macnamara and then of L.D. Johnson, to shepherd Herstmonceaux Castle through its difficult early days. 18 Indeed placements, and starting salaries, for graduates of both programs continued to be robust, growing in step with the generally improving economic situation. It is also worth noting that the same can be said for graduates of the old MBA program where placement and salaries held up strongly right to the end of the program (the last class graduated in May 1996).

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it was clear that faculty did not approve of his initiatives, eventually brought everyone on-side. The athletic allusion is not inappropriate. Anderson was, and remains, a strong hockey fan with a particular interest in some of the legendary coachs of the game, especially Sam Pollock (of the Canadians) and Scotty Bowman (of everywhere but lately Detroit). He saw them as skilful leaders of a team, capable of using the different talents they had to play a changing game as rules and circumstances required, and to be successful at it. An important part of this philosophy, according to Anderson, is that each person has a role, with each individual important to the overall success and made to understand that he/she is. It is harder to elaborate a better description for organizational success, certainly in an academic environment (which likely has as many prima donnas as a modern athletic team), but elsewhere as well. Anderson had the personal integrity and skill to bring this off and when he moved on, first to another sabbatical of writing and course preparation and then back to the School to teach in on the EMBA program and continue his research in mineral economics and public policy, the School was sorry to see him leave the deanship. But "there were miles to go" and pressing on with things was clearly the order of the day.

CONCLUSIONS

At Present: The Northey Years (1995-1999) It took the university some time to settle on a successor to Anderson. But when she arrived, M.E. (Margot) Northey set several precedents of her own. Most noticeably, of course, was the fact that she was the first female dean in the School's history. Secondly, her original degrees had been in English, with her later work specializing in business communications (she had been a member of the Department of English at the University of Toronto before moving on to the Business School at the University of Western Ontario, which she left to take up the deanship at Queen's). While of more contemporary concern, especially to business practitioners, communications was not at the traditional core of business studies in the School in the way that marketing, accounting, production, and the like obviously were. There can be no doubt that it is always difficult to know exactly how the appointments process functions in detail. However, in retrospect it is possible to infer that the choice indicated that there was some recognition of the fact that the ground had shifted under the whole region of business education, certainly at Queen's but likely elsewhere as well, with the introduction of the full-fee programs. In addition, and independent of the shift in funding sources (which many argued made the programs more market-driven), there was a clear shift afoot in the direction of a much "softer" approach to management education (with an emphasis on leadership, teams, and other organizational behaviour-related concerns).1 A great deal of the i Perhaps a more accurate representation of the shift would be to suggest that a more clearly marked separation (almost bi-modal) into a policy/OBoriented group on the one hand and a much harder, finance-dominated group on the other was taking place. The various other traditional areas (in the School and intellectually), such as accounting, marketing, economics, operations research, industrial relations, and the like, were then forced to align with one of these two basic groups. In part, it was the older alternance once again at play. However, this time the differences were much more subtle, with research in

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thrust of the work by female academics since their arrival on the scene in the 19705 and 19805 had been in the organization behaviour area.2 This trend toward a "softer" approach, and her credentials, plus the overall push in society and at the university to advance the participation of women in all walks of life (which, as also noted above, had been ongoing for considerable time), all ultimately pointed the appointments committee, and the principal (W. Leggett), in Northey's direction. Coming as a considerable surprise to most members of the faculty (for she was not known to many) and taking over in the immediate aftermath of the flurry of new programs that Anderson had launched, it was necessary for her to find her own way Somewhat familiar with business schools from her time at Western, and from her consulting activities, she was encouraged by her belief that the School was an energetic place with excellent students which had a sense of community. As well, it was relatively small and nondepartmentalized so that there was a chance that any changes she might try to introduce would actually get implemented. Obviously her particular intellectual interests affected her choices, but she was also guided by a very real concern that the undergraduate program, especially in terms of teaching but also from a more general curriculum perspective, needed attention. Fund-raising and the international activities of the School were also important areas that she felt needed special attention. As a result, a curriculum review of the undergraduate program was begun almost immediately. With a very broadly based membership, and in an environment in which there was a developing resistance to further change in an already new and different MBA world, it took the committee almost three years to deliver a new curriculum that the faculty was willing to adopt. Northey also became extremely active on the fund-raising front, pursuing some of the same sources management accounting, for example by N.B. Macintosh and A. Richardson, being very philosophical and "soft" (in a loose use of the word), while research in marketing, for example by D. Dunne, was becoming quite "hard," after years of a more behavioural approach to that field. By and large, though, the general characterization in the text is more or less appropriate. 2 There are obvious reasons why this might have been true which will not be discussed here. And there are also counterexamples, from the School's own doctoral program (e.g., Nathan, McLean and several others) and elsewhere, of women taking Ph.Ds in finance, operations research, and other "hard" areas. But again, the general characterization is likely appropriate.

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M.E. Northey, dean of the School of Business 1995-99

as Anderson but with an added focus on alumni giving, especially from large donors. A development officer on secondment from the central fundraising operations of the university (S. Smith) was added to the dean's office with responsibilities for increasing Schooltargeted gifts and the dean herself began making direct calls on potential donors a regular part of her activities. These latter activities became especially important to the School very soon after she began when it became clear that there were financial problems (relating to cost-overruns) with the EMBA programs. Directors were changed (Nightingale taking charge of these programs in addition to the Executive Programs per se) in an effort to save the programs and meet the School's outstanding financial obligations to

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the university, which had underwritten the expenditures on the School's behalf. As well, a new position of Financial Control Officer was created which in time would bring some semblance of order to the School's financial reporting and control.3 The big event of her first year was the arrival of the first MB AST class in the spring of 1996. As noted above, Wong and Anger had succeeded in filling the room first time out of the box, in part by good curriculum design (see table 5) and in part by strenuous marketing efforts (the Goodes' gift was used to good effect in both these activities). This first class would go on to graduate in the spring of 1997 and enjoy an extraordinary placement success, which drew the further attention of the media and others to the program, and has helped immeasurably in its continued success to date. There were other successes on various fronts as Northey moved into the middle years of her term (1996-98). For example, several undergrads participated in a large, case competition in Texas sponsored by Electronic Data Systems Corporation (EDS) during the 1996-97 year (under the supervision of M.H. Cunningham). Competing against many of the largest u.s. business programs, they won! In the succeeding year (1998), they returned and again won (this time in a tie for first place with a Mexican school - one of the school's exchange partners in Monterey). Needless to say, people wondered "who were these guys?" As well, several of the recent graduates from the undergraduate program have topped the Uniform Final Exam 3 It is somewhat ironic to have to report these financial problems in a Business School, particularly one with a long history of a focus on accounting. One would expect that, of all places, a Business School would have good financial reporting and control! However, the reverse was in fact the case, principally for reasons having to do with the history of the university as a whole. Control by the centre, and the strong individual authority of deans and department heads, had always meant that the latter could, colloquially speaking, run the department/school/faculty out of their back pockets. Hand, for example, never showed anyone his budget during all of his years in office. This tendency to keep all financial information close to the vest was also typical of the central administration and the Board of Trustees. Whether it had anything to do with the Scottish heritage of the place is a matter of speculation, but it did mean that there was a lot of slippage and spillage in the system, both at the central level and in the departments. An ever-closing vice of budget constraints, Northey's natural interest as a new dean in the financial details of the new program, and a new VP of Resources (J.S. Cowan), triggered a review of financial reporting and controls. It was this exercise, of course, which pointed to the EMBA problems and precipitated the changes discussed in the text.

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Table 5 MBAST curriculum, 1996-97 Stage 1 May 2 - August 8

Stage 3 September 1 - February 13

PROFESSIONAL DEVELOPMENT MODULE 1

PROFESSIONAL DEVELOPMENT MODULE 3

Financial Accounting Management Accounting Managing Information Technology Managerial Economics Macroeconomics Human Resources Business Statistics Evaluation Period Break

Marketing II Finance II Operations & Information Technology Management of New Enterprise Management of Change International Business (Holiday Break - Dec. 18 - Jan. 2) Evaluation Period Break

Stage 2 August 13- October 3

Stage 4 February 14- May 3

PROFESSIONAL DEVELOPMENT MODULE 2

PROFESSIONAL DEVELOPMENT MODULE 4

Business Decision Models Finance 1 Marketing 1 Operations Management Negotiation & Conflict Management Leadership Evaluation Period Break

Field Project Strategic Management Concentration Options: Finance, Marketing, Operations & Information Technology PROFESSIONAL DEVELOPMENT MODULE 5

(UFE) for chartered accountants, an equally challenging competition of quite another sort. Then too, in each of the final three years of the old MBA program, marketing students won an important case competition, at University of Western Ontario of all places. Moreover, the award given by the Administrative Sciences Association of Canada (ASAC) every other year for the best Ph.D dissertation in business in Canada has been won on the last two consecutive occasions it has been given by Queen's Ph.D grads (R. Koznets and M. Sterling). Placements overall (in the B.Com, and Ph.D programs as well as the MBAST) have benefited from these, and other, achievements.4 And on the fundraising side, a second gift of $1 million from Goodes and Warner Lambert (in this case to help with the new B.Com curricu4 In particular, American and international companies and organizations have begun showing up, and hiring, at the School in increasing numbers.

