Business Studies in Higher Education: Towards a New Understanding

Total Page:16

File Type:pdf, Size:1020Kb

Business Studies in Higher Education: Towards a New Understanding BUSINESS STUDIES IN HIGHER EDUCATION: TOWARDS A NEW UNDERSTANDING BRUCE JOHN MACFARLANE A THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY INSTITUTE OF EDUCATION UNIVERSITY OF LONDON AUGUST 1997 1 Acknowledgements The field research for this thesis would not have been possible without the co- operation of over 240 questionnaire respondents and a further 31 interviewees who teach on first degree programmes in Business Studies at a range of higher and further education institutions. I am also grateful to my joint supervisors Professor Geoff Whiny and Professor Ronald Barnett for their guidance and encouragement; Nicole Levingstone and Christine Buckta for their help in arranging supervision meetings; my colleagues Kevin Tomlinson and Laurie Lomas for their interest and advice; and my wife, Alice, for her patience, understanding and support. 2 Abstract The study of business has been popularly characterised as incompatible with a higher education founded on liberal values. However, this characterisation is based on perceptions which have not previously taken account of the pedagogic belief-systems of lecturers. This thesis sets out to re-examine the relationship between the teaching of business subjects and the goals of higher education by exploring the attitudes of Business Studies lecturers in UK higher education. An analytical framework is constructed as a basis for researching lecturer attitudes to a Business Studies first degree. Business Studies lecturers are largely committed to the vocational preparation of students but adopt contrasting pedagogic positions in seeking to achieve this goal. 'Pragmatic synthesisers' looked to the acquisition of knowledge and skills and the ability to solve problems, while 'critical evaluators' defined their primary pedagogic purpose as encouraging students to reflect on and to evaluate knowledge claims. There is also an epistemological schism among lecturers based on attitudes to business knowledge. Lecturers with a background in social science disciplines had a context-independent attitude to knowledge. They are suspicious of knowledge derived from the business context which they regard as transitory and of little long-term value to students. By contrast, lecturers with more business experience, often teaching in areas of the curriculum related to functional specialisms, had a Context-dependent attitude. They argue in favour of responsiveness to the business context and embrace this 'new' knowledge. An analytical framework is presented based on these pedagogic and epistemological dimensions. Drawing on these findings, the thesis concludes that the study of business can be compatible with a higher education based on liberal values. Many business lecturers are committed to a pedagogy based on critical evaluation and context-independence. Moreover, the changing nature of both vocational and higher education also strongly suggests that, in practice, the goals of Business Studies are compatible with those of a liberal higher education. 3 Contents SECTION A : BUSINESS STUDIES AND HIGHER EDUCATION: DISLOCATED IDENTITIES Chapter 1 Scope and Aims of the Thesis 12 Rationale (12) Changes in higher education (13) A fractured relationship (14) A pedagogic framework (16) Challenging the assumptions (19) Towards a new relationship (20) Conclusion (21) Chapter 2 Business Studies and Higher Education : 23 A Dislocated Relationship Introduction (23) The evolution of management education (23) Business Studies : a Trojan horse? (26) Doctrinal identity (28) Epistemological identity (31) Institutional identity (34) Professional identity (36) In search of an identity (39) Conclusion (44) SECTION B : THE BUSINESS STUDIES CURRICULUM : TOWARDS AN ANALYTICAL FRAMEWORK Chapter 3 The Aims of a Business Studies degree 47 Introduction (4) What is meant by 'aims' ? (47) The State (48) The business community (53) 4 The student body (55) The academic community (57) A studyfor or about business? (63) Conclusion (65) Chapter 4 Knowledge in Business Studies 67 Introduction (67) The nature of knowledge (68) The production of knowledge (76) The organisation of knowledge (80) Conclusion (82) Chapter 5 A Framework for Analysis 85 Introduction (85) The characterisation of aims and knowledge (85) Hypothesis (89) An analytical framework (89) Movement within the framework (95) Relevance to higher education (99) Conclusion (101) SECTION C : THE BUSINESS STUDIES CURRICULUM: PEDAGOGY AND TRIBE Chapter 6 Methodology 103 Introduction (103) Rationale (103) Instruments of investigation (106) Ethical issues (113) Conclusion (115) Chapter 7 Lecturer Attitudes : a National Perspective 117 Introduction (117) Documentary analysis (117) 5 Characteristics of lecturers (119) Curriculum aims (122) Curriculum knowledge (126) Analysis by teaching subject (130) Professional and academic traditions (131) Further issues (132) Conclusion (133) Chapter 8 Lecturer Attitudes : Institutional Perspectives 134 Introduction (134) The institutions (135) Institutional trends (139) Lecturer attitudes (144) Conclusion (161) Chapter 9 Business Studies : Pedagogic Realities 163 Introduction (163) A pedagogic framework (163) 'Critical evaluators' (164) 'Pragmatic synthesisers' (167) Critical thinking (169) Post Fordism and pedagogy (171) Conclusion (175) Chapter 10 Business Studies : Tribal Tendencies 176 Introduction (176) The academic 'tribes' (176) A tribal framework (182) Conclusion (186) SECTION D : BUSINESS STUDIES IN HIGHER EDUCATION: TOWARDS A NEW UNDERSTANDING Chapter II A New Analytical Framework 189 Introduction (189) 6 A new analytical framework (189) The dynamics of change (195) Wider professional education (203) Conclusion (208) Chapter 12 Business Studies in Higher Education : 210 Towards a New Understanding Introduction (210) Paradigm and pedagogy (211) \bcational educators and critical pedagogy (213) Academic freedom (214) Liberal education and Business Studies (215) Changing higher education (217) Changing vocational education (219) Business Studies in higher education: towards a new understanding (223) Conclusion (226) Chapter 13 The Future of Business Studies 228 Introduction (228) Student choice (230) Decline of integration (232) The new skills agenda (233) Decline of the work placement (235) Differentiation and diversity (237) Conclusion (240) Epilogue 241 References 246 Glossary of Terms 268 7 Appendices Appendix 1 Business Studies survey 269 Appendix 2 Institutions surveyed by status and number of respondents 274 Appendix 3 Interview Themes 275 Appendix 4 Interviewees by teaching subject and institution 276 Appendix 5 Tables 277 8 Figures Figure 1: After Koib's Domains of Knowledge 32 Figure 2: Corder's hard/soft continuum 69 Figure 3: Three dimensions of knowledge in Business Studies 72 Figure 4: An analytical framework 90 Figure 5: Mapping the Business Studies curriculum 91 Figure 6: An analytical framework for understanding 99 the Higher Education curriculum Figure 7: UK institutions offering a 'Business Studies' first degree 107 Figure 8: Population and sample 108 Figure 9: Lecturers by age 120 Figure 10: Main teaching subject by sex 121 Figure 11: Most recent previous employment 121 Figure 12: Lecturers teaching their first degree specialism 122 Figure 13: Is/should Business Studies be a preparation of students for business careers or a general education about business? 123 Figure 14: Does/should Business Studies develop students with mainly business-related or educational skills? 123 Figure 15: Does/should the Business Studies curriculum reflect the wishes of employers or lecturers? 124 9 Figure 16: What is/should be the most important element of Business Studies - work experience or university-based learning? 125 Figure 17: Aims of Business Studies by age 126 Figure 18: Does/should Business Studies mainly focus on numeracy and quantitative analysis or ideas and issues? 127 Figure 19: Does/should Business Studies mainly encourage students to analyse the operation of the business system or its social consequences? 128 Figure 20: Does/should Business Studies mainly encourage students to examine technical or ethical issues? 128 Figure 21: Does/should Business Studies principally focus on relations within and between businesses or between business and wider society? 129 Figure 22: Lecturer perspectives by main teaching subject 131 Figure 23: A pedagogic framework 164 Figure 24: A tribal framework 183 Figure 25: A new analytical framework 193 Figure 26: The pedagogic dimension : dynamic forces 198 Figure 27: The tribal dimension : dynamic forces 202 10 Section A BUSINESS STUDIES AND HIGHER EDUCATION: DISLOCATED IDENTITIES 11 CHAPTER 1 S cooe and Aims of the Thesis Rationale Business and Administrative Studies (BAS) is the fastest growing and most popular area of undergraduate study in UK higher education accounting for 19 per cent of students taking first degrees (Higher Education Statistics Agency, 1995). A significant proportion of students within the BAS category undertake a BA in Business Studies. Yet, despite growing numbers of students there is a continuing neglect of educational issues concerning the undergraduate business curriculum in general and the Business Studies degree in particular. The work of Boys (1988) and Silver and Brennan (1988) are isolated examples of empirical studies focusing, at least in part, on the Business Studies degree. Academic interest has concentrated instead on postgraduate and post- experience management education, most notably the Masters in Business Administration
