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Twelve faculty directors of graduate liberal studies programs primarily in the US were interviewed by recorded telephone conversation in an effort to understand how they define interdisciplinarity, the intellectual aims to which they aspire, and their views about the nature of reality in knowledge development. Classification of their comments reinforces other writers' observations that scholars differ in the degree to which knowledge integration defines interdisciplinarity and they differ in the degree to which they believe interdisciplinary knowledge is endogenous or exogenous to the university. Based on their views of knowledge integration and the social relevance of knowledge, four types of interdisciplinary scholars are hypothesized. Of additional interest are the perceived functions of interdisciplinary work and the way that these scholars by-pass philosophical debates about the nature of reality in favor of their practices of scholarship. Implications for the nature, meaning, and practice of interdisciplinarity are discussed.

Capitalism transforms its own social foundations even as it holds forth the prospect of continuing human advancement. This paper examines changes in nation-state, civil society, and democracy in response to the forces of global capitalism. These institutions, all associated with Western liberalism and the advent of industrialization, represent forms of social integration important to the success of capitalism. However, they appear to be deeply affected by economic globalization, and their capacities to ensure social stability are in question. This analysis leads to policy directions for reducing the socially-corrosive effects of global capitalism, strengthening the capacities of foundation social institutions, and exploring a value synthesis between liberalism and moral community.

AbstractAs nonprofit management education develops, it has the opportunity to consider new premises concerning managers' roles. In the design and
practice of traditional management education, managers are assumed to be the ultimate users of knowledge. Less attention is given to educating
managers to be knowledge generators who combine intimate understanding of issues, problems, and settings with established theory and methods. Based on
a discussion of three research projects undertaken in nonprofit settings by participants in a doctoral program for advanced practitioners at the
Weatherhead School of Management at Case Western Reserve University, we describe seven dimensions of practitioner‐scholar inquiry. The pattern
of practitioner‐scholar research that emerges from these research projects is contrasted with two other modes of knowledge production.
Implications for practitioner‐scholar inquiry and for the education of practitioner‐scholars in the nonprofit sector are discussed.

While the public sector in the US has no consistent policy toward small businesses, some of its policies create problems, particularly relating to higher costs, eg, of compliance with regulations for small businesses, of financing, & of procurement competition. Governmental efforts to resolve these problems are outlined. On the other hand, several forms of preferential treatment for small business can also be identified. 28 References. W. H. Stoddard