humanitate” |
questionnaire, results be compiled and published in a booklet that
would be available for purchase. The booklet that subsequently ap-
peared identified courses but not teachers. The experiment was not
renewed in later years.
The Babcock Graduate School of Management admitted its first
students in the fall of 1971. Three options were available to them: a
resident two-year Master of Business Administration program; a
Master of Management course of study designed to prepare students for
work in non-profit sectors of the economy; and a M.B.A.-Executive
program for working managers with at least ten years’ experience
who would attend classes one day a week, on alternate Fridays and
Saturdays, over a twenty-month period. The M.B.A. and the M.M.
programs were to share a common core curriculum for the first
year. The first Babcock class included thirty-three students in the
resident program and twenty-six in the executive programs.
In preparation for Babcock’s first year Dean Carlson had re-
cruited a strong faculty with degrees from prestigious universities
and had secured resources that promised financial stability. The
students were in place. But during the first month of the school
year irreconcilable differences between the Dean and the faculty
emerged, and Carlson submitted his resignation, saying that he
wanted to devote himself full-time to teaching.1 Jack Ferner (B.S.,
University of Rochester; M.B.A., Harvard Business School), who
had originally been appointed Director of External Affairs, was
named Acting Dean. The transition was smooth, but the tensions
of that first fall left a legacy of controversy that troubled the school
for years to come.
The School of Law, under Dean Bowman, was authorized to begin
a three-million-dollar campaign to include funds for a three-story,
$500,000 addition to the law building. Mrs. Clara Carswell gave
$235,000 toward that goal, and the building was later named the
Guy T. Carswell Law Building in memory of her late husband. The
Carswells were already recognized and appreciated by Wake Forest
for the scholarship program they had established four years earlier.
In the spring, not long before Commencement, President Nixon
announced that the United States was imposing a blockade on ship-
ping destined for North Vietnam. This action by the government
prompted—after a relatively calm year—a reawakening of opposition
to the war, and on May 11 a “war awareness rally,” organized by
Scales thanked
Carlson for his
achievements in
“securing resources”
for the School, em-
ploying a “brilliant
faculty,” and admit-
ting a “strong class
of students.”
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