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Reshaping the undergraduate business curriculum and scholarship experiences in Australia to support wholeperson outcomes

Reshaping the undergraduate business curriculum and scholarship experiences in Australia to... Purpose In the face of continued criticism from Australian higher education stakeholders regarding problems with undergraduate business education outcomes it is notable that little change has occurred to the philosophy, and the learning and scholarship activity underpinning Australian undergraduate business education since the early 1970s. Exceptions of recent times though include The Universities of Melbourne UM and Western Australia UWA, Macquarie University MU and The Australian Catholic University ACU. The purpose of this paper is to comment on this criticism and critique existing Australian curriculums and scholarship practices, and offer a potentially more informed and improved pathway.Designmethodologyapproach The paper expresses a viewpoint in critiquing Australian undergraduate business practices including external stakeholder commentary, and supports a renewed curriculum focusing on personal growth and the early career needs of business undergraduates.Findings The paper argues for a more informed foundation to the undergraduate business curriculum to wit, the traditional Aristotelian classical liberal approach, including scholarship aspects which assist in enhancing student values.Research limitationsimplications Whilst the paper is limited to Australia, implications exist for other Western and Asian higher education environments. The paper is also limited to undergraduate business education, but also has implications for other undergraduate disciplines.Originalityvalue Whilst not entirely original in its approach the paper seeks a more informed balance of teaching, learning and scholarship approaches away from the traditional studia divinitatis approach based in skills and specialised knowledge, in favour increased attention to a studia humanitatis perspective, in pursuit of three principles intellectual enhancement, moral behaviour and aesthetic appreciation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Education and Development Studies Emerald Publishing

Reshaping the undergraduate business curriculum and scholarship experiences in Australia to support wholeperson outcomes

Fish, Alan
Asian Education and Development Studies , Volume 2 (1): 17 – Jan 4, 2013
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References (28)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-3162
DOI
10.1108/20463161311297635
Publisher site
See Article on Publisher Site

Abstract

Purpose In the face of continued criticism from Australian higher education stakeholders regarding problems with undergraduate business education outcomes it is notable that little change has occurred to the philosophy, and the learning and scholarship activity underpinning Australian undergraduate business education since the early 1970s. Exceptions of recent times though include The Universities of Melbourne UM and Western Australia UWA, Macquarie University MU and The Australian Catholic University ACU. The purpose of this paper is to comment on this criticism and critique existing Australian curriculums and scholarship practices, and offer a potentially more informed and improved pathway.Designmethodologyapproach The paper expresses a viewpoint in critiquing Australian undergraduate business practices including external stakeholder commentary, and supports a renewed curriculum focusing on personal growth and the early career needs of business undergraduates.Findings The paper argues for a more informed foundation to the undergraduate business curriculum to wit, the traditional Aristotelian classical liberal approach, including scholarship aspects which assist in enhancing student values.Research limitationsimplications Whilst the paper is limited to Australia, implications exist for other Western and Asian higher education environments. The paper is also limited to undergraduate business education, but also has implications for other undergraduate disciplines.Originalityvalue Whilst not entirely original in its approach the paper seeks a more informed balance of teaching, learning and scholarship approaches away from the traditional studia divinitatis approach based in skills and specialised knowledge, in favour increased attention to a studia humanitatis perspective, in pursuit of three principles intellectual enhancement, moral behaviour and aesthetic appreciation.

Journal

Asian Education and Development Studies – Emerald Publishing

Published: Jan 4, 2013

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