Business Curriculum Research Articles

Building a Sports Marketing Program in a College or School of Business

The purpose of this paper is to serve as one roadmap for helping marketing and business faculty understand better how to build a Sports Marketing program within a college or school of business. Specifically, this paper lays out specific coursework that can comprise a robust and industry-relevant sports marketing program and provides connected sports business and sports analytics classes and content that can undergird and support a new or growing sports marketing program. This business education development solves a curriculum problem related often to the need for new, innovative, and industry-relevant business curriculum and new occupational pathways for business students. Finally, this paper lays out a blueprint for intentional collegiality and partnership amongst marketing and business faculty, alumni, advisory board members, and industry partners in helping a newly created sports marketing program not only grow, but be connected to strong industry internships, job placements, and newly related occupational pathways for business students.

Revisiting Languages in the International Business Curriculum

Business school graduates, especially international business majors, now begin their careers in a globally linked economy that requires crosslinguistic and cross-cultural communication skills. Related research areas—including studies on the impact of language on multinational businesses, the internationalization of business school (and related) curriculum instruction in Language for Specific Purposes (LSP), and the role of translation and interpreting (T&I) in the language classroom—have developed independently, limiting opportunities for dialogue and collaboration. This current study encourages a transdisciplinary approach that brings scholars from these related research traditions into dialogue. Following an overview and synthesis of these research areas, this study presents a summary of language requirements in 208 international business programs at US undergraduate institutions. Finally, four strategies to incorporate LSP and T&I in business school curriculum are outlined, including recommendations to promote T&I literacy, develop content-aligned language instruction, encourage collaboration between language and business faculty, and engage business school accreditors to spur change. The objective is to promote the mutual development of curriculum between business schools and language programs, specifically by encouraging international business programs to recognize the value of LSP and T&I instruction to promote career readiness.

The The Effect of Preliminary Generational Leadership on The Interest of Continuing Family Business With Family Harmony as a Mediating Variable

Succession is one of the problems in the family business, where there are not many children who should be the next generation who are interested in continuing the family business. Researchers conducted a pre-survey of future generations who have an interest in continuing the family business and it turns out that leadership and family harmony are the two highest factors. The purpose of this study was to determine the relationship between leadership and interest in continuing the family business with family harmony as a mediation. Respondents of this study were 61 students of the family business curriculum who had reached their final semester. The results of the study indicate that leadership has an effect on family harmony, leadership does not affect the interest in continuing the family business, family harmony affects the interest in continuing the family business and is a variable that fully mediates the relationship between leadership and interest in continuing the family business.

Case Study in Project Management: A Vehicle for Business Curriculum Integration

This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half-credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training / mentoring” before they are ready to be a part of the company’s internal team. The case, depicting a real company undergoing substantial changes, provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.

Student-faculty co-creation of experiential learning in health systems science

Introduction Health Systems Science (HSS) teaches students critical skills to navigate complex health systems, yet medical schools often find it difficult to integrate into their curriculum due to limited time and student disinterest. Co-developing content with students and teaching through appropriate experiential learning can improve student engagement in HSS coursework. Methods Medical students and faculty co-developed a patient outreach initiative during the early phases of the COVID-19 pandemic and integrated that experience into a new experiential HSS elective beginning May 2020. Students called patients identified as high-risk for adverse health outcomes and followed a script to connect patients to healthcare and social services. Subsequently, this initiative was integrated into the required third-year primary care clerkship. Results A total of 255 students participated in HSS experiential learning through the elective and clerkship from May 2020 through July 2021. Students reached 3,212 patients, encountering a breadth of medical, social, and health systems issues; navigated the EMR; engaged interdisciplinary professionals; and proposed opportunities for health systems improvement. Discussion and conclusion This educational intervention demonstrated the opportunity to partner with student-led initiatives, coproducing meaningful educational experiences for the learners within the confines of a busy medical curriculum.

