Quantitative skill retention and curriculum integration in a typical business school in the United States – A student perspective

Abstract

This paper aims to quantify the extent to which those aspects of quantitative skill-sets and overarching competencies that are deemed important for business, are retained by students in a traditional business program. It also examines how well these quantitative skill sets and overarching competencies match up with what students feel they've learned. In particular, it highlights the perceived decline in knowledge retention and curriculum integration that students experience by their senior year. It concludes by making recommendations on curriculum design.