"Connectedness" in Business Studies pedagogy:  Is a transition year alluring?

America, Carina; Mallon, Philip

doi:10.18820/2519593x/pie.v38.i2.05

Cited by 3 publications

(4 citation statements)

References 20 publications

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“…Learners stand to gain appropriate information necessary to understand the constantly changing business and technological innovations in the world of work from the acquisition of this specialised knowledge (Odundo, 2012;Joshua & Bibiano, 2015). Furthermore, such specialised knowledge of Business Studies extends an opportunity to learners to get equipped with knowledge and skills they need beyond their normal lives for potential employability, enterprise capability and responsible citizenship (America & Mallon, 2020;Fletcher, Mountjoy & Bailey, 2011;Kimotho, 2016).…”

Section: Theoretical and Conceptual Literature Review Business Studie...mentioning

confidence: 99%

Challenges teachers face in teaching Grade 12 business studies in rural schools

Ngwenya

Mtshali

Myende

2023

IJRBS

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This study aims to examine challenges teachers often face when teaching Grade 12 Business Studies in schools situated at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. A qualitative research methodology was used to explore challenges that teachers encountered when teaching Grade 12 Business Studies. A purposive sample of five Grade 12 teachers was selected from five rural secondary schools that offered Business Studies as a curriculum subject in the Umbumbulu circuit. The need to elicit lived experiences of a few Grade 12 Business Studies teachers in rural schools in ways that could relate to challenges encountered by teachers inspired the choice of case study research design. Face-to-face, semi-structured interviews were used to generate data that was analysed through thematic analysis as a method of analysing qualitative data. The study found that in teaching Grade 12 Business Studies in rural schools, teachers had to face a number of challenges such as the unavailability of updated textbook publications, the language of learning and teaching and learner absenteeism, and late arrival at school. The study raises awareness of challenges Grade 12 Business Studies teachers in rural schools may face in teaching the subject so that teachers in emerging economies can think of ways to strengthen their resilience against these challenges and maximize their teaching potential.

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Section: Theoretical and Conceptual Literature Review Business Studie...mentioning

confidence: 99%

Challenges teachers face in teaching Grade 12 business studies in rural schools

Ngwenya

Mtshali

Myende

2023

IJRBS

View full text Add to dashboard Cite

show abstract

“…Acquisition of this specialised knowledge equips learners with relevant information they need to understand the ever-changing business and technological advancements in the world of work (Odundo, 2012;Joshua & Bibiano, 2015). Furthermore, specialised knowledge of Business Studies provides learners an opportunity beyond their normal lives since it equips them with knowledge and skills they need for potential employability, enterprise capability and responsible citizenship (America & Mallon, 2020;Fletcher et al, 2011;Kimotho, 2016).…”

Section: Business Studies As a Subject Of Teaching And Learningmentioning

confidence: 99%

Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

Mtshali

Ngwenya

Myende

2022

pie

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The purpose of this study is to examine teachers’ perceptions of teacher factors affecting the dwindling Grade 12 learners’ performance in Business Studies National Senior Certificate (NSC) examinations at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. The study employed a qualitative research methodology to explore teachers’ perceptions. Five Grade 12 teachers were purposively selected from five rural secondary schools that offered Business Studies as a subject of teaching and learning in the Umbumbulu circuit. The case study research design was used to focus on a few participants who had lived experiences of teaching Business Studies at Grade 12 in rural schools and could relate to dominant factors influencing learner performance in this subject. Data were generated through faceto- face, semi-structured interviews, and thematic analysis was used as a method of analysing qualitative data with the purpose of identifying salient traits in data that could develop into themes. The study found that teacher factors influencing learner performance in Grade 12 Business Studies were teacher approaches to teaching Business Studies, timetabling and impediments to innovative teaching and assessment in the form of rural contextual factors such as large classes and a shortage of textbooks. The study nurtures awareness of teacher factors influencing rural school learners’ performance in Grade 12 Business Studies, so that Business Studies teachers in emerging economies can think of ways to address these factors to improve learner performance.

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“…Business Studies knowledge is mostly theoretical; however, an active learning pedagogy is almost imperative to heighten social responsibility, 'real-world' relevance and the acquisition of an adaptable skill set for a fast-changing (technological) business environment. 11 Alsagheer et al 12 are of the view that BSE is not as widespread globally and does not get so much attention in the literature. America and Le Grange 13 also point out that there has been limited research on the training of business education teachers at higher education levels.…”

Section: Literature Review and Background Of The Studymentioning

confidence: 99%

“…In the case of business education, real-world relevance is more important than ever. 11,16,19 BSE teachers, with the support of the school management, can create awareness and encourage enterprising behaviour, creativity, skills and competency development. 2,20,21,22 Unfortunately, not enough research has been conducted on enterprise and business education for initial TE.…”

Section: Literature Review and Background Of The Studymentioning

confidence: 99%

Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

America

Skelly

2021

The Journal for Transdisciplinary Research in Southern Africa

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The relevance of Business Studies Education (BSE) at school and in higher education is undisputed, given the rising levels of youth unemployment and the need for an appropriate skill set for potential entrepreneurs. Although a relatively large corpus of general business education literature is available, the same does not necessarily apply to published research related specifically to business studies teaching and learning at school and in teacher education. The aim of this research was to explore the scope, similarities, differences and potential gaps in the teaching and learning of Business Studies within school and teacher education contexts. A meta-study methodology was applied in this study to provide a comprehensive review and synthesis of peer-reviewed research publications in business studies education. An overview of the challenges facing BSE within the South African context is provided. A framework encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the analytical overview to underscore the limitations and particular points of focus of current and past research. In addition, the meta-study set out to establish the scope, similarities and differences of promising areas for future research. Findings suggest that BSE research remains limited, entrepreneurship is an important focus for research and that not enough research has been conducted about situational knowledge. Recommendations include the need to analyse the complexities of teacher education and training, to investigate and critique the theoretical foundations of business studies education and to evaluate the shifts in school curriculum policy, development and design.

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"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

Cited by 3 publications

References 20 publications

Challenges teachers face in teaching Grade 12 business studies in rural schools

Challenges teachers face in teaching Grade 12 business studies in rural schools

Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

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