154 Getting Down to Business: The Creation and Implementation of a Novel Business Curriculum for Emergency Medicine Residents

The healthcare system is a complex industry in which physicians uniquely act simultaneously as practitioners, participants, and managers, and many assert that basic business principles related to the practice of medicine should be taught during residency. The results of a 2019 national needs assessment of emergency medicine (EM) physicians on 20 topics in business and administration demonstrated that many graduating EM residents lack exposure to critical areas such as negotiations, billing, malpractice, and change leadership. This abstract describes the creation, implementation and interim assessment of a business curriculum for EM resident physicians. Utilizing needs assessments and curriculum proposals described in the literature, our team developed an educational curriculum and assessment strategy to implement and evaluate a novel business curriculum for EM residents. The curriculum, The Business of Emergency Medicine, includes a series of 8 educational sessions that are being implemented from July 2020–March 2022 and covers the following topics: personal finance, models of practice, negotiations, billing, malpractice, operations, interpersonal communication, and change leadership. We utilized Kern’s 6-step Method to develop the curriculum, objectives and assessments. The sessions occur during our residency program’s weekly didactic education conference and vary in length from 90 minutes for lecture or panel-based discussions to 240 minutes for an immersive mock trial experience. To date, we have hosted 3 of the 8 sessions. To assess impact, our team is conducting a series of IRB-approved surveys and interviews. Prior to curriculum implementation, we administered a survey to assess residents’ baseline comfort levels with each of the curriculum topics. Residents are also encouraged to complete a pre- and post-survey for each educational session, which combines Likert-based comfort level questions with knowledge assessment questions. We plan to assess sustained knowledge acquisition through both interviews and repeat knowledge testing at 8-10 months post-session. Data collected to date supports that The Business of Emergency Medicine curriculum adds critical value to EM education. Prior to the implementation of the curriculum, 74.1% of residents at our program expressed that the business aspects of their lives and careers cause them stress. Composite, paired pre-post session data demonstrates that before each of the first 3 sessions, an average of 19.8% of residents reported that they “Agreed” or “Strongly Agreed” that they could navigate each session’s topic; afterward, this increased to 83.3%. Our paired pre-post session data also demonstrates an improvement in knowledge assessment scores, which averaged 47.0% answers correct pre-session and improved to 75.4% answers correct post-session (Figure 1). Early data suggests that The Business of Emergency Medicine curriculum is effective at increasing EM resident knowledge about critical business principles related to the practice of emergency medicine. Future work will explore learners’ real time application of this knowledge after graduation.

Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives

This article explores a practical approach to teaching animal ethics in food systems as part of a business course. We argue that tackling such complex and emotionally charged topics is vital to shifting unsustainable and hurtful behaviours towards more positive futures. Our teaching example outlines a pedagogy of courageously witnessing, inquiring with empathy and prompting positive action; an activist approach we term fierce compassion. These three layers blend positive and critical perspectives in a classroom to address contentious issues of large-scale industrial animal production hitherto largely neglected in a traditional business curriculum. While acknowledging that academic activism is controversial, we argue that fierce compassion – noticing the suffering that is remote and often systemically hidden – can inform and structure education towards more post-anthropocentric and just futures for all living beings – human and nonhuman alike.

To assess knowledge and awareness of basic life support among final year medical students in tertiary care teaching centre: A cross sectional study

Successfulcardiopulmonary resuscitation (CPR) relies upon the information and aptitudes of basic life support (BLS). Knowledge of basic life support is needed for budding medical students as they will encounter such situation on a daily basis. The study aimed to evaluate the knowledge of basic life support (BLS) among undergraduate final year students.A descriptive, cross-sectional study was led in a tertiary care medical college from July 2019 to August 2019. The study participants were final year MBBS students. 100 final year students were given questionnaire about basic life support according to the guidelines laid down by the American Heart Association Guidelines for BLS. The outcome variables knowledge and awareness were analysed in terms of frequencies and percentages. (yes/no). IBM SPSS version 22 was used for statistical analysis.Self-grading of BLS knowledge level was assessed and the results showed that 62(62%) had average knowledge and 38(38%) had poor knowledge. In Self-assessment question, the reason for lack of BLS knowledge was, 7(7%) due to busy curriculum, 7(7%) lack of interest, 65(65%) non-availability of training and 21(21%) responded as combination of all three factors. Awareness and knowledge about basic life support (BLS) is certainly required for medical care experts as they experience such circumstance consistently, and will help them a long way in saving lives. Proper training and workshops are mandatory on BLS/CPR in our undergraduate medical curriculum.

Psychology of Creativity and Innovation in Engineering and Business Curriculum

Abstract The paper describes the development of a new course. Psychology of innovation, which is in the process of being approved as an elective course for four different majors: engineering, business, psychology, and art. The paper describes the course content, course educational objective, weekly assignments and projects. The new course is expected to be approved and implemented in the Fall 2021 Semester. The Course is expected to strengthen innovative potential of students from four different majors.

Artificial intelligence in business curriculum: The pedagogy and learning outcomes

Artificial intelligence is rapidly reshaping the technological landscape, becoming an important component of work processes and decision-making in many domains. However, AI education has yet to catch up with the challenge of introducing this complex and very important area of technology to audiences beyond the students of computing and engineering disciplines. This is not surprising, given the lack of materials for and experience in teaching AI for non-technical audiences. In this paper we present the challenges in developing an AI course in business schools and propose a curriculum for a graduate-level business course in AI, which balances AI fundamentals with the latest developments in the field. We discuss our choices and present the results of a study, examining students’ experiences, learning outcomes, and perceptions regarding the course. We offer practical guidelines for the curriculum design that other educators may adopt in designing their AI training courses.

Business Education in Dermatology Residency: A Survey of Program Directors.

With the rising cost of health care in the United States and an increasingly competitive market, dermatology residents would benefit from business training. We constructed an 8-part questionnaire for dermatology program directors (PDs) to determine the current perceptions of and resources available for business education. Of the 139 surveys distributed, 35 were completed (25.2%). Approximately one half of the respondents said their programs offered business training, primarily through seminars or lectures. Most PDs felt business education during residency was important and that programs should implement more training. The most important topics identified for inclusion in a business curriculum were economics or finance, management, and health care policy or government. Our survey identified a gap between the perceived importance and current supply of business education during dermatology residency training. Future efforts should aim to develop a standardized, dermatology-specific curriculum that is readily available to all programs and residents.

“From doing to knowing”: medical students’ experiences of working as Healthcare Assistants

ABSTRACT There is growing recognition that doctors need to deliver person-centered care. More evidence is needed on how to best equip students in an already busy curriculum. Providing medical students with the opportunity to work as Healthcare Assistants (HCAs) can help them develop the desired skills. This study examined medical students’ experiences of working as HCAs and perceived impact on their future practice. Adopting an Interpretative Phenomenological Analysis approach, we analyzed narratives from two focus groups of 13 ‘Year 0ʹ and ‘Year 1ʹ medical students, who had completed an HCA project. This project allowed participants to experience a new dimension of patient care whereby learning by “doing” evolved to a deeper level of “knowing” patients, the HCA role and the wider team. Four major themes were identified: seeing the doctor: gaining new perspectives; building confidence: learning from and about patients; understanding the overall patient experience: providing personal care; finding “the person behind the patient”: exploring beyond the diagnosis. This study suggests that working as an HCA enables participants to develop sustainable skills that equip them for their future role as doctors able to deliver person-centered care as part of an interprofessional team. Recommendations for inclusion of this type of intervention into the medical curriculum are discussed.

Wake up, managers, times have changed! A plea for degrowth pedagogy in business schools

The idea of endless economic growth is embedded in current economic teachings and in economic institutions. However, these teachings are being challenged by a corpus of studies which show that our economies are experiencing limits to growth. We must therefore work out how businesses can adapt to the post-growth era. This paper claims that there is an urgent need to introduce degrowth courses into the business curriculum to prepare future managers for the post-growth era. One way of doing this is to develop a specific degrowth pedagogy rooted in critical pedagogy. The author outlines the degrowth paradigm and introduces the current challenges of business education. Critical pedagogy provides the teacher with the necessary skills for questioning the relevance of the infinite growth paradigm on a finite planet. The paper reveals the transformational potential of degrowth pedagogy in business education.

A Balanced Strategy for Entrepreneurship Education: Engaging Students by Using Multiple Course Modes in a Business Curriculum

Entrepreneurship education has become a regular part of the higher education curriculum worldwide. However, the distinct impacts of different pedagogical methods remain unclear. I develop six hypotheses and test them on a sample of participants in a business plan course and a lean startup camp. While any entrepreneurship course participation contributes to the students’ entrepreneurial intentions, students gain very different learning outcomes depending on the courses’ types. The impact of the business plan course (a hybrid supply–demand model course) lies mainly in its ability to increase the interest in general entrepreneurial activity of students with initially low entrepreneurial intention. The lean startup camp (a competence model course) attracts participants who are already highly motivated and is effective in fostering the initiation of startup projects. As parts of a balanced strategy within an entrepreneurial university, both pedagogical methods can contribute substantially to different objectives of entrepreneurship education.