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him), as well as substantial successes in raising money for direct student support (helped by a 1:1 matching offer on the part of the Ontario Government), have brought a much needed injection of cash to the School. As mentioned earlier, a new MSC. program was started in the fall of 1997, with twenty-one students, and a new B.Com curriculum introduced in the fall of 1998, with a four-year phase-in starting with first year students only. With respect to the latter, table 6 shows that the new curriculum touches on many of the newer areas of business and provides increased flexibility for students who wish to pursue interests outside of business or in a complementary area. As well, there has been a concentrated effort to make the larger community aware of the quality of the School in a more effective and consistent fashion through cultivation of the media, new and modern brochures, and other related activities. Renovations to correct some of the more egregious problems in Dunning Hall (in particular the basement classrooms) have been carried out, and a promise has been extracted from the administration and the Board of Trustees that, provided the new capital campaign goes as expected, the School will have either the entirety of Dunning Hall, with needed extensions and renovations, or a new building of its own by 2002. Demand for the School's programs and its graduates continues to be strong (figure 6 indicates that graduations continue to hold steady at near the capped level of 200 in the undergraduate program and have increased, as planned, in the MBA program(s) broadly defined as compared to the old MBA Program levels.5 As a consequence, Northey finds herself both blessed and cursed as she draws to the end of the year 1998. There is the continuing overhanging debt, mixed with the blessings of increased funds beginning to flow to the School from various sources.6 Finding sufficient faculty of a high calibre, perhaps the key element determining the long-term quality of the School, remains a problem. P.A. Todd, J.G.M. McKirdy, J.A. Willes, J.B. Dowling, and N.B. Macintosh have all gone; C.A. Beatty has moved on to head the Industrial Relations Centre; other retirements are on the short-term horizon (e.g., R.N. Burns). Replacement hiring has 5 Graduations in the Ph.D program had reached a total of sixty-three by the end of 1998, an average of just over four per year in the fifteen years the program has had graduates. There were twenty-one graduates in 1998 from the first MSC class. 6 It should be noted that the EMBA situation has been turned around by the almost superhuman efforts of Nightingale and others and is expected to add to the revenue flows beginning 1999-2000.

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Table 6 B.Com curriculum, 1998 Year 1

Year 2

Business Management Business Communication Introduction to Financial Accounting Introduction to Management Accounting Introduction to Marketing Organizational Behaviour Managerial Statistics Principles of Economics Arts and Science elective

Introduction to Finance Finance II Marketing II Business Decision Models I Managerial Economics Introduction to Industrial Relations The Management and Design of Information Systems Arts and Science elective

Year 3

Year 4

Introduction to Production and Operations Management Business Decision Models II Up to six upper-year Commerce electives Arts and Science elective

Business Policy Up to six upper-year Commerce electives Arts and Science elective

Sample study "packages" of electives, in either Commerce - there are some 60 courses to choose from - or Arts & Science, called The Queen's Option, might be as follows: INTERNATIONAL RELATIONS

Introduction to Comparative Politics Comparative Politics International Politics or a full credit in an upperyear language course CRITICAL THINKING

Moral Issues Introduction to Ethics Political Philosophy Socrates Topics in Literature and Philosophy

PSYCHOLOGY

GERMAN

Principles of Psychology Social Psychology Industrial and Organizational Psychology

Introductory German Intermediate German Business German III Business German TV

COMPUTING AND INFORMATION SCIENCE

Elements of Computing Science I Elements of Computing Science II Introduction to Mathematical Logic Introduction to Discrete Mathematics Computer Architecture Operating Systems

CULTURE AND SOCIETY

Geography and the Environment Foundations of Social Geography Geography, Development, and Environment in the Third World Development in Theory and Practice

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97

Figure 6 Number of graduates: B.Com and MBA, 1989-98* *Starting in 1994, MBA figures include all MBA degrees, ie., MBAST, EMBA, and NEMBA graduates.

gone forward (for example, D. Meister (University of Waterloo, operations research/information technology), W.W. Yu (University of Alberta, finance), D. Reid (policy), and D.S. Staples (University of Western Ontario, management information systems)) but the inability to compete in any serious way in the u.s. market (for expatriate Canadians, let alone Americans) as was done in the past (particularly during Hand's time) because of sizeable differentials in salaries, tax regimes, and exchange rate problems has made the task of finding good people difficult. And finally, despite the promise of better days, there is a continuing problem with facilities, the School still being mired in a struggle to get a physical plant adequate to its many activities and commensurate with its stature in the university, and beyond it. On balance then, the School is in a mixed state as it approaches the cusp of the century. It comes near the eightieth anniversary of the start of the B.Com program in 1919, the sixtieth anniversary of the first designation as a School in 1937, the fortieth anniversary of the beginning of the MBA 1960, and the twentieth anniversary of the beginning of the Ph.D program in 1978. While the School's reputation in the larger community has never been higher, its struggles to deal with all the many challenges it faces have never been more complicated and difficult. It is worthwhile reflecting, in closing, on the distance travelled and what the future might hold.

90

G E T T I N G D O W N TO B U S I N E S S

Conclusions

As noted, 1998 marks the eightieth year of formal, degree-based, business education at Queen's, with diploma activities in the Bankers Course pre-dating that by five or six years.7 What, if anything, can we draw from this period of activity in the education of students at Queen's in business, and the writing and research that has gone along with it (indeed is the necessary precursor to it)? Certainly one conclusion that seems to stand out, which was alluded to in the Preface, is that much has always been done with little. Put more colloquially, "it was often pretty much a baling wire and bubble gum operation," and "strikes one as being a story about 'the little engine that could'." Whether it was Smails, Skelton, and the oth ers labouring with piles of correspondence, without dedicated offices or phones, or others in an off-campus building formerly devoted to housing homeless women and children, to the situation at present where the School again lacks the proper physical facilities - and faculty - to service the many activities in which it is engaged, it seems the story is always the same: the need to serve a diverse collection of academic "customers" with a very small group of faculty and staff in restricted physical facilities.8 Why this was the case is not exactly clear. Other faculties at Queen's, such as medicine, or other business schools in Canada, for example at the University of Western Ontario, have clearly been well-financed and well-housed throughout much of their histories. In part, this may be the result of a choice that the School may not have made consciously but certainly made it nevertheless. That is, it developed a niche strategy, to use a modern term, until 1967 being essentially a correspondence school attached to the Economics Department (with a small undergraduate program) as a way to overcome the disadvantage of not being located in a major commercial 7 It is worthwhile noting that formal business education more generally, especially at places such as the University of Chicago, Harvard and others (Wharton, and certain centres in Europe, being slightly older), is now almost a century old. 8 There is, of course, one important period which acts as an exception to this conclusion and that is the almost entire period of Hand's deanship (from 1966-78). As noted above, during this time of rapid expansion the School seemed to have all the physical and human capital resources it needed. In time, of course, this situation reverted to the more usual one of less than adequate capacity to do the job.

Conclusions

99

centre. The strong intellectual and personal connections of the early faculty members in economics and business facilitated the development of links to the business and political communities which the School otherwise might not have managed and thus allowed the strategy to work. One thinks particularly of the lingering influences of Sir John A., later principal, Grant and then, of course, Shortt, Skelton, Clark and the others down to E.J. Benson, N. Rogers, and Ian Stewart in the 19603. The "Scottishness" of Queen's, and especially of the Montreal business community, was no doubt also a factor in establishing this linkage. It is possible to argue that to a certain extent the School has returned to its "niche" status in recent times, after an hiatus of about thirty years under R.J. Hand and J.R.M. Gordon. Certainly the EMBA programs (with their education at a distance), and to a certain degree the MBAST because of its purely private nature and its targeting of a select group of students, are like the earlier correspondence courses and give the School a different character relative to the rest of the university. But the parallel is not exact by any means because of the very large intramural undergraduate program and the full-blown Ph.D/MSc graduate degrees. However, because of its extramural activities, the School has always been perceived both as an "insider" and an "outsider" to the academic operations at Queen's. Thus an almost implicit choice of a niche strategy is one conclusion suggested by the School's history.9 Another theme is that an in9 One competing hypothesis is that the university never really came to terms with having a Business School in its midst. Having been "anglophilic" for a long part of its history, it may well have had a strong aversion to anything that appeared to be catering to in-tradeism and the nouveau riches, an approach that had long characterized (plagued?) English and Continental intellectual circles - and ultimately led to the loss of pre-eminence in the world of these self-same communities to the Americans. Some sort of business program was necessary because of pressure from the outside community (through the Board of Trustees, for example) and Canadian (frontier?) needs for educated managers. But if the university had to bow to such pressures, it was going to make sure that such activites were kept well off to the side and did not come to dominate the university's main agenda, which was education in the classics, pure social sciences, medicine, and sciences more generally. On this hypothesis the program has been underfunded and understaffed throughout much of its time because of a constant struggle for respectability within the Queen's community.

