About this paper

Appears in:
Pages: 5903-5908
Publication year: 2012
ISBN: 978-84-616-0763-1
ISSN: 2340-1095

Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain

THE PRACTICALITIES OF REFORMING BUSINESS EDUCATION: EMBEDDING STATISTICS INTO THE CURRICULUM AS A RESEARCH TOOL

B. Gandhi, S. Gandhi

University of Puerto Rico (UNITED STATES)
The Bachelor's in Business Administration is a professional program and therefore must continually respond to the needs of the workplace, while continuing to uphold the traditional standards of academic rigor. Business schools periodically review their curricula, and develop what the Association to Advance Collegiate Schools of Business (their chief accrediting body) has called learning goals. These goals are, in turn, assessed by what is called “assurance of learning standards.” Among the key learning goals often mentioned for undergraduate students are skills connected to communications, quantitative reasoning, technology and analysis or critical thinking. Courses in statistics, technology, and research skills are not only offered but generally required. But the use of these skills is often restricted to these specific courses. There is a need, therefore, for these skills to be embedded into concentration courses, including human resources, industrial management, marketing, and even information systems management. This is not important from just an accreditation standards perspective. High level 21st century jobs increasingly require the ability to integrate qualitative and quantitative skills. Properly taught, statistics is in a unique position of imparting all of these skills: research (the necessity of proper methodological design prior to data collection and analysis), technological (through the use of statistical software), critical thinking (decision analysis and statistical reasoning) and communications (writing up results). The author proposes one way of embedding statistics across the business curriculum. Statistics must be embedded in several courses in such a way that it enhances students’ communications, research and analytical skills, thus furthering several learning goals at once.
@InProceedings{GANDHI2012PRA,
author = {Gandhi, B. and Gandhi, S.},
title = {THE PRACTICALITIES OF REFORMING BUSINESS EDUCATION: EMBEDDING STATISTICS INTO THE CURRICULUM AS A RESEARCH TOOL},
series = {5th International Conference of Education, Research and Innovation},
booktitle = {ICERI2012 Proceedings},
isbn = {978-84-616-0763-1},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {19-21 November, 2012},
year = {2012},
pages = {5903-5908}}
TY - CONF
AU - B. Gandhi AU - S. Gandhi
TI - THE PRACTICALITIES OF REFORMING BUSINESS EDUCATION: EMBEDDING STATISTICS INTO THE CURRICULUM AS A RESEARCH TOOL
SN - 978-84-616-0763-1/2340-1095
PY - 2012
Y1 - 19-21 November, 2012
CI - Madrid, Spain
JO - 5th International Conference of Education, Research and Innovation
JA - ICERI2012 Proceedings
SP - 5903
EP - 5908
ER -
B. Gandhi, S. Gandhi (2012) THE PRACTICALITIES OF REFORMING BUSINESS EDUCATION: EMBEDDING STATISTICS INTO THE CURRICULUM AS A RESEARCH TOOL, ICERI2012 Proceedings, pp. 5903-5908.
User:
Pass: