Criteria for the Total Curriculum of a School of Business

Abstract

Often (most of the time?) such committees are short of agreed upon standards for determining whether proposed courses or curricula really are reasonable and appropriate. When making course proposals, subject-matter specialists (i.e., all members of the faculty) tend to structure them and argue their merits solely with respect to their subject-matter relevance: This course is recommended to fill out our offerings in the general area of or This topic has become an important part of modem theory in the field of , and should be in the curriculum of every up-to-date department. Reasons like these are common for course proposals. All-college and all-university committees on curricula or educational policy seldom can or should judge the validity of statements like these when made by subject-matter specialists. What the committees generally are and should be concerned with is the role of the proposal, not in the subject matter field, but in the curriculum. But how is that role to be