Integration of the Core Business Curriculum: Levels of Involvement and Support Provided

Exploring the Relationships of Grading Assessment Learning Perceptions Scales to Perceived Added Education Value Required Course Business Scales

“…In the United States, business schools must create a business core curriculum to adequately prepare undergraduates for more specialized study in their major, as well as meet the standards of the Association to Advance Collegiate Schools of Business (AACSB), including providing a common body of business knowledge (Pharr, 2003). A list of required skill areas has been provided by the AACSB (AACSB, 2013, p.34), including general skill (e.g., written and oral communication, multicultural environments), technological agility (e.g., application of statistical tools, data management), and general business knowledge.…”

“…Across many business schools, including those AASCB-accredited, a number of required courses are typically needed to address the knowledge requirements for these skill areas. These required courses cut across different disciplines, including accounting, business administration, finance, human resources, management information systems, marketing, operations management, and statistics (Pharr, 2003).…”

“…Regardless of their major, all undergraduate business students are required to take business courses conveying knowledge content across the above-noted areas. The relationships of other variables to the required business curriculum have been studied, including: stakeholder attitudes towards a required business curriculum (Pharr, 2003); student teaching evaluations (Yunker & Yunker, 2003); and student comprehensive business examination scores (Hahn, 2018). Working with a sample of only six of 21 required business due to sample size limitations, Blau (2019) asked for student perceptions of the "added value to their education" for these six required business courses.…”

The Integrated Business Curriculum: An Examination of Perceptions and Practices

“…Kwok (1994) recognized the pitfalls associated with integration when he suggested that although an integrated approach seems preferable, in reality the extent and manner of integration leaves much to be desired. Pharr (2000Pharr ( , 2003 has noted that the cause of many of the problems cited in integrating the curriculum may be found in the attitudinal, infrastructure, and resource support allocated to the implementation of an integrated curriculum. Another hurdle to the development of an integrated curriculum is the need to align faculty perceptions of the importance of functional competence to the needs of the integrated business-process-driven curriculum.…”

Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence

“…All undergraduate business students, regardless of their major, would receive these required learning experiences via the business core. Prior research has studied different variables in relationship to the business core curriculum, for example: faculty, administrator and student attitudes towards a business core curriculum (Pharr, 2003); the relationships of student teaching evaluations to business core courses (Yunker & Yunker, 2003); and the impact of business core course reviews on student comprehensive business examination scores (Hahn, 2018). However, no prior research was found asking for student perceptions of the "added value to their education" for individual business core courses.…”