1OO

G E T T I N G D O W N TO B U S I N E S S

ternational "cultural" influence affected the nature of business education world wide and often seemed to cause schools to move somewhat in concert with regard to overall emphasis, curricula, areas of research, and the like. Queen's was certainly shaped in important ways by such cultural forces. To be sure, it did develop some distinctive schools of thought organized around somewhat different philosophies, especially in the post-1963 period. Recall, for example, the alternation from dean to dean between an emphasis on theory versus an emphasis on the applied and the impact it had on shaping the strategy and structure of the School. However, even in this respect, the long-standing influence on Queen's from, for example, the University of Chicago, through O.D. Skelton, Hand, and others, shows the importance of outside influence. And during its existence we have seen an evolution in focus from the relatively narrow areas of banking and accounting, through the addition of industrial relations in the late 19305, to the marketing era of the 19505, the quantitative revolution of the 19605 and 705 (especially in operations research and management sciences), and the more general policy and organizational behavior "managerial" emphasis of recent times (with a strong dose of finance and information technology thrown in). To a certain extent this was typical of the evolution of business education elsewhere, yet another example of outside influence at work. There are other conclusions that might be drawn. An important one, namely that of the School's "success" over a sustained period of time, can be justified both by its survival and, more particularly, by the number of graduates and the amount of research it has produced. The School has gone from a handful of intramural students, (and several hundred extramural ones) in one program and two or three faculty to almost fifteen hundred students (counting all degree-granting programs - B.Com, MBAST, EMBA, MSC, and Ph.D but not the several hundred Executive Education participants) with forty-five or so full-time, and numerous adjunct, faculty (see figure 7). In all, close to ten thousand students have taken degrees of one sort or another in business studies (again not counting the tens of thousands in the Bankers, Chartered Accountants, Trust, or other diploma or executive educationbased courses). The cumulative number of graduates has had an impact. One early study, after a systematic survey of graduates of the B.Com program, noted, "whether it be a profession, a manufacturing enterprise, or the Civil Service, Queen's Commerce has its representatives" (Nicholson 1952, 3). This continues to be the case in the

Conclusions

101

present day, and has been multiplied many times over because of the large number of graduates since the late 19605. Without identifying individuals, presidents of corporations, ambassadors and senior bureaucrats, judges, lawyers, professors, ministers of the Crown, several ministers of the cloth, and one priest have passed through the School of Business at Queen's. To this must be added the effect of countless publications, and the active role in the public and academic life of the country that the School's professors have taken over these eighty and more years of its existence. The evidence points to the conclusion that there has been a sizable achievement, over a long period of time, by the "little School that [always] could [and did]." This has been, and remains, no mean feat. While it is tempting to close with that judgement of the past, there is the little matter of the future which perhaps deserves one or two final thoughts. While it may never have been the case, it is certainly true that at present the School cannot stand on its past success and the enviable application, placement, and other reputational consequences that flow from it. As Nightingale (who was once a stunt pilot) put it: "You can't run the place on autopilot." And Northey has remarked that "The status quo is not an option." The competition, which is coming from every conceivable quarter, is simply too fierce. As a result the faculty is presently devoting considerable attention to deciding where the School is headed. Internal and external reviews, consultations with the Advisory Council, faculty "Forums," are the order of the day as the School seeks to determine which way the wind blows, and what course it will set as a consequence. Far be it from us to prejudge the results of such an exercise. But several characteristics of the future course are surely evident. Retention of the undergraduate program, the pre-eminent such degree in the country and well-respected internationally, is a given. Issues surrounding a possible modest expansion in size and finetuning of the curriculum to allow even greater familiarity with information technology and internationalization, as well as more interdisciplinary and cross-functional study, are being considered. On the graduate side, the Ph.D program has surely established its legitimacy and deserves to be preserved and enhanced so that it can continue to be the necessary contributor to the supply of future professors for the country that it has clearly become. This will become doubly important as large numbers of existing faculty reach retirement over the next five to fifteen years and must be replaced.

102

G E T T I N G D O W N TO B U S I N E S S

On the MBA front, the MBA in Science and Technology seems to have found an extremely appropriate niche in the market. Indeed its size could be increased if facilities were available to support it. Here, too, the future supply of students to the program would seem nearly inexhaustible if quality can be maintained. The EMBA, with its videoconferenced classroom and degree-at-a-distance is the final matter. While it may well be in the School's blood - a logical extension of the older correspondence courses or of its excellent reputation for shortcourse, Executive Education - it consumes resources at a ferocious rate and takes place in an area of intense competition. On the other hand, it is often argued that in many ways it is the wave of the future, with its education-at-a-distance, satellite, and Internet-based delivery, and is an important and direct window to the corporate world. As such, the School must remain active in the field, especially if revenues to the School prove to be as large as some associated with the program are anticipating. Such an assessment of programs points unequivocally to the need for greater resources, especially if research is to be maintained. It becomes even more critical when one considers the upcoming problem - of the need to replace a generation of the faculty who will retire over the next decade or so. While some of the older members of the faculty have already left, encouraged by the early retirement packages the university has offered recently, there are still a sizeable number in the School. It would not be easy to replace them and at the same time maintain the program, and research obligations outlined above even if there were a relative abundance of financial and physical resources. To try to accomplish this in a period of constrained circumstances is going to take some doing, to say the least. One is almost tempted to say that something will have to give. But one never knows, for coping with such difficulties is what the place has been about since the beginning. Perhaps there is a wizard waiting in the wings who will pull the proverbial rabbit out of the hat; maybe the university will finally see the light and direct more resources to the School. But both of these seem equally improbable. What is more likely is that the School will journey through as it has always done, relying on the extraordinary effort of individuals such as Skelton, Smails, Hand, Nightingale, and others who seem to come to the fore when the situation demands it as well as on a continued willingness on the part of everyone to "take up the yoke" when requested (a characteristic of the School noted by several, in particular W.E. Miklas the current associate dean). Were that to be the case, the School would continue to move into the future much as

Conclusions

103

Some faculty and staff of the School of Business, 1998

it has struggled along in the past. And in the process it will manage to offer a quality, trend-setting education in business to every student who graces its doors. Getting down to business will continue to be the hallmark of the School/and the phrase cha gheill in the university's Gaelic school song will be well-honoured: "no surrender."

104

GETTING DOWN TO BUSINESS

Figure 7 Roster of faculty and staff, 1998-99 Professor D.L. Anderson, General Management and Managerial Economics S.J. Arnold, Marketing J.I. Barling, chair PhD/MSc programs, Organizational Behaviour R.N. Burns, Quantitative Methods and Information Systems W.H. Cooper, Organizational Methods M.A.C. Daub, chair, Faculty Board, Managerial Economics B.M. Downie, Organizational Behaviour and Industrial Relations R.B. Gallupe, Management Information Systems J.R.M. Gordon, Operations Management and Technology L.D. Johnson, Finance J.D. McKeen, chair, MBA for Science and Technology, Management Information Systems F. Milne, Economics and Business I.G. Morgan, Finance E.H. Neave, Finance D.V. Nightingale, director, Executive Development Centre, executive director, Executive MBA Program, Organizational Behaviour M.E. Northey, dean and professor of Communication E.R. Petersen, Quantitative Methods A.J. Richardson, Accounting PR. Richardson, Technology and Business Policy D.P. Rutenberg, International Management and Business Policy A.J. Taylor, Quantitative Methods D.B. Thornton, Financial Accounting S.M. Turnbull, Bank of Montreal Chair in Banking and Finance Associate Professor C.A. Beatty, director, School of Industrial Relations, Organizational Behaviour I.E. Berger, Marketing W.T. Cannon, Finance Y.E. Chan, Management Information Systems

