The Core Curriculum in Higher Education for Business

1966 ◽  
Vol 37 (2) ◽  
pp. 88-91
Author(s):  
Harold H. Shively
Keyword(s):  
Higher Education ◽  
Core Curriculum ◽  
The Core

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

scholarly journals Study on Spatial Cultural Heritage Integrated into the Core Curriculum

2015 ◽  
Vol II-5/W3 ◽  
pp. 125-130
Author(s):  
W. H. Hsu ◽  
Y. P. Lai
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Core Curriculum ◽  
The Core ◽  
Spatial Design ◽  
Local Residents ◽  
Conservation Awareness ◽  
Interdisciplinary Course ◽  
Cultural District

These Many countries have put a lot of efforts, promoting education of cultural heritage, to raise the conservation awareness and increase people’s participation. However, the development of Taiwan's higher education about cultural heritage has not shown a significant growth, so it didn’t train talents with enough cultural heritage awareness. In the workplace, these professionals will inevitably lack of comprehensions and the appropriate professional assessments for cultural heritage. Hence, the main objective of this paper is to study and combine these concepts into the core curriculum of Department of Construction and Spatial Design at Tungnan University. It takes the local "Shenkeng historic cultural district" as a case study, and will gradually develop an proper interdisciplinary course in order to help local residents implement projects of conserving cultural heritage. This plan not only can increase schools’ engagements toward communities, with an ability of social civilization, but also it can encourage the conservation and maintenance of cultural heritages.

scholarly journals Implementing liberal management education through the lens of the other

2014 ◽  
Vol 33 (5) ◽  
pp. 456-469 ◽  
Author(s):  
Tom Estad ◽  
Stefano Harney ◽  
Howard Thomas
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Business Education ◽  
Emmanuel Levinas ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Management Education ◽  
Content Type ◽  
The Core ◽  
Business Knowledge

Purpose – The purpose of this paper is to explore the prerequisite conditions for implementing a liberal management education and for fostering ethical students using examples from the core curriculum at Singapore Management University (SMU). Design/methodology/approach – Beginning with a reading of the Carnegie Foundation's Rethinking Undergraduate Business Education: liberal learning for the professions (2011), the paper examines the contribution and limits of the findings and recommendations before discussing the place of the liberal arts in the modern university and describing a case study of liberal management education in process at SMU. It concludes with a reading of the work of Emmanuel Levinas and Asian philosophy as the basis for an ethical management education. Findings – The paper uncovers a central shortcoming in an otherwise important Carnegie study: that business education is unlike other professional education because it lacks an autonomous discipline that studies business knowledge production as an object. Consequently, applying the liberal arts to business education risks neglecting the critical side of the liberal arts. With only the reflective side of the liberal arts in operation, management education cannot be grasped as a specific sphere of values within the pluralism of spheres advocated by the Carnegie report. Only by recreating the function of an autonomous discipline with an objective lens on business knowledge within the core curriculum at SMU can that university attempt to incorporate both the critical and reflective side of the liberal arts in management education. This kind of liberal management education can indeed lead to respect for the values of the others in the way that ethical philosopher Emmanuel Levinas envisioned. Research limitations/implications – Further development of the SMU core curriculum is necessary in order to confirm the hypothesis that the liberal arts can be brought together with management education to produce more mature, ethical students. Practical implications – Liberal management education curriculum must incorporate the critical function of the liberal arts when faced with business knowledge production in order to promote a pluralist ethics. If SMU is successful, it can become a model for other global business schools in Asia and beyond. Social implications – Asian higher education is ongoing a rapid transformation in values. The shift is towards understanding the wider relationship between universities and society and the role of an education citizenry. Liberal management education can be a bridge to this new world of higher education in Asia, and beyond. Originality/value – This discussion provides a fuller understanding of the two-sided nature of the liberal arts and the importance of both sides for building a liberal management education and creating ethically mature students.

scholarly journals A reflection on future directions: Global international and intercultural competencies in higher education

2020 ◽  
Vol 15 (1) ◽  
pp. 69-75
Author(s):  
Md. Shahriar Islam ◽  
Kerry Stamp
Keyword(s):  
Higher Education ◽  
Core Curriculum ◽  
High Impact ◽  
Future Research ◽  
Special Issue ◽  
Future Directions ◽  
The Core ◽  
Intercultural Competencies ◽  
Interdisciplinary Approaches ◽  
Inclusive Excellence

In the final article of the special issue, we offer a reflection on the ideas presented by the authors and recommendations for future research on implementation and assessment of Global, International, and Intercultural (GII) competencies in higher education. Themes identified from the articles include the intersection of GII competencies and inclusive excellence in higher education, the importance of integrating GII learning into the core curriculum, and the high impact of interdisciplinary approaches. Parallel recommendations for future scholarship include: further application of the inclusive excellence framework to GII competencies research, additional study on methods for integration of GII learning into core curriculum, and attention to successful strategies for application within interdisciplinary settings.

scholarly journals Pengembangan kurikulum inti program studi PKn: perspektif PKn sebagai disiplin ilmu dan PKn persekolahan

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Cholisin Cholisin
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Field Study ◽  
Civic Education ◽  
Core Curriculum ◽  
National Curriculum ◽  
Block Grant ◽  
Training And Education ◽  
The Core ◽  
Academic Qualification

The draft of core curriculum (national curriculum) if undergraduate program if civic education (S1) is developed upon the agreement between civic education departments from sev­eral higher education institutions /faculties of teacher training and education accepted partner­ship block grant for developing the core curriculum This draft is hoped to be accepted as standard both for those in agreement and not. The core curriculum is developed from the essences of field of study, namely social, profes­sional, personal, and pedagogic competences. From these essences of field study, learning experiences; facilities, education; and academic qualification of lecturer are developed: It was agreed that 60% of the total credits is developed from these essences of field study and the rest (40%) is delegated to each institution in developing

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