Recommended publications
  • Degrees, Academic Offerings, and Accreditations
    Degrees, Academic Offerings, and Accreditations Associate degrees A.A. -- Associate of Arts A.A.S. -- Associate of Applied Science A.S. -- Associate of Science A.S.N. -- Associate of Science in Nursing Bachelor’s degrees B.A.-- Bachelor of Arts B.F.A.-- Bachelor of Fine Arts B.M..-- Bachelor of Music B.S.-- Bachelor of Science B.S.B.A.-- Bachelor of Science in Business Administration B.S.Ed.-- Bachelor of Science in Education B.S.N.-- Bachelor of Science in Nursing Master’s degrees M.A.-- Master of Arts M.B.A.-- Master of Business Administration M.Ed.-- Master of Education M.S.-- Master of Science M.S.L.S.-- Master of Science in Library Science M.S.N.-- Master of Science in Nursing Academic Offerings at Clarion University *Academic Concentrations Bachelor and Master’s Degrees Accounting (BSBA) Anthropology (BA) Art (BA, BFA) Ceramics* Drawing* Dual Drawing* Fiber/Fabrics* Graphic Arts* Painting* Printmaking* Sculpture* Athletic Training (BSAT) from California University of Pennsylvania Biology (MS) Biological Sciences* (graduate levels) Environmental Sciences* (graduate levels) Biology (BA, BS) Ecology and Evolutionary Biology* Business Administration (MBA) Accountancy* Economics* Finance* International Business* Management* Marketing* Chemistry (BS) Biochemistry* Chemistry/Business* Chemistry/Cooperative Engineering* Computer Science (BS) Early Childhood Education (BSED) Economics (BA) Economics, Business (BSBA) Education (MED) Coaching* Curriculum and Instruction* Early Childhood* English* History* Literacy* Mathematics* Reading Specialist*
    [Show full text]
  • Business Studies Stage 6 Syllabus
    Business Studies Stage 6 Syllabus June 2010 Original published version updated: August 2013 – Updated with minor amendments © 2010 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW.
    [Show full text]
  • New Renovated B-School Facilities
    Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate
    [Show full text]
  • B.S. Business Studies Management Concentration
    All Bachelor of Science programs require a minimum of 128 credits and a 2.00 cumulative average. B.S. BUSINESS STUDIES MANAGEMENT CONCENTRATION Fall 2015 – Spring 2016 BSNS REQUIREMENTS: All BSNS program courses must be completed with a grade of “C” or 80 credits better. CSIS 1206 Statistics (4) FINA 3562 Budgeting (4) ECON 1200 Macroeconomics (4) MGMT 3111 Human Resource Mgmt. (4) ECON 1400 Microeconomics (4) MGMT 3121 Mgmt. Info. Systems (4) ACCT 2110 Financial ACCT (4) MGMT 3123 Mgmt. Skills Development (4) ACCT 2120 Managerial ACCT (4) MGMT 3124 Organizational Behavior (4) BSNS 2120 Quantitative BSNS Methods (4) MGMT Elective (4) MGMT 2110 Intro to Management (4) MGMT 4610 Senior Seminar OR (4) MKTG 2110 Marketing Principles (4) MGMT Elective PLAW 2120 Business Law I OR (4) Internship or BSNS Elective: Choose (4) PLAW 3110 Legal, Social, Ethical … from ACCT, ECON, FINA, HTMS, INTL, FINA 3110 Intro to Financial Mgmt* (4) MKTG, MGMT, PLAW at the 3000 level MGMT 3120 Operations Management (4) or above BSNS 4112 Business Policy & Strategies (4) Transfer students may use transferred courses (seniors only) (including Introduction to Business) as “Other Business Courses”, to satisfy the minimum number of credits (80) for this area. GENERAL STUDIES REQUIREMENTS: 48 credits G COURSES: (32 total credits) No more than 12 credits in any "G" category may be applied towards the BS degree. GEN General Interdisciplinary (4) GNM General Natural Science & Math (4) GIS-General Integration & Synthesis (Jr. yr.) (4) GNM General Natural Science & Math (4) GAH General Arts & Humanities (4) GSS General Social Science (4) GAH General Arts & Humanities (4) GSS General Social Science (4) AT SOME DISTANCE Electives: (16 total credits) Courses unrelated to your major (may include CSIS courses) (4) (4) (4) (4) GENERAL STUDIES OUTCOME REQUIREMENTS: These course attributes should be completed within the 128 credits needed to graduate.