F.D. Collom, Industrial Relations M.H. Cunningham, Marketing A.H.R. Davis, Finance L. Gagnon, Finance R.L. Jackson, Industrial Relations J.I. McGill, chair, Research Program, Operations Management and Quantitative Methods C.A. McKeen, Accounting and Women in Management W.E. Miklas, associate dean, Quantitative Methods S. O'Grady, Organizational Behaviour and Industrial Relations B. Pazderka, Managerial Economics S.F. Taylor, Marketing K.B. Wong, Marketing L.L. Wright, director, Centre for CanadaAsia Business Relations, International Management and Organizational Behaviour Assistant Professor N. Bu, International Business D. Meister, Operations Management and Technology J.C. Moore, director, Executive MBA Program (Ottawa), Accounting E.J. Murray, Strategy and Management of Technology T. Shearer, Accounting D.S. Staples, Management Information Systems C.A. Weber, Industrial Relations and Business Human Resources M.A. Welker, Financial Accounting W. W. Yu, Finance Adjunct Faculty B. Ackman T. Anger, director, Undergraduate Program A. Bailetti P. Bamji, director, Small Business Consulting Program M. Bennett N. Bhargava G. Boland

Conclusions

105

Figure 7 Roster of faculty and staff, 1998-99 (continued) G. Cassidy C. Cotton P. Cunningham T. Dimnik J. Emrich G. Frontini G. FuUerton L. Gialloreto R. Glew I. Henderson T. Hytonen K. Kelloway L. Kelly R. Konarski M. Lemon C. Loughlin V. MacDonald E. MacDougall A. MacMillan D. Macnamara J. Meister S. Miklas S. Mufti M. Peart, associate chair, Undergraduate Program V. Popov D. Reid J. Ridler P. Roman W. Scott K. Tuckwell J. Wilson Emeritus Professors D.H. Bonham R.H. Crandall H.V. FuUerton C.E. Law C.A. Lawrence N.B. Macintosh D.D. Monieson K.S. Palda R.E. Turner J.A. Willes Retired P.B. Buchan J. Dowling

Staff B. Ackman, Parteq P. Allen, Executive MBA K. Barr, 2nd Floor D.Beaubiah, MBAST A. Beaubien, Research P. Briand, Alumni M. Brown, Dean's Office J. Carty, Undergraduate Office J.D. Clarke, Executive MBA J. Corlett, Executive MBA D. Cross, MBAST S. Demmings, Executive Development Program M. Einarson, Executive MBA J. Forester, Executive Development Program A. Forrest, Executive Development Program K. Forrest, Executive MBA L. Freeman, 4th Floor C. Gaudreau, Technical M.A. Good, Executive Development Program D. Holden, Finance C. Howitt, Technical T. Huckvale, Ottawa Executive MBA S. Hytonen, Executive MBA J. Ignas, Executive MBA M. Kirkpatrick, Technical E. LeBlanc, Undergraduate Office W. LeBlanc, 1st Floor A.M. Leman-Playter, Executive MBA A. Lilly, PhD E. Lockhart, Executive Decison Centre J. Marlatt, Executive MBA J. McDonald, Executive Development Centre S. Millan, Finance C. Moss, Undergraduate Office J. Nadeau, Executive Development Centre L.A. Ottenhof, Executive Development Program M. Peart, Undergraduate Office A. Phelan, B300 Area N. Pincombe, Executive Development Program M. Piper, Executive MBA

io6

GETTING DOWN TO BUSINESS

Figure 7 Roster of faculty and staff, 1998-99 (continued) L. Playter, Executive MBA C. Prosser, Executive Development Program S. Pugh, Research Program C. Purcell, MBAST L. Reid, Finance L. Rodriques, 2nd Floor L. Ross, Dean's Office K. Rowbotham, Executive MBA J. Sakell, Ottawa Executive MBA R. Scouten, Mail A. Sadgewick, Technical, Executive MBA M. Senior, Dean's Office

R. Sherboneau, MBAST M. Shurtleff, Commerce Career Centre A. Siebel, Executive MBA S. Smith, Advancement J. Sulley, 2nd Floor T. Tieu, Canada-Asia Business T. Touchette, Commerce Career Centre N. Tousignant, MBAST D. Walker, Executive MBA M. Waring, Executive MBA S. Yovetich, Executive Development Program K. Zarichny, Executive MBA

APPENDICES

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APPENDIX A ROSTER OF BUSINESS-RELATED PROFESSORS (1913-1995)

Directors, Heads, Deans, and Acting Deans - A Summary A Detailed Roster The Pioneer Years, 1913-1937 During the Intermediate Stage, 1937-1963 The Expansion Years, 1963-1978 The Gordon Era, 1978-1988 New Beginnings, 1988-1995

Directors, Heads, Deans, and Acting Deans - A Summary

1913-19

O.D. Skelton

1919-24

O.D. Skelton

Professor and director of Banking Courses

Professor, head of Department (and dean of Arts) W.C. Clark Director of Banking Courses, Director of Commerce Courses (1919-23) W.A. Mackintosh Director of Commerce Courses (1923-24)

1924-31 W.A. Mackintosh Professor, head of Department, director of Commerce Courses 1931-32

W.A. Mackintosh Professor, head of Department W.C. Clark director of Commerce Courses

1932-37

W.A. Mackintosh Professor, head of Department, director of Commerce

937~39

1

W.A. Mackintosh Director of the School of Commerce

1

W.A. Mackintosh Professor, director of the School of Commerce

939~51

* Every attempt has been made to be exhaustive. Inevitably, some will have been missed. The authors apologize in advance for any such oversight. The most recent roster, 1998-99, is given in the body of the text as figure 7.

no

APPENDIX A

C.E. Walker R.G.H. Smails

Acting joint director of the School of Commerce (1939-42) Acting joint director of the School of Commerce (1939-42), (acting director 1942-46)

1951-58

R.G.H. Smails

Professor, director of School of Commerce and Business Administration

1959-63

L.G. Macpherson Professor, director of School of Business

1963-65

L.G. Macpherson Dean, School of Business

1965-66

W.G. Leonard

Acting dean, School of Business

1966-77

RJ. Hand

Dean, School of Business

1977-78

C.A. Lawrence

Acting dean, School of Business

1978-88

J.R.M. Gordon

Dean, School of Business

1988-92

D.L. Anderson

Dean, School of Business

1992-93

W.E. Miklas

Acting dean, School of Business

1993-95

D.L. Anderson

Dean, School of Business

1995 (July/Aug.)

W.E. Miklas

Acting dean, School of Business

1995-99

M.E. Northey

Dean, School of Business

A Detailed Roster T H E P I O N E E R Y E A R S , 1913~37

Name

Years Of Service

Area

Ashley, C.A. Ballard, J.W. Burns, R.E. Caldwell, H.G. Cameron, J.C. Carr, A.H. Clark, W.C. Currie, A.W. Curtis, C.A.

1922-23 1920-22 1920-22 1922-27 19371922-31 1919-34 19311927-

Accounting Accounting Accounting General Commerce Industrial Relations Accounting Economics Marketing General Commerce

Roster of Business-Related Professors Mackintosh, W.A. Macpherson, L.G. McDougal, J.L. Merriman, R.O. Michell, H. Morrow, E.H. Shaulis, L.I. Skelton, O.D. Smails, R.G.H. Walker C.E.

1920193219311927-35 1913-27 1920-22 1919-20 1913-27 19221922-

111

Economics Accounting General Commerce Administrator, Banking Courses Accounting General Commerce Accounting Economics Accounting Accounting

First Banking Course launched 1914 Degree course in Commerce begins in 1919 Institute of Chartered Accountants of Ontario Extension Course begins in 1921 D U R I N G T H E I N T E R M E D I A T E STAGE, 1937-63 Acland, C.D.M. Barrett, ED. Benson, E.J. Buckingham, K.C. Cameron, J.C.

1961-63 19591952-61 1949-51 1937-60

Campbell, J.D. Catarina R. Crandall, R.H. Currie, A.W. Curtis, C.A. Curtis, C.H. Dixon, B. Doyle, J.G. Galvin, B.J.B. Gelindo, D. de Re Hand, RJ. Judge, F. Leonard, W.G. Mackintosh, W.A. Macpherson, L.G. McDougal, J.L. Ma thews, B. Mathews, F. May, C.K.

