By Mrs Ana-Maria Buta, Course Coordinator L3-L4 – Business, Module
Leader, FSB Croydon | Article Date: 12/02/2026
At Fairfield School of Business, our classrooms are full of future
entrepreneurs, health practitioners, criminologists, managers, and
digital innovators. Students across all disciplines learn to analyse
information, evaluate evidence, and build informed strategies. But
behind every professional decision lies a story and behind every story,
a human being.
That’s where literature comes in.
In a world driven by data, deadlines, and assessments, literature reminds us
of the why behind the what. Whether students encounter
academic literature, biographies, case studies, narrative-driven research,
or professionally published non-fiction, these texts develop empathy,
imagination, and critical reflection qualities that help FSB students not
only understand systems, policies, and organisations, but also the people
within them.
FSB students engage with this intellectual landscape through a rich
constellation of e-books, scholarly databases, open-access archives, and
multimedia sources such as documentaries, podcasts, and practitioner
testimonies. These resources provide far more than information: they immerse
students in textured narratives of real-world practice, confronting them
with lived experiences, competing perspectives, and ethically intricate
dilemmas. In doing so, they cultivate a reflective disposition—one that
enables students to analyse human motivations, appreciate contextual nuance,
and recognise the moral dimensions underpinning professional judgement.
Literature in this broader sense becomes the silent curriculum of
higher education, shaping how we think, relate, and lead across business,
health, criminology, and beyond.
Reading as Thinking: Literature and the Analytical Mind
At FSB, students in business management and entrepreneurship learn to
make decisions using evidence, logic, and strategy. These are the same
intellectual habits cultivated by literary study.
When reading a novel like George Orwell’s 1984, we interpret
motives, analyse power structures, and consider ethical consequences, the
same skills used in leadership and organisational analysis.
As Brookfield (2017) emphasises, authentic critical reflection arises when
learners interrogate their own assumptions and confront the boundaries of
their understanding. Literature cultivates precisely this fertile space of
intellectual discomfort and inquisitiveness. By engaging with complex
narratives, contested viewpoints, and richly contextualised scenarios,
students are trained to think autonomously, evaluate competing perspectives,
and synthesise reasoned, evidence-informed judgements – skills indispensable
to navigating the intricate landscapes of business, policy, and management
(Facione, 2020).
Empathy and Emotional Intelligence in the Classroom
FSB students often study teamwork, leadership, and customer relations areas
where emotional intelligence is key. But emotional intelligence is not built
through PowerPoint slides alone; it grows through human connection and
imagination.
Reading authors such as Chimamanda Ngozi Adichie, Zadie Smith, or Khaled
Hosseini allows students to experience diverse cultures and struggles.
Goleman (2018) identifies empathy as a core leadership competency;
literature develops it naturally.
Nussbaum (2010) calls this narrative imagination the ability to
understand others’ emotions through story. For FSB students preparing to
work in global business environments, this skill is more valuable than ever.
Literature doesn’t just teach us how to write; it teaches us how to
understand.
Storytelling: The Hidden Skill Behind Business Success
At FSB, communication is one of the most emphasised employability skills.
Whether pitching a business idea or presenting a marketing plan, students
must persuade, inspire, and engage and storytelling is central to this.
Research shows that narrative competence is a key communication tool for
leaders because it helps them motivate others, shape organisational culture,
and influence decision-making (Gill, 2011; Denning, 2011).
Every entrepreneur tells a story. Every business report, every brand, and
every strategy is, at its heart, a narrative. Green and Brock (2000)
demonstrate that stories persuade more effectively than facts alone because
they engage audiences emotionally and intellectually. Dahlstrom (2014) also
argues that storytelling transforms complex ideas into clear, relatable
messages, making it an essential skill in business communication.
Literature strengthens these abilities by teaching students how narrative
rhythm, structure, and emotional tone work. Engaging with fiction enhances
narrative reasoning and empathy key foundations of impactful communication
(Nussbaum, 2010; Oatley, 2016). By studying stories, FSB students learn to
craft compelling narratives about their companies, their communities, and
themselves, becoming communicators who can lead with clarity and influence.
Finding a Voice: Literature as Personal and Professional Growth
Education at FSB is not only about passing modules; it’s about developing
identity and confidence. Hooks (1994) describes education as “the practice
of freedom” a process of finding one’s voice.
When FSB students engage deeply with literature, they encounter profound
moral questions that illuminate and shape their emerging professional
values. Immersion in narratives of resilience, as exemplified by Maya
Angelou, or of justice, as portrayed by Harper Lee, invites learners to
interrogate their own ethical compass, clarify their ambitions, and refine
their distinctive leadership style. In this way, literature becomes both a
mirror and a guide, building introspection that is as intellectually
rigorous as it is personally transformative.
Yorke (2006) reminds us that employability is more than technical ability;
it’s also self-awareness, integrity, and reflection. Literature encourages
all three. It gives students the courage to think differently and the
language to express it. It does this by exposing learners to diverse
viewpoints, complex moral situations, and characters who challenge
assumptions. Through analysing narrative choices, debating interpretations,
and reflecting on ethical dilemmas, students practise articulating ideas
clearly and defending their reasoning. This process helps them build
confidence in expressing their own perspectives while becoming more open to
the viewpoints of others.
Why FSB Students Should Reclaim Literature
At FSB, literature is more than an academic subject; it is a tool for
developing empathy, critical thinking, and communication skills that turn
managers into leaders. Through dedicated modules, guided reading, and
experiential learning activities, students learn what literature
offers (new perspectives, ethical dilemmas, and human experiences) and
how to apply these insights to real-world business challenges.
Through the careful analysis of characters, conflicts, and contexts,
students hone their judgment and refine the art of decision-making. Engaging
in group discussions and reflective exercises, they practise the delicate
balance of articulating ideas with clarity while listening with genuine
attention—core communication and collaboration skills that underpin success
in business and beyond. Literature provokes learners to confront and
interrogate values such as integrity, fairness, and responsibility, serving
as a crucible in which their professional identity is forged.
At FSB, literature is never peripheral; it is a catalyst for both personal
insight and professional evolution. It equips students with the discernment,
ethical grounding, and empathetic understanding necessary to navigate
complexity and lead with thoughtfulness in increasingly diverse workplaces
and communities. So, if literature can shape the leaders of tomorrow, what
stories will shape you?
References
Barnett, R. (2000)
Realizing the University in an Age of Supercomplexity.
Buckingham: Open University Press.
Brookfield, S. (2017) Becoming a Critically Reflective Teacher. 2nd
ed. San Francisco: Jossey-Bass.
Dahlstrom, M. (2014) Using narratives and storytelling to communicate
science with nonexpert audiences.
Proceedings of the National Academy of Sciences,
111(4), pp.13614–13620.
Facione, P. (2020) Critical Thinking: What It Is and Why It Counts.
Millbrae, CA: Insight Assessment.
Goleman, D. (2018)
Emotional Intelligence: Why It Can Matter More Than IQ.
London: Bloomsbury.
hooks, b. (1994)
Teaching to Transgress: Education as the Practice of Freedom.
New York: Routledge.
Nussbaum, M. (2010)
Not for Profit: Why Democracy Needs the Humanities.
Princeton: Princeton University Press.
Yorke, M. (2006)
Employability in Higher Education: What It Is – What It Is Not.
York: HEA.