    [Show full text]
  • Business Studies
    Programs BUS.STUD.AAS Business Studies BUS.STUD.MGMT.AAS BUS.STUD.ENTR.AAS Associate in Applied Science Degree in Business Management CIP 520101 Business Studies, a career and non-transferable The Management concentration (BUS.STUD.MGMT. degree program, provides opportunities for students AAS) prepares students for positions as general office to prepare for a wide variety of careers in business. managers, retail sales managers, or supervisors in mid- Awarded an A.A.S. degree in Business Management, to large-sized firms. Students focus their degree based successful graduates of the program will be able to: on individual professional needs. In addition to the com- • use effective verbal and written communication petencies gained from the general Business Studies pro- in conducting business; gram, students completing this concentration will be able • analyze/resolve problems common to entry-level to (depending on electives chosen): business positions; • understand the laws affecting the domestic business • apply management skills in a variety of business environment; functions; • apply the basic principles of marketing to business; • comprehend how the global economy and • apply a better understanding of the customer’s Business Studies international events affect domestic and behavior in improving sales management; international business decisions; • lead and/or manage an organization’s human • understand basic accounting statements and resources on both an individual and team level their role in managing a business; to maximize workforce effectiveness. • identify unethical behavior in a business setting and formulate appropriate action. The Entrepreneurship concentration (BUS.STUD. Students have the option of concentrating in Man- ENTR.AAS) prepares students to own a small business.
    [Show full text]
  • Junior Certificate Business Studies for Households and Enterprises TEXTBOOK TEACHER’S MANUAL
    JC Business TM Contents for textbook and workbook Chapter Textbook Workbook 1 Communications 1 182 2 Communications in Action 2 182 3 Introduction to Record Keeping 5 183 4 Household Accounts 7 185 5 Income 9 186 6 Expenditure 11 189 7 The Budget 12 192 8 The Good Consumer 13 230 9 Protecting the Consumer 13 230 10 Making a complaint 14 232 11 Money and Banking I No exercises 233 12 Money and Banking II 16 234 13 Money and Banking III No exercises 234 14 Bank Accounts 16 238 15 Personal Borrowing 18 246 16 Insurance 19 249 17 Premium Calculation and Estimating 20 252 Compensation 18 Economic Framework 20 256 19 Budgeting - the National Budget 21 258 20 Foreign Trade 23 260 21 Forms of Ownership 24 263 22 Private Limited Company No exercises 264 23 Chain of Production 26 267 24 People at Work 26 267 25 Being an Employer 27 269 26 Industrial Relations 29 275 27 Finance for Business 30 276 28 Preparation of a Business Plan 32 277 29 Business Loan Applications 32 283 30 Banking for Business 32 287 31 Business Insurance 34 287 32 Delivery Systems 35 290 33 Marketing 36 295 34 Financial Recording and Filing 38 297 35 Business Documents I 38 302 36 Business Documents II No exercises 305 37 Recording Credit Transactions 40 310 38 Continuous Balancing Ledgers and No exercises 317 Statements 39 Analysed Cash Books I 71 324 40 Analysed Cash Books II Monitoring 80 325 Overheads 41 General Journal 84 329 42 Combined Books of First Entry and 91 331 Ledger Questions 43 Control Accounts 109 333 44 Trading Account 109 334 45 Profit and Loss Account 111
    [Show full text]
  • Department of Business Studies
    Department of Business Studies Associate Professors: Joseph T. Foley (Chairperson), Daniel J. Jones, Francis A. Marino, J. Bart Morrison, Jennifer M. Niece (Coordinator); Assistant Professors: Arlene DeWitt, Robin Frkal, Cary LeBlanc, Bridget Leonard, Michael Lewis, Elizabeth O’Hara, Catherine L. Pastille; Professors of Practice: Eric Drouart, Megan Hill, Kevin Kelly; Visiting Assistant Professors: Paul Bailey, Bryan Coleman, Zachary Daniels, Paul Piwko; Lecturers: Philip Benvenuti, Thomas L. Fitzpatrick, Mary Kingsley, Justin Lundberg, Michael Matraia. The Department of Business Studies offers majors and minors that, when combined with substantial background in the liberal arts disciplines, provide our students with the knowledge and skills valued by the business world. Our majors also focus on helping students build socially responsible lives with ethical cores. MISSION STATEMENT The Business Studies Department of Assumption College offers undergraduate programs of study in accounting, international business, management, marketing, and organizational communication and a graduate business program with concentrations in management, marketing, accounting, finance, and international business. These programs are part of the College’s professional studies. The general mission of the Business Studies Department is to create a challenging learning environment that prepares students for professional employment in the private, public, and nonprofit sectors and/or graduate study. Assumption College has a strong liberal arts tradition, and Business
    [Show full text]
  • Economics and Business Studies - Curriculum Intent, Implementation and Impact