1938-42 1961-63 1961-63 1931-39 1927-63 19441960-63 19611954-63 1949-51 1951196119451920-51 193219311949-53 1950-53 1956-57

Accounting General Management Accounting Accounting Industrial Relations (head of section from 1937) General Commerce Accounting Accounting Marketing General Commerce Industrial Relations Accounting Finance Accounting Marketing Marketing General Management Accounting Economics Accounting General Commerce Accounting Accounting General Commerce

112

APPENDIX A

Monieson, D.D. Parker, J.R.E. Poole, W.H. Post, G.R. Skelton, O.D. Smails, R.G.H. Smyth, J.E. Stewart, LA. Wade, C.B. Walker, C.E. Wood, W.D. Young, F.J.L.

1954-55 19611940-41, 1947-50 1959-63 1937 1922-63 1946-61 1956-59 1939-44 1922-42 1961-63 1956-63

Marketing Accounting General Commerce Finance Economics Accounting Accounting Finance Accounting Accounting Industrial Relations Industrial Relations

School of Commerce established in 1937. Formally known as The School of Commerce and Business Administration. Department of Industrial Relations established in 1944, becomes a separate centre in 1960. School of Business, so-named in 1960. First year of MBA in 1960. T H E E X P A N S I O N A R Y Y E A R S , 1963-78

Abrams, J.A. Arnold, S.J. Atkinson, A. A. Acland, C.D.M. Barnes, J.G. Barrett, F.D. Bird, J.R. Blackmore, W.R. Blasouske, J.D. Bliemel, F. Bonham, D.H. Buchan, P.B. Burgstaller, H.A. Cannon, W.T. Carruthers, N. Cassidy, R.G.R. Catarina, R. Chapman, R.G. Christodoulou, J. Clark, PA. Cloutier, J.E. Collom, F.D.

1965-66 197319711961-70 1973-75 1959-66 19731966-67 1965-67 197319651969196819731972-73 19721961-63 19731965-71 19761970-76 1970-

Accounting Marketing Accounting Accounting Marketing General Management Managerial Economics General Management Finance Marketing Accounting General Management Accounting Finance Management Science Management Science Accounting Marketing Finance Organization Behaviour Operations Research Industrial Relations

Roster of Business-Related Professors Cooper, W.H. Crandall, R.H. Curtis, C.H. Daft, R.L. Daub, M.A.C. Dick, L.K. Downie, B.M. Doyle, J.G. Dundas, K.N.M. Ellert, J.C. Forsyth, J.D. Fullerton, H.V. Gibbins, M. Gordon, J.R.M. Graham, L. Greer, L.N. Hand, R.J. Helmers, H.O. Huff, S.L. Irnken, B.E. Jackson, R.L. Judge, F. Kelly, T.H. Kinnear, T. Law, C.E. Lawrence, C.A. Leonard, W.G. Macdonald, J.A. MacDonald, V.N. Macintosh, N.B. Macmillan, A. Maher, E.D. Macpherson, L.G. McDougal, J.L. McKeen, J.D. McKirdy, J.G.M. Mehra, R. Miklas, W.E. Moncur, R.H. Monieson, D.D. Moore, J.C. Muzondo, T.R. Neave, E.H.

197619611944-72 197319701969-71 1965196119761973196519681971-73 19761971-73 1969195119691973-76 197319731961-63 1968-72 1969-70 1966196319451973-75 1973196719691967-69 1932-72 1931-66 19731967197619651972-75 1961197619761971-

Organizational Behaviour Accounting Industrial Relations Organizational Behaviour Managerial Economics General Management Industrial Relations Finance General Management Finance Finance Operations Research Accounting General Management Computing Science Accounting Marketing Marketing Operations Research General Management Industrial Relations General Management General Management Marketing Operations Research Marketing Accounting Operations Research Organizational Behaviour Accounting Managerial Economics General Management Accounting General Commerce Computing Science Operations Research Management Science Quantitative Methods Organization Behaviour Marketing Accounting Managerial Economics Finance

113

114

Nininger, J.R. Nightingale, D.V. Palda, K.S. Parker, J.R.E. Parkinson, T.H.R. Pazderka, B. Petersen, E.R. Peterson, S.E. Poole, W.H. Rao, R. Richardson, PR. Rorke, C.H. Scott, W.R. Shaftel, T.L. Shapiro, S. Shaw, G.C. Thayer, T.B. Turner, R.E. Tsurimi, Y. Willes, J.A. Wiginton, J.C. Wilson, D.A. Wood, W.D. Wrigley, L.

APPENDIX A

1969-78 197419701961-67 1967-71 197319681973-77 1966-73 197619761970-72 19701976-78 1968-69 1963-65 1973-76 19721968-73 196919731969 1961-63 1968

Organizational Behaviour Organizational Behaviour Marketing Accounting Accounting Managerial Economics Operations Research General Management Marketing Management Science General Management Finance Accounting Operations Research Marketing Finance Accounting Marketing International Business Commercial Law Finance Accounting Industrial Relations General Management

School of Business becomes a separate faculty in 1963. THE G O R D O N ERA, 1978-88

Anger, T.G. Arnold, S.J. Atkinson, A.A. Beatty, C.A. Beck, S.G. Bird, J.R. Bliemel, F. Bonham, D.H. Brooke, M.Z. Buchan, P.B. Burgstaller, H.A. Burns, R.N. Cannon, W.T. Cassidy, R.G.R.

198419731971-79 19861980-82 1973-80 1973-88 19651980-82 19691968198219731972-

General Management Marketing Accounting Industrial Relations General Management Managerial Economics Marketing Accounting International Business General Management Accounting Management Science Finance Management Science

Roster of Business-Related Professors Chambers, F.J. Chapman, R.G. Clark, P.A. Cohrs, J. A. Collom, F.D. Cooper, W.H. Cotton, C.A. Craighead-Cherry, J. Crandall, R.H. Daft, R.L. Daub, M.A.C. Davis, A.H.R. Dee, M.F. Dennis, A. Dowling, J.B. Downie, B.M. Doyle, J.G. Dundas, K.N.M. Ellert, J.C. Ezzamel, M.A.M. Forsyth, J.D. Fullerton, H.V. Gallupe, R.B.

1982-86 1973-78 1976-78 1982-86 1970197619841984-86 19611973-78 197019821982-84 1984-86 1980196519611976-78 1973-78 19861965-78 19681986-

Godard, J.H. Gordon, J.R.M. Greer, L.N. Hand, R.J. Helmers, H.O. Imken, B.E. Jackson, R.L. Johnson, L.D. Koop, G.J. Law, C.E. Lawrence, C.A. Leonard, W.G. Lounsbury, D.J. MacDonald, V.N. Macintosh, N.B. Macmillan, A. McKeen, C.A. McKeen, J.D. McKirdy, J.G.M.

198219761969-82 195119691973-78 197319821984-86 196619631945-78 198019731967196919821973-88 1967-

General Management Marketing Organization Behaviour General Management Industrial Relations Organizational Behaviour Organizational Behaviour General Management Accounting Organizational Behaviour Managerial Economics Finance Organizational Behaviour Computing Science Organizational Behaviour Industrial Relations Finance General Management Finance Accounting Finance Operations Research Management Information Systems Operations Management General Management Accounting Marketing Marketing Finance Industrial Relations Finance Operations Research Operations Research Marketing Accounting General Management Organizational Behaviour Accounting Managerial Economics Accounting Computing Science Operations Research

115

n6

Mehra, R. Miklas, W.E. Monieson, D.D. Moore, J.C. Morgan, I.G. Muzondo, T.R. Neave, E.H. Nightingale, D.V. Nininger, J.R. Oum, T.H. Palda, K.S. Pazderka, B. Petersen, E.R. Rao, R. Richardson, PR. Rombough, D.G. Rutenberg, D.P. Schaan, J.L. Scott, W.R. Smith, J.E. Snetsinger, D.W. Taylor, A.J. Thornton, D.B. Turner, R.E. Wiginton, J.C. Willes,J.A. Withey, M.J. Wong, K.B. Wright, L.

APPENDIX A

1976-78 19651961-88 197619781976-78 197119741969-78 1978-86 1970197319681976-78 19761980-82 19781982-84 1970-84 1980-84 1982-84 19781982-83 1972-88 1973-84 19691982-84 19841986-

Management Science Quantitative Methods Marketing Accounting Finance Managerial Economics Finance Organizational Behaviour Organizational Behaviour Operations Research Marketing Managerial Economics Operations Research Management Science General Management Accounting International Business General Management Accounting Operations Research Marketing Operations Research Accounting Marketing Finance Commercial Law Organizational Behaviour Marketing International Business

Ph.D program begins in 1978. N E W B E G I N N I N G S , 1988-95

Anderson, D.L. Anger, T.G. Arnold, S.J. Barling, J.L Beatty, C.A. Berger, I.E. Bonham, D.H. Buchan, P.B. Burgstaller, H.A.

