Abstract:
This paper will undertake a comparative content analysis of two curricula in business education: the Bachelor of Business degree at Swinburne University and the Bachelor of Commerce (Social Sciences) degree at the University of Sydney.
The "Changing Climates" in education are affecting tertiary education too. Swinburne University in Melbourne has just revamped and restructured the curriculum of its Bachelor of Business degree. Despite the glitzy advertising and PR, claims by Swinburne that its degree has been improved are found to be hollow if we measure improvement in terms of critical thinking and imagining, rather than just the acquisition of skills, "graduate attributes" and entrepreneurship. My paper will demonstrate that the new curriculum thwarts critical thinking and stifles development of an understanding of the social and political world in which these Business graduates will work. For example, most graduates will have little or no understanding of an issue as important as global warming and climate change. Yet, climate change threatens their future and that of businesses for which they might work.
Looking at the current world financial crisis, it is apparent that decisions in business must be based on broader social and moral criteria. The last two decades of financial deregulation has exposed the fickleness of market forces and the flimsiness of private enterprise as a basis for modern society. So lateral and critical thinking is more necessary than ever for Business students.
Employing some of the ideas of post colonial theory and critical management education, my paper will argue that the new Bachelor of Business degree could and should open students' minds to a wealth of possibilities for society that go far beyond profit maximisation and globalisation. The homogeneity offered by globalisation limits and obscures so many other social possibilities. My experience is that when the eyes of Business students are opened to these other possibilities and to post modern thinking they respond very positively.
But given the immediate vocational need of students, a compromise between ideals and pragmatics must be struck. The paper will suggest that the University of Sydney has found a fairly satisfactory compromise and balance.
By comparing the curricula at the two universities, including their philosophies, my paper will demonstrate that it is possible to produce graduates that are well rounded in business education, but also able to understand, and think critically about social problems, and thereby to be informed citizens able to participate constructively in our changing society.
The "Changing Climates" in education are affecting tertiary education too. Swinburne University in Melbourne has just revamped and restructured the curriculum of its Bachelor of Business degree. Despite the glitzy advertising and PR, claims by Swinburne that its degree has been improved are found to be hollow if we measure improvement in terms of critical thinking and imagining, rather than just the acquisition of skills, "graduate attributes" and entrepreneurship. My paper will demonstrate that the new curriculum thwarts critical thinking and stifles development of an understanding of the social and political world in which these Business graduates will work. For example, most graduates will have little or no understanding of an issue as important as global warming and climate change. Yet, climate change threatens their future and that of businesses for which they might work.
Looking at the current world financial crisis, it is apparent that decisions in business must be based on broader social and moral criteria. The last two decades of financial deregulation has exposed the fickleness of market forces and the flimsiness of private enterprise as a basis for modern society. So lateral and critical thinking is more necessary than ever for Business students.
Employing some of the ideas of post colonial theory and critical management education, my paper will argue that the new Bachelor of Business degree could and should open students' minds to a wealth of possibilities for society that go far beyond profit maximisation and globalisation. The homogeneity offered by globalisation limits and obscures so many other social possibilities. My experience is that when the eyes of Business students are opened to these other possibilities and to post modern thinking they respond very positively.
But given the immediate vocational need of students, a compromise between ideals and pragmatics must be struck. The paper will suggest that the University of Sydney has found a fairly satisfactory compromise and balance.
By comparing the curricula at the two universities, including their philosophies, my paper will demonstrate that it is possible to produce graduates that are well rounded in business education, but also able to understand, and think critically about social problems, and thereby to be informed citizens able to participate constructively in our changing society.