Common academic expectations in an American University

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Common academic expectations in an American University

This paper explores the academic goals and requirements for the Seattle University Undergraduate program, accounting major. Compared with American Cultural Patterns, the university has prepared its courses in line with the traditional American culture. Three major themes, straight-line thinking, measurable achievement, and motivation will be explained in depth.

Seattle University, as a leading university in the US, is “dedicated to educating the whole person, to professional formation, and to empowering leaders for a just and humane world” (Seattle University website, 2018). The mission showed that the university is now only focusing on teaching the students how to be a useful person in their own academic arena, but also committed to nurturing leaders for the world in the future. The university values the welfare of the students, the academic standing of the students, the diversity of the campus community, the faith in Jesuit Catholic ethos, the importance of justice, and the value of leadership (Seattle University website, 2018). These values apply to all of the students in the university instead of just the accounting major. Leadership is a criterion that appeared in both the mission and the values of the university, signaling that the university really emphasizes how the person can influence the society in a positive way upon graduation.

To reach the mission and values, the university has courses to educate the students.  Even if you choose a specific major, there are still core classes to finish. Although they may seem irrelevant to accounting, they are essential in shaping a good person that values Jesuit traditions, justice and leadership once stepped out into the society. These core classes include academic writing, seminars in humanities, social science, natural sciences, philosophy, ethics, religion, and etc. No matter which academic major the student chooses, how to become a useful person is even more important. The next level of core courses is at the business school level, that is, required for all business school students. These classes are prerequisites for the student to learn more about the general business environment, including micro and macroeconomics, introduction to accounting, business communication, business statistics, introduction to marketing, management and etc. In the third step is the accounting major and some of the required classes are Intermediate financial accounting, cost accounting, auditing and etc. These classes will be useful for everyone who pursue an accounting profession in the future. More classes that only pertains to certain positions in the accounting profession are offered as elective courses. As Stewart and Bennett stated, Americans preferred straight-line of events that answers the “why” question (Stewart and Bennett, 37). The way how the university structures its courses answered the “why” question in a human being’s development perfectly and is consistent with the American culture. A student needs to have a general understanding of the world, the social science, the humanities, the natural sciences and etc. to become an adaptive person to the social environment. Without these, any professional knowledge is useless because you cannot survive in the society. With the solid base set out, the student can then go on to learning more about the business environment, the general environment where a typical business graduate student will work at. Knowing more about the business manners and ethics is more important than the accounting specifics. Only when these are learned, the student can go on to a more specific professional field. This is a straight line and operational thought of systematic learning. With each step, the student can discover the agent and answer the “why” question in their heads. They can understand the purpose of the sequence of classes and how they all build up to form a useful person to the society.

Some of the courses needs to be taken in sequences because some prerequisite classes explain essential knowledge that is needed to take a higher-level course. For example, introductory accounting needs to be taken before intermediate accounting. This is consistent with the idea in Stewart and Bennett, that Americans prefer measurable achievement (Stewart and Bennett, 78). The fact that a student finished an introductory course can give the student satisfaction and confidence. With this knowledge base, he or she is ready to face a greater challenge, the next level of courses in the major. The different level of courses can serve as a reward and recognition for the student for he has mastered the material in the previous level. With step-wise goals and rewards, the student can have more motivation to continue his or her studies in the field instead of facing a field too wide to study all in one step.

The university hopes that the students will not only gain academic and professional skills, but also hold other values, such as faith and integrity, that are critical for living in a society. Students need to be well-rounded instead of just knowing the material from the books. The business school career and placement center stated that they are “helping students to prepare for a future, not just a job” (Seattle University Website, 2018). As explained in Stewart and Bennett, Americans need motivation to drive the daily behavior and activities (Stewart and Bennett, 76). To many students, getting a decent job upon graduation and an ambition for a successful future career is the motivation to study hard in the university. The business school grasped the students’ need for motivation and offered career guidance and seminars to visualize their goals upon graduation. After the step-wise studies, the ultimate goal after graduating is to lead a life that has a job meaningful for the society. While some students are unclear about the future, the career center at the business school served a critical role in shaping the goal of education.

In conclusion, Seattle University offered an education that nurtured useful person to the society by stressing the value of academic excellence, faith, justice, diversity, and leadership. Consistent with the American culture, the education here at Seattle University demonstrated how the Americans liked straight-line thinking, preferred measurable achievement and motivation.

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