    NHGS - Economics and Business Studies - Curriculum Intent, Implementation and Impact Intent (Aims and purpose) We aim to create the very best Economics and Business studies students. The aim of the Economics curriculum is to develop students’ understanding of how the local / national / global economy works through analysing economic issues, problems and institutions that affect everyday life.The aim of the Business studies curriculum is to equip students with the appropriate knowledge and skills needed to develop their employability and identify business problems and opportunities. We do this by quality first teaching which ensures students understand underlying Economic and Business theory which students apply to a variety of familiar and unfamiliar case studies. We want students to be able to think analytically, reach logical conclusions based on data, and make judgements on future changes to markets and the economy. Our curriculum at NHGS goes far beyond what is taught in lessons, for whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. Our curriculum in Economics and Business studies supports the ethos statement of the school. Students are constantly challenged to work collaboratively and think independently when engaging in all lessons and class debates. Through teacher modelling, we encourage our students to demonstrate manners, respect and tolerance in Economics and Business studies lessons. This allows students to express themselves in a confident manner. Lesson materials are engaging to promote topical discussion and encourage students to develop an enquiring mind. As a knowledge based curriculum we believe that knowledge underpins and enables the application of skills; both are entwined.
    [Show full text]
  • Business Studies and Employability Skills Development in Junior Secondary Schools in Ilorin Metropolis, Kwara State Dr
    Business Studies and Employability Skills Development in Junior Secondary Schools in Ilorin Metropolis, Kwara State Dr. Felicia Kikelomo Oluwalola Department of Educational Management Faculty of Education University of Ilorin, Nigeria [email protected] Fall 2019 Abstract The study examined business studies and employability skills development in junior secondary schools in Ilorin metropolis Kwara State. Five research questions and three hypotheses guided the study. A survey research designed was adopted for the study. The population of this study comprises all the 4570 teachers in all the private and public junior secondary schools and the employers in Ilorin Metropolis, Kwara State. However the target population includes all the 1305 business studies related teachers in all the junior secondary schools in Ilorin Metropolis, Kwara State. The sample of the study includes 250 teachers in all the junior secondary schools and 250 employers in Ilorin Metropolis, Kwara State. A structured questionnaire titled “Business Studies Questionnaire” (BSQ) and “Employability Skill Development” (ESDQ) were used to obtain relevant data. Descriptive statistics of mean and standard deviation while inferential statistics of Pearson Product-Moment correlation was used to test the hypotheses formulated at 0.05 level of significance. The findings revealed that level of knowledge acquisition in business studies was rated high by business studies teachers, employability skills level of junior secondary schools students were rated high by the employers of labour also, there was positive relationship exists between accounting, office practice, marketing and employability skills development in junior secondary school Ilorin Metropolis Kwara State. The study concluded that the students that graduated within Ilorin metropolis are possessed with basic soft skills; digital, technical and analytical skills required that could make them employable after graduation.
    [Show full text]
  • Business Studies Grade 12 Term Two Chapter 6 Notes Csr and Csi 2019
    CSR AND CSI CHAPTER 6 BUSINESS STUDIES GRADE 12 TERM TWO CHAPTER 6 NOTES CSR AND CSI 2019 TABLE OF CONTENTS TOPICS PAGES Exam guidelines for CSR and CSI 2 Terms and definitions 3 Meaning of social responsibility 4 Relationship between triple bottom line and 4 social responsibility Socio-economic issues 5 Strategies to deal with HIV/Aids, 5 unemployment and poverty Ways in which businesses could contribute to 5 the wellbeing of their employees and community Meaning of CSR 6 Purpose of CSR 6 Components of Corporate Social 7 Responsibility Impact of CSR/CSI on businesses 7-9 &communities The meaning of CSI 9 Purpose of CSI 9 CSI Focus areas 9 Examples of CSI projects 10 Differences between CSR and CSI 10 1 CSR AND CSI CHAPTER 6 CONTENT DETAILS FOR TEACHING, LEARNING AND ASSESSMENT PURPOSES Learners must be able to: SOCIAL RESPONSIBILITY • Define social responsibility • Explain the relationship/link between social responsibility and triple bottom line. • Suggest ways in which a business project can contribute towards the community, e.g. charitable contributions to NGO's, involvement in community education, employment, employee volunteer programmes, etc. • Identify socio-economic issues that challenge social responsibility, e.g. HIV/Aids, unemployment, poverty, human rights aspects etc. • Recommend/Suggest ways in which businesses can deal with the above mentioned socio-economic issues. • Explain how businesses can contribute time and effort in improving the well-being of the following stakeholders: o Employees o Community COOPERATE SOCIAL RESPONSIBILITY/CSR • Define/Elaborate on the meaning of CSR • Describe/Explain the nature/ purpose of CSR • Identify/Name/Outline the components of CSR, e.g.
