The Role Of Business Education At The K-12 Level: Faculty Perceptions On Establishing A Business Education Department In The College Of Basic Education At The Public Authority For Applied Education And Training

Abstract

In recent years, business education has grown rapidly at the university level, though there have been some critics who believe that this approach does not instill the outcomes that business schools claim. One possible approach suggested is the expansion of business education to general education at the K-12 level in order to better instill business skills among the general student population. The validity of this theory and the proposal to add a business education component to the College of Basic Education at The Public Authority for Applied Education and Training in The State of Kuwait was tested using the perspectives gathered through interviews of six faculty members from the College of Basic Education and the College of Business Studies. The interviews revealed varying opinions between the two faculties on the usefulness of business education generally, the applicability of business skills, and the importance of teaching business ethics. Though the hypothesis is ultimately not fully supported, the perspectives given provide a good start for considering expanding business education to the K-12 level.

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

“…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.…”

“…Fourthly, the lack of status and value in business education, as claimed by Alsagheer et al, 12 has increasingly been questioned, not only for the attainment of exit-level outcomes, but also for how it is perceived as a field of study. This apparent lack of status emanates from the comparison of science and mathematics competencies as scarce skills.…”

“…Moreover, researchers have pointed to a growing gap between the skills needed in the business world and what is being taught in higher education institutions. 12,18 Fifthly, according to Brant et al, 1 the academic versus vocational divide influences curriculum development and the credibility of business studies as an academic subject. Business Studies is often criticised as being insufficiently practical as vocational preparation, implied as the vocational or theoretical dichotomy.…”