The Influence of the Introduction and Development of Aacsb Certification System on Business Curriculum Setting--Taking Business School, University of Shanghai for Science & Technology as an Example

In recent years, with the development of the times, more and more international certifications and standards have been introduced and developed. Among them, the certification system represented by AACSB, which has high quality of business certification and a long history, has set off a boom in major universities, followed by a substantial reform of the teaching system and methods. In this paper, taking University of Shanghai for Science and Technology as an example, the author thinks more about the improvement of curriculum. The purpose is to objectively analyze the international educational experience, evaluate and certify the quality of professional words, find out the existing gaps and shortcomings, and help domestic business schools to improve the curriculum and cultivate high-level international business talents for the society.

Should Spirituality Related Topics Be Included in the Undergraduate Business Curriculum? An Undergraduate Adult Student Perspective

With this research, we sought to investigate whether spirituality plays a role in inner development in the student lives, ways in which spirituality impacts the student academic and professional lives, and whether spirituality has a role to play in the business curriculum. A total of 208 undergraduate adult students were surveyed. The results indicate that spirituality impacts the student academic and professional lives and spirituality has a role to play in the undergraduate business curriculum.

The Influence of the Introduction and Development of Aacsb Certification System on Business Curriculum Setting--Taking Business School, University of Shanghai for Science & Technology as an Example

In recent years, with the development of the times, more and more international certifications and standards have been introduced and developed. Among them, the certification system represented by AACSB, which has high quality of business certification and a long history, has set off a boom in major universities, followed by a substantial reform of the teaching system and methods. In this paper, taking University of Shanghai for Science and Technology as an example, the author thinks more about the improvement of curriculum. The purpose is to objectively analyze the international educational experience, evaluate and certify the quality of professional words, find out the existing gaps and shortcomings, and help domestic business schools to improve the curriculum and cultivate high-level international business talents for the society.

Unpacking Cultural Intelligence: Cultivating Ethnorelativism in International Business Education

ABSTRACT In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.

Employability Skills of Business Graduates in Job Markets of Bangladesh: Investigating Weaknesses and Suggesting Improvements

Job seekers have to face intense competition to get the expected job in the current job market of Bangladesh. A plethora of job seekers especially business graduates are coming to the job markets having MBA degrees but fails or takes longer time to get expected jobs since employability skills are the prime requirement for every contemporary organization. The study aims to investigate the weaknesses in the employability skills of business graduates in Bangladesh and suggest some effective measures to curtail those weaknesses. A self-administered survey instrument developed, some items deleted after analysis, and some items revised to get a concrete one. This questionnaire sent to 300 students who already graduated with an MBA degree and are trying to get expected jobs. Among them, 280 usable responses collected and used as the sample in this study. The ranking method and proportion analysis used for analyzing the collected data. The findings revealed that the business graduates of Bangladesh possessed significant lacking employability skills as inadequate team-working skills, lack of communication and interpersonal skills, unable to learn and adapt to the environment, lack of negotiation skills, and shortage of organizing skills. Moreover, this study suggested some measures like providing proper training, arranging case competitions and job fairs, the mitigating gap between the schooling system and market demands, re-arranging the business curriculum, and so on for taking consideration by concerned authorities to solve the identified weaknesses.

Teaching creativity in entrepreneurship: Embolden or discourage?

Entrepreneurship is taught in diverse settings addressed to various audiences. The role of creativity is generally thought to be beneficial for innovation; however, certain concerns may emerge depending on the context in which entrepreneurship is taught. For example, critical questions may arise in classrooms where entrepreneurship is encountered in business curricula. This article addresses a reflective activity regarding creative individuals and their role in business venturing. The instructional methodology is provided along with empirical results. Responding to the need for critical approaches in entrepreneurial teaching and reflection empowerment as effective mechanisms for entrepreneurial learning, the article offers an account of reflective practice for educators to consider and use further.