    [Show full text]
  • Business Studies 2020-2021
    2020-2021 TUNXIS COMMUNITY COLLEGE - GRADUATION GUIDE CSCU Transfer Ticket : Business Studies, A.A. (J12JG12) With this degree you will be able to transfer to the following majors at: Central Connecticut State University: Accounting, B.S.; Finance, B.S.; Management, B.S.; Marketing, B.S. Eastern Connecticut State University: Accounting, B.S.; Business Administration, B.S.; Finance, B.S. Southern Connecticut State University: Accounting, B.S.; Business Administration-Business Economics Concentration, B.S.; Business Administration-Finance Concentration, B.S.; Business Administration-Management, B.S.; Marketing, B.S. Western Connecticut State University: Accounting, B.S.; Business Management-Financial Management Option, B.B.A; Business Management-Supervisory Management Option, B.B.A.; Marketing, B.B.A. Charter Oak State College: Business Administration, B.A. STUDENT: BANNER ID #: FRAMEWORK 30: Quality General Education Requirements COURSE TITLE/CHOICES CODE S.H. SEM. Grade Points Aesthetic Dimensions 3 Select from ART*, DGA*, GRA*, MUS*, NMC*, COM*154/167/211, ENG*281/283/285, or THR*101 Continuing Learning/Information Literacy 3 Select from ACC*123, BBG*115, CSC*101, CST*201, ENG*103 Oral Communication is embedded in courses listed. Critical Analysis & Logical Thinking 3 Select from BBG*240, COM*101/201, ENG*114- ENG*260, ENG*293, HIS*213 and above, or PHL* Written Communication embedded in courses listed. Historical Knowledge & Understanding 3 Select from courses below HIS*213 Oral Communication is embedded in courses listed. Quantitative Reasoning Principles of Statistics (a)* MAT*167 3 (Must pass with a grade of C- or above) Scientific Knowledge & Understanding 3-4 Select from AST*, BIO*, CHE*, EAS*, EVS*, MET*, PHY*, SCI* Scientific Reasoning 4 Select from lab sections of AST*, BIO*, CHE*, PHY* Ethical Dimensions embedded in courses listed.
    [Show full text]
  • Department of Business Studies
    Department of Business Studies Associate Professors: Joseph T. Foley (Chairperson), Daniel J. Jones, Francis A. Marino, J. Bart Morrison, Jennifer M. Niece (Coordinator); Assistant Professors: Arlene DeWitt, Robin Frkal, Cary LeBlanc, Bridget Leonard, Michael Lewis, Elizabeth O’Hara, Catherine L. Pastille; Professors of Practice: Eric Drouart, Megan Hill, Kevin Kelly; Visiting Assistant Professors: Paul Bailey, Bryan Coleman, Zachary Daniels, Paul Piwko; Lecturers: Philip Benvenuti, Thomas L. Fitzpatrick, Mary Kingsley, Justin Lundberg, Michael Matraia. The Department of Business Studies offers majors and minors that, when combined with substantial background in the liberal arts disciplines, provide our students with the knowledge and skills valued by the business world. Our majors also focus on helping students build socially responsible lives with ethical cores. MISSION STATEMENT The Business Studies Department of Assumption College offers undergraduate programs of study in accounting, international business, management, marketing, and organizational communication and a graduate business program with concentrations in management, marketing, accounting, finance, and international business. These programs are part of the College’s professional studies. The general mission of the Business Studies Department is to create a challenging learning environment that prepares students for professional employment in the private, public, and nonprofit sectors and/or graduate study. Assumption College has a strong liberal arts tradition, and Business
    [Show full text]