Abstract
A number of strategies have been adopted for developing and delivering GIS curricula in various disciplines. This paper describes and evaluates the main strategies, and illustrates them with reference to recent practice. The author then uses a transplantation analogy to describe the process whereby he adapted his own GIS modules following a move from a modestly sized geography department to a large business school. Several critical questions are posed, including: what is the best strategy for developing GIS courses for business students?; how does one ensure disciplinary and curricular fit in the transplantation process?; and what are the likely reactions and learning experiences of business students who take transplanted modules? Conclusions are drawn on the potential for geographers to assist in the future development of GIS courses within other disciplines.
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