1989198419731992198619931965-92 1969-95 1968-94

Economics General Management Marketing Organizational Behaviour Industrial Relations Marketing Accounting General Management Accounting

Roster of Business-Related Professors Burns, R.N. Cannon, W.T. Cassidy, R.G.R. Chan, Y.E.

19821973i972~95 1992-

Collom, ED. Cooper, W.H. Cotton, C.A. Crandall, R.H. Cunningham, M.H. Daub, M.A.C. Davis, A.H.R. Davis, S.W. Dowling, J.B. Downie, B.M. Doyle, J.G. Dunne, D. Ezzamel, M.A.M. Fullerton, H.V. Gagnon, L. Gallupe, R.B.

1970197619841961-92 1992197019821989-95 1980-95 1^651961-86 1994-95 1986-90 1968-95 19891986-

Godard, J.H. Gordon, J.R.M. Hand, RJ. Helmers, H.O. Jackson, R.L. Johnson, L.D. Lam, K. Law, C.E. Lawrence, C.A. Lounsbury, D.J. MacDonald, V.N. Macintosh, N.B. Macmillan, A. Macnamara, W.D. McGill, J.I. McKeen, C.A. McKeen, J.D. McKirdy, J.G.M. Miklas, W.E. Milne, F. Monieson, D.D.

1982-92 19761951-88 1969-88 !973~ 19821989-90 1966-95 *963-95 1980-95 *973~ 1967-95 1969-88 199219921982i973~ !967~95 196519921961-95

Management Science Finance Management Science Management Information Systems Industrial Relations Organizational Behaviour Organizational Behaviour Accounting Marketing Managerial Economics Finance Marketing Organizational Behaviour Industrial Relations Finance Marketing Accounting Operations Research Finance Management Information Systems Operations Management General Management Marketing Marketing Industrial Relations Finance General Management Operations Research Marketing General Management Organizational Behaviour Accounting Managerial Economics International Business Operations Research Accounting Computing Science Operations Research Quantitative Methods Managerial Economics Marketing

117

n8

APPENDIX A

Moore, J.C. Morgan, I.G. Morril, C.K.J. Neave, E.H. Neuchterlein, D. Nightingale, D.V. O'Grady, S. Palda, K.S. Pazderka, B. Petersen, E.R. Popov, V. Richardson, A.J. Richardson, G. Richardson, PR. Rudmin, F.W. Rutenberg, D.P. Taylor, A.J. Taylor, S. Thornton, D.B. Todd, PA.

197619781990-92 19711989-93 197419921970-95 19731968199319891992-93 19761992-95 197819781989-90 19941989-95

Turnbull, S.M. Turner, R.E. Weber, C.A. WillesJ.A. Williams, JJ. Wong, K.B. Wright, L.L.

19921972-95 19921969-95 1989-95 19841986-

Accounting Finance Accounting Finance International Business Organizational Behaviour Marketing Managerial Economics Operations Research International Business Accounting Accounting General Management International Business International Business Operations Research Marketing Accounting Management Information Systems Finance Marketing Industrial Relations Commercial Law Accounting Marketing International Business

APPENDIX B SOME SELECTED AWARD W I N N E R S *

Award for Research Excellence, The School of Business (first given 1988) 1988

A.Richardson

1994 S. Turnbull

1989 E. Petersen

1995 J. Barling

1990 W. Cooper

1996 E. Neave

1991 N.Macintosh

1997 D.Thornton

1992

P.Todd

1998 S.Arnold

1993 I. Morgan Commerce Society Teaching Excellence Award (first given 1981) 1981 B. Downie/D. Monieson 1982

J. Dowling

1990 W.D. Macnamara 1991 P. Richardson

1983 D. Lounsbury

1992 L. Wright

1984 L. Johnson

1993 S. O'Grady

1985 V. MacDonald

1994 C. McKeen

1986 D. Monieson

1995 D. Carl

1987 1987 R. Jackson

1996 W. Miklas

1988 P.B. Buchan

1997 J. Moore

1989 K. Wong

1998 G. Cassidy

* The word "selected" is intended to denote the fact that there have undoubtedly been other awards given in the Department/School/Faculty over time (e.g., the intermittent MBA teaching award in the old, two-year program). But there are no consistent records of those, so the awards listed are what we could find. We apologize in advance for any omissions.

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BIBLIOGRAPHY

Ashley, A. 1932. William James Ashley. London: King. Austin, B. 1999. Capitalizing Knowledge: Essays on the History of Management Education in Canada, Manuscript, Brock University. Board of Trustees, Queen's University. Minutes 1937-63,16/17 May 1969. Collegiate Schools of Business. 1980. "Managers for the xxi Century: Their Education and Development." Report of the Annual Meeting, Chicago, June. Creighton, P. 1983. A Sense of Yesterdays. Toronto: Canadian Institute of Chartered Accountants. Daub, M. 1996. Gael Force: A Century of Football at Queen's. Montreal and Kingston: McGill-Queen's University Press, 1996. Drummond, 1.1982. Political Economy at the University of Toronto: A History of the Department 1988-1982. Toronto: University of Toronto Press. Engwall, L. 1992. Mercury Meets Minerva: Business Studies and Higher Education, The Swedish Case. Oxford: Pergamon Press. Frost, S.B. 1976. McGill University. Vol. 2,1895-1971. Montreal and Kingston: McGill-Queen's University Press. Gibson, F. 1983. Queen's University. Vol. 2, 1917-61. Montreal and Kingston: McGill-Queen's University Press. Gordon, R.A., and Howell, J.E. 1959. Higher Education for Business. New York: Columbia University Press. Harvey, P. 1994. Histoire de I'Ecole des Hautes Etudes Commerciales de Montreal. Volume i, 1887-1926. Montreal: Presses HEC. Jones B. 1987. "Origins of Marketing Thought," Ph.D. dissertation. Queen's University School of Business. - and McLean, P. 1995. "Ahead of the Class - The Founding of Commerce at Queen's." Unpublished paper, University of Prince Edward Island School of Business. Laval University, 1997. http: //www.fsa.ulaval.ca/general/histoire/index.html "Histoire de la Faculte des sciences de radministration." LeRoy, B. 1967. "Commerce at Queen's: A Professional Student Society." The Commerceman 22,47-8. Locke, R. 1984. The End of the Practical Man: Entrepreneurship and Higher Education in Germany, France and Great Britain: 1880-1940. London: Jai Press.

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Mackintosh, W.A. 1938. "Adam Shortt 1959-1931." Canadian Journal of Economic and Political Science, 4,164-76. Neatby, H. 1978. Queen's University: And Not to Yield. Vol. i, 1841-1917. Kingston: McGill-Queen's University Press. Nicholson, M.D. 1952. "Queen's Commerce Graduation." B.Com thesis, Queen's University School of Business. Richardson, A. 1989. "Canada's Accounting Elite," The Accounting Historians Journal 16, no. i, 1-21. Richardson, W. George. 1992. Queen's Engineers: A Century of Applied Science 1893-1993. Kingston: Faculty of Applied Science at Queen's University. Rumilly, R. 1966. Histoire de I'Ecole des Hautes Etudes Commerciales de Montreal. Montreal: Beauchemin. School of Business. Queen's University. Calendars, 1961-63. - The Commercemen i, no. i, 1946. - Commerce Program Calendar, 1966-78. - The Inquiry 1-22 (1976-77 - 1994-98). - The MBA Program Calendar, 1966-78. - Research News, 1989-95. Senate, Queen's University. Minutes of meetings 1937-63. Smails, R.G.H. 1959. "The Story of Commerce at Queen's," unpublished paper, Queen's University. - 1949. "The Story of Commerce at Queen's." Unpublished paper, Queen's University Department of Political and Economic Science. Travill, A.A. 1979. Faculty of Medicine, 1854-1979. Kingston and Montreal: McGill-Queen's University Press. Urquhart, M. 1996. "Roster of the Department of Political and Economic Sciences at Queen's 1888 to 1961." Unpublished paper, Department of Economics, Queen's University. Wilson, David A. 1967. "Graduates' Page - What Are You Doing?." The Commerceman 22,65-6.

INDEX

Accounting faculty: early period, 23 Accounting Principles and Practices, 25 Acland, D., 46 Advisory Council, 36, 53, 67, 70, 85 Alcan, 72 American cultural characteristics: "pragamatism," 4 Anderson, D.L., 77-89; appointed dean, 77, formative years, 77- 8, starts second term, 85, leaves two years into second term, 87, legacy, 88, coaching inspiration, 88 Anderson, Teresa, 74 Anger, T.G., 85, 93 Arnold, S.J., 57, 63 Ashley, C.A., 23 Associate Dean, office instituted, 68 Associates Program, 72 Atkinson, A.A., 54, 72 Austin, B., xi B. Com. See Commerce Ballard, J.W., 20 Banking courses; launched 1914,10; content, initial enrolment, 11 Bank of Canada, 25 Bank of Montreal, 72; Chair, 81 Barling, J.I., 87 Barnes, J.G., 57, 63 Barr, K., xii Barrett, F.D., 42, 44, 46; chair, executive programs, 48 Beatty, C.A., 74; appointed head of IR Centre, 95 Beausejour, Dennis, 65 Belzburg, Brent, 65

Benson, E.J., 35, 41 Berger, I., 84 Bird,J.R.,57, 63 Black, William Edgar, 20 Bliemel, R, 57, 63 British Columbia, University of, 20 Bronfman Foundation, 41 Brown, Herb, 48 Bu, N., 87 Buchan, P.B., 54; chair, MBA, 62, 87 Buckingham, K.C., 34 Burgstaller, H.A., 54, 55 Burns, R.E., 20 Burns, R.N., 71, 95 Business as discipline: origins, 3 Business Forecast Luncheon, 70 Caldwell, H.G., 24 Cameron, J.C.: first director of IR, 29, 32, 42 Campus facilities: 1888-1932, 6; during the roaring twenties and depression, 26, 28 Canadian Bankers' Association, 10, 11; Associate, 11; Fellow, 11 Canadian Banker, The, nn-3,63

Canadian banking system, 10 Canadian, Business Studies: early initiatives, 13 Canadian Institute of Chartered Accountants of Ontario (CICAO), 22 Canadian Institute of Guided Ground Transport, (CIGGT), 51 Canadian Journal of Economics, The, 63

Canadian Manufacturers Association, 13

124

INDEX

Cannon, W.T., 57 Cappon, A.: dean, Faculty of Arts, and head of English, 7; case against Commerce, 16 Carnegie Foundation report, 40, 52 Carnegie Mellon University, 57, 63, 68 Carr, A.H., 23, 24 Casserly, Ann, 69 Cassidy, R.G.R., 57, 78, 82; Public Service Commission Citation, 88 Centre for Canada-Asia Business Relations, 75, 80; officially opened, 84 Centre for Resource Studies, 77 Chan, Y.E., 84 Chapman, R.G., 57, 63,72 Chartered Accountants: rethink educational requirements, 42 Chicago, University of, xi, 8n.2,10, 15, 41, 52, 52n.5 Child, Arthur, 27 Chronicle, So CICAO, 26

CIDA (Canadian International Development Agency), 75 Clark, W.C., 6, 8; returns to Queen's, 11; appointed director of Banking Courses, 12; investment banker in Chicago, 12; deputy minister of Finance, 12, 29; making case for Commerce, 17; director of Commerce courses, 20, 26 Cloutier, J.E., 57 Cohrs, J.A., 69 Coleman, J., head, Department of Mathematics, 64 Collom, F.D., 54, 55 Commerce: eightieth anniversary, xi, 97; first degree course, 14; arguments in favour of beginning program, 15; original program, 17-19; first faculty, 20; first graduates, 20; first woman graduate, 20; honours system adopted, 24; graduates (1919-37) 25, (i937-63) 37/ (196378), 53, (1978-1988), 71, (1989-98)

97; graduates killed in wwu, 32; postwar enrollment surge, 33; seventieth anniversary, 80 Commerce Society: formed, 53, 68; twentieth anniversary, 80, twentyfifth anniversary, 84 Commerce-man, 32 Commons, House of, 80 Conference Board in Canada, 70 Continuing Education, renewed emphasis, 67 Cooper, W.H., 63 Corry, J.A., 27, 35, 42, 45, 50 Course orientation: vocational vs liberal arts, 15 Court, Dave, 76 Cowan, J.S., v.p. Resources, 93 Crandall, R.H., 46; first chair Ph.D program, 59, 81 Cunningham, M.H., 81, 93 Curriculum - changes (1949), 34, 35; in the fifties, 36; and Ford/Carnegie studies, 41; 1998, 94; emphasis on leadership and organization behaviour, 90 - half-year courses, 39 - B.Com (1976-78), 60 - MBA (1976-78), 61; Changes in, 74 - reviews: B.Com, 69, 91; MBA, 69 - MBAST (1996-97), 94 - B.Com (1998), 96 Currie, A.W., 27 Curtis, C.A., 24, 26, 32, 41, 46 Curtis, C.H. (Connie), 46 Daft, R.L., 57, 63, 72 Daub, M.A.C., 54, 55, 63 Davis, A.H.R., 71 Dee, M.A., 69 Department of Industrial Relations: instituted, 32 Deputy Ministers' Forum, 82 Derivatives conferences, 81 Deutsch, J.: steady state enrolment strategy, 57; on changing curriculum, 61

Index Dinning, Jim, 65 Distance education, 85 Dixon, B., 44 Dodge, D., 83 Donald Gordon Centre, 59 Dowling, J.B., 68, 95 Downie, B.M., 49, 63 Doyle, J.G. (Jerry), 48 Duncan, Pauline, 48 Dundas, K.N.M., 63 Dunne, D., 91 Dunning, Avery Charles (Com '41), 38 Dunning, Charles Avery (chancellor), 38 Dunning Hall, 28; opening 1959, 38, 39 Eakins, Beatrice, 20 Economic Council of Canada, 32, 57 EDS (Electronic Data Systems Corporation), 93 Ellert, J.C., 57; MBA chair, 62, 63, 74 EMBA (Executive Masters in Business Administration), 3in.a, 82 - 3, 85, 92-3, 95n.6, 99, 100, 102 Epstein, Gloria, 65 Executive Education: programs launched, 42; summer school, 42, 48; facilities, 58; programs, 66; three-week residence program resumed, 68, 72; Executive MBA, 82 Extension courses expanded (SICAO, TCAO), 34 Faculty Board, 85 Faculty influx (1969-74), 54-7 Federation of Deans for Canadian Schools of Business, 75 Financial Control officer appointed, 93 Financial management, 63 Financial Post, 68 Ford Foundation study, 40, 52 Forsyth, J.D., 49; MBA chair, 53, 62, 63 Fraser, R.: v.p. Resources, thesis advisor, 78

125

French physiocrats, 4 Fullerton, H.V., 52, 63, 69, 81 Fyfe, W., 29 Gagnon, L., 81 Gallupe, J.B., 74 Galvin, B.J.B., 36 German Historical School: emphasis on practical, 4 Giammarino, R.M.P., 63 Gibbons, M., 54, 55 Gibson, F., xii Godard, J.H., 74, 84 Goodes, Mel, 43, 70, 84, 93, 94 Gordon and Howell report, 41 Gordon Era, 66-77; appointed dean, 65,66; formative years, 66; second term, 72; accomplishments, 75; chair MBAST, 76 Gordon Royal Commission, 39-40 Graduates B.Com. See Commerce, graduates Graduates MBA: class of 1974, v, xii; expand (1963-78), 53, (1978-88), 71, (1989-98), 97 Gray, Jennie, 48 Greer, L.N., 54 Hall, Richard, 65 Hand, R.J., 35, 41, 46, 50 - 65; chair, Commerce, 48; appointed dean, 1966,50; formative years, 50; recruiting activities, 52; vision of the School, 52 Harvard University Business School, xi, 8, 15 Heasman, George, 20 Heaton, H., 24 Helmers, H.O., 55, 59 Herstomnceux Castle, 8in.7,88 Home for Friendless Women and Children, 28, 35, 73 Huff, S.L., 57 ICBC (Intercollegiate Business Competition), 68 Imkin, B.E., 57

126

INDEX

Industrial Relations Centre, 95 Industrial Relations Unit: founded, 29 Industrial Relations Department, 36 Information Systems, 74 Innis, Harold, 8 Institute of Canadian Bankers, 88 Interactive video conferencing, distance education, 85 International exchanges, 70, 71 Internationalization, move towards, 70 International Study Centre, 81. See also Herstmonceux Castle Jackson, R.L., 57; chair B.Com, 80 Johnson, J.R, 10 Johnson, L. D., 74, and Herstmonceux castle, 88 Jones, B., xi, xii, 3, 15 Journal of Accounting Research, The, 63 Journal of Canadian Bankers Association, The, 5, iin.3 Journal of Marketing Research, The, 63 Judge, R, 44, 46 Kaiserslautern University, 57,80 Kehoe, Mike, 76 Kinnear, T., 55 Kirby, M., 83 Knox, R A.: appointed, 23, 32; becomes department head, 35 Koznets, R., 94 L'Ecole des Hautes Etudes Commerciales de Montreal, 13 Law C.E., 51, 63 Lawrence, C.A., 44, 46; appointed B.Com chair, 52; appointed acting dean, 65, 81 Leacock, Stephen, 8 Leech, Jim, 65, 70 Leggett, W., 87, 91 Leheigh University, 58 Leonard, W.G., 32; appointed director of Professional Courses,

