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

Abstract

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.

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

“…For teachers to adjust to the context where learning takes place and the diversity of learners, pedagogical changes are needed. This entails a combination of discipline-specific knowledge, knowledge about pedagogy and the curriculum, knowledge about the learners and their context and practical knowledge (America & Skelly, 2021;Emeasoba & Igwe, 2016).…”

“…These topics involve understanding and critical thinking on specific business activities, learning objectives and teaching strategies (Kimotho, 2016;Meintjes, Henrico & Kroon, 2016;Sithole, 2012). Business Studies emphasises teaching and learning of the theory and practice, and of business principles that support the enhancement of entrepreneurial and sustainable initiatives and economic growth (America & Skelly, 2021;Emeasoba & Igwe, 2016). Although Business Studies knowledge is mainly theoretical, active learning methods are essential to increase real-world relevance of the subject and the acquisition of skills and knowledge required to keep up with the rapidly changing business environment (America & Skelly, 2021).…”

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

“…The acquisition of these skills, knowledge, attitudes and values is likely to enable learners to develop the potential to survive unemployment after completing secondary education as they would have learned from this acquisition to be self-reliant (Oluwalola, 2019). A vocational element of learning is included in Business Studies as the subject is considered to be a preparation for employment in business, though this notion is less popular in South Africa (America & Skelly, 2021).…”

“…While Business Studies as a school curriculum-subject has a theoretical approach to the study of the firm, its teaching and learning requires a combination of knowledge areas such as discipline-specific knowledge, knowledge relating to pedagogy and the curriculum, knowledge about learners and their context, and knowledge relating to the real-world business practice (America & Skelly, 2021). Furthermore, its curriculum comprises four main topics that include the subject matter knowledge, and these are: business environments, business operations, business roles and business ventures.…”

“…These broad topics require understanding, and engagement with critical thinking on specific business activities, learning objectives and teaching strategies (Kimotho, 2016;Meintjes, Henrico & Kroon, 2016;Sithole, 2012). This suggests that innovative and active teaching and learning strategies are crucial to augmenting the relevance of the subject, and facilitating the pedagogical shifts necessary to adjust to the context and the diversity of learners where learning occurs (America & Skelly, 2021).…”