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Article: The business studies first degree: Institutional trends and the pedagogic context

TitleThe business studies first degree: Institutional trends and the pedagogic context
Authors
Issue Date1997
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching in Higher Education, 1997, v. 2 n. 1, p. 45 - 57 How to Cite?
AbstractThis paper focuses on the BA in Business Studies (BABS) drawing on interviews with 31 lecturers across four representative institutions. The first section examines the impact of institutional trends on the BABS degree. Fragmentation and diversification of degree programmes is explained by reference to a post‐Fordist analysis of system‐wide change across UK higher education. The second section analyses the pedagogy of lecturers who contribute to a BABS degree. Lecturers with disciplinary roots in social science disciplines such as Economics or Sociology argued that their primary goal was to produce ‘critical thinkers’ better able to adapt in a post‐Fordist business environment. Other lecturers, who identify with subject areas more closely allied to the business context, such as Accountancy or Information Systems, favour a pedagogy emphasising student acquisition of technical knowledge and skills. These lecturers expect students to synthesise and select from a body of knowledge, rather than evaluate it critically.
Persistent Identifierhttp://hdl.handle.net/10722/169895
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802

 

DC FieldValueLanguage
dc.contributor.authorMacfarlane, BJen_US
dc.date.accessioned2012-10-26T00:48:34Z-
dc.date.available2012-10-26T00:48:34Z-
dc.date.issued1997en_US
dc.identifier.citationTeaching in Higher Education, 1997, v. 2 n. 1, p. 45 - 57en_US
dc.identifier.issn1356-2517en_US
dc.identifier.urihttp://hdl.handle.net/10722/169895-
dc.description.abstractThis paper focuses on the BA in Business Studies (BABS) drawing on interviews with 31 lecturers across four representative institutions. The first section examines the impact of institutional trends on the BABS degree. Fragmentation and diversification of degree programmes is explained by reference to a post‐Fordist analysis of system‐wide change across UK higher education. The second section analyses the pedagogy of lecturers who contribute to a BABS degree. Lecturers with disciplinary roots in social science disciplines such as Economics or Sociology argued that their primary goal was to produce ‘critical thinkers’ better able to adapt in a post‐Fordist business environment. Other lecturers, who identify with subject areas more closely allied to the business context, such as Accountancy or Information Systems, favour a pedagogy emphasising student acquisition of technical knowledge and skills. These lecturers expect students to synthesise and select from a body of knowledge, rather than evaluate it critically.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.aspen_US
dc.relation.ispartofTeaching in Higher Educationen_US
dc.titleThe business studies first degree: Institutional trends and the pedagogic contexten_US
dc.typeArticleen_US
dc.identifier.emailMacfarlane, BJ: bmac@hku.hken_US
dc.identifier.authorityMacfarlane, BJ=rp01422en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/1356251970020104en_US
dc.identifier.volume2en_US
dc.identifier.issue1en_US
dc.identifier.spage45en_US
dc.identifier.epage57en_US
dc.publisher.placeUnited Kingdomen_US

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