34, 46; acting dean of School 1965-66, 50 Light, Walter, 70 Lounsbury, D.D., 69 M.Com, 15 M.Sc. in Management: introduced, 86,87 Macdonald, J.A., 57 Macdonald, Sir John A., 4 Macdonald, V.N., 57 MacDonald Royal Commission, 40 MacDonnell, J.: case against Commerce, 16 McDougall, J.L., 27, 46 McGill, J., 84 McGill University, 13, 86 Macintosh, N. B., 52; MBA chair, 62; awards from professional accountants, 88,91,95 Mackintosh, W.A., 8, appointed, 20; acting head of department and director of commerce courses, 23; Sir John A. Macdonald Professor, director of courses in Commerce, and head of department 24, 29; appointed director of the School, 30; wartime service, 32; principal, 35, 37- 8; concern over CA students, 42 McKeen, C.A., 69 McKeen, J.D., 57 McKenney, L., 42 Mackintosh-Corry Hall, 58 McKirdy, J.G.M., 51, 70, 71,95 McLean, P., xii, 3,15, 91 MacMillan, A., 55, 63 Macnamara, W.D., 81; and Herstmonceux castle, 88 McNeil, W.E., 29 Macpherson, L. G., 27; director of School, 39, 41; first dean, 46; appointed V.P. Pinance, 50, 77 Management Science, 63 Matthews, B., 34 Matthews, R, 34 Max Bell Poundation, 84

Index Maybee, R.D. (Ralph), 48 MBA: fortieth anniversary, xi; program launched, 41, 55; thirtieth anniversary, 80; traditional format abandoned, 85; fortieth anniversary, 97; graduates, see EMBA, Graduates MBA MBA graduates. See graduates, MBA MBAST (MBA in Science and Technology), 3in.a, 58, 99, 100, 102, launched, 85-6, first graduating class, 93 Mehra, R., 63 Meister, D., 97 Merriman, R.O., 24, 27 Miklas, W.E., 55; MBA chair, 62; acting dean, 84, 87 Mintzberg, Henry, 83 Mitchell, H. supervisor of Banking courses, 11 Moncur, R.H., 57, 63 Monieson, D.D., 36, 44, 46, 50, chair MBA program, 48, 53, 69, 81, 84 Moore, J.C., 63 Morgan, I.G., 68, 81 Morrow, E.H., 20 Moscow Centre for u.s. and Canadian Studies, 81 Murray, E.J., 87 Muzondo, T.R., 63 Nabisco chair, 72, 81 Nathan, A., 91 National Executive MBA (NEMBA), 85 Neatby, H., xii Neave, E. H., 55, 63,81,88 Neuchterlein, D., 80 Newman, Peter, 83 New York University (NYU), 15 Nightingale, D.V., 57, 63, 68, 82; director of Executive and EMBA programs, 92 Nininger, J.R., 55, 63,70 North America Business School Deans, 69 Northey, M.E.: formative years, 90; agenda, 91

127

NSERC (National Science and Energy Research Council), 72 Oates, T. W., 20 OECD (Organization for European Cooperation and Development), 80 O'Grady, S., 84 O'Neil, Tom, 65 Ottawa, University of, 83 Ouimet, Gilles, 65 Oum, T. H., 68, 74 Palda, K. S., 41, 55, 63, 74, 87 Parker, J.R.E., 46 Parkinson, T.H.R., 55 Parkinson-Marcoux, Dee Dee, 65 Pazderka, B., 57, 63 Pennsylvania, University of (Wharton School of Finance), 4 Perspectives on Management, 42,48 Peters, Doug, 43 Petersen, E.H., 63, 80 Peterson, E.R., 52 Ph. D. program: twentieth anniversary, xi; formulated, 59; installed despite funding snag, 62; first students enrolled, 63; graduates first women, 74; passes first provincial review, 84; twentieth anniversary, 97 Philosophy Department, Queen's, 4 Pitfield, M., 83 Policy Studies, School of: location of IR Centre, 43 Political Science Department, Queen's, 4 Poole, W.H., 51 Popov, V., 81 Proctor and Gamble, 84 Professional Correspondence Courses: dropped, 53-4 professional managers: need for, 3 Program for Public Executives, 78, 82 PROPS computer program: released, 80

128

INDEX

QBET (Queen's Business Environment Today), 67 Radler, David, 65, 70 Rao, R., 63, 72 Reid, D., 97 Rennes, University of, 70 Research output, 63 Research Program, established, 72 Reuber, Becky, 74 Richardson, A., xii, 74, 84, 91 Richardson, A.J., xi Richardson, PR., 63 Richardson family, Winnipeg, 29 Rodrigues, L., xii Rogers, Norman, 27, minister of Labour, 29 Rogers, Ted, 83 Rombough, Doug: first president Commerce Society, 53 Rorke, C.H., 55 Roselawn, 59 Rowell-Sirois Report, 25 Rutenberg, D. P., 68, 71, 75 Saskatchewan, University of, 11, 77 School of Commerce and Business Administration: formed, 30; renamed School of Business (1961), 43; gains faculty status (1963), 45. See also Commerce Scott, W.R., 55, 63 Segall, H., 83 Sesquicentennial celebrations, Queen's, 83 Shaftel, T.L., 63 Shapiro, S., 52 Shaulis, L.I., 20 Shaw, G.C., 44, 46 Shaw Correspondence School, 11 Shearer, T, 87 Shortt, A.: appointed lecturer, 4; appointed Sir John A. Macdonald Professor of Political Science, 4; empirical writings, 5; medal winner, Queen's and Edinburgh, 5, 6 Simms, W., 63

Simon, Herb, 83 Skelton, O.D.: appointed, 6; founder of business studies at Queen's, 6; distinguished academic career, 7; succeeds Shortt as department head, 8; pushes for separate School of Commerce, 8; views on need for "educated managers," 8; views on establishing business studies at Queen's, 8-10; distinguished career in federal public service, 8; focus: technical vs. cultural, 10; for expanding extra-mural activities, 10; appointed editor of Journal of the Canadian Bankers' Association, 11; appointed director of Banking courses 11; appointed dean of Arts, 11; making the case for Commerce, 16; appointed deputy minister of External Affairs, 23, 87 Slater, D., 32 Smails, R.G.H., xii, 23, 24, 25, 32; appointed director of School, 35, 38,40,87 Small Business Consulting Program, 51, 67, 70 Smith, D.C., 78 Smith, S., 92 Smyth, J.E., 33, 87 Soberman, D., 33 Sobey, Don, 43 Society of Management Accountants, 84 Speal, George, 43 Stackhouse, Richard, 43 Staffing strategy: Queen's "grow our own," 21 Staples, D.S., 97 Sterling, M., 94 Stewart, I.A., 36 Student enrolment, 1910-11, 6 Sulley, J., xii Sultan, Ralph, 70 Takamodo, Prince and Princess of, 84 Taylor, A.J., 80 Taylor, S., 81

Index Texas case competition, 93 Thailand, 75 Thayer, T.B., 57 Thornton, D. B., 84; awards from Professional Accountants, 88 Todd, P.A., 79, 95 Toronto, University of, 11, 13; English Department, 90 Toronto Alumni Club, 72 Toronto Board of Trade, 13 Trade Commissioner's Service, federal, 20 Travill, A.A., xii Tsurumi, Y., 52 Turnbull, S.M., 81 Turner, R.E., 57, 63, 87 U.S. National Monetary Commission, 10 Urquhart, M., xi, xii

Warner Lambert, 84,94 Watson, George, 65 Watts, R.L., 65 Welker, M.A., 87 Western Ontario, University of; 36, 85,86,94 Wiginton, J.C., 57, 58, 63 Willes, J.A., 55, 95 Williams, J.J., 79 Wisconsin, University of, 10 Women, evolving role in programs and faculty, 69 Wong, K.B., 74, 85, 93 Wood, W.D.: appointed director m Centre, 42 World War II: impact and aftermath, 31-3 Wright, L.L., 74, 75, 80, 84 Wynne, W.H., 23 Yu, W.W., 97

Wales, Prince and Princess of, 83 Walker, C.E., 23, 24, 25, 32 Wallace, R., 29

129

Zellner, A., 59 Zimbabwe, 63