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Business Administration
John Tarjan, Lead Discipline Faculty-Business
Administration
California State University, Bakersfield
Summary of Identified
Issues
A wide variety of issues were discussed at the regional and
state meetings. California community college faculty were
particularly concerned with different lower-division foundation
requirements among CSUs within their service area. They consistently
indicated a willingness to conform to CSU needs, but the CSU
needs to speak with one voice. UC Berkeley has a relatively
small number of business transfers (70/year). They are interested
in communication with discipline faculty in the other segments
but are unlikely to change their curriculum. Some faculty
felt it would be worthwhile to explore a course similar to
the Introduction to Business courses at Berkeley and San José
State. CSU faculty expressed a range of opinions on a variety
of issues. Some felt that alignment would be a good idea,
others had reservations about changing their campuses' curricula,
the loss of control, etc. Most did agree that students should
be assisted in making transfer requirements clear.
Identified Trends/Future
Directions
The changes/trends discussed revolved around curriculum and
pedagogy. By the statewide meeting, it was clear that most
faculty believe a focus on skills and competencies was needed
and perhaps more important than focusing on content. Economics
seems to be the most stable of the lower-division content
areas. The mathematics required at most campuses is trending
to finite mathematics, although even the business calculus
courses offered at several campuses seem to be primarily finite
mathematics, with some calculus topics. Statistics courses
are utilizing the computer to a much greater extent, and increased
attention should be paid to hypothesis testing and regression.
It was felt that some computation was still needed but that
it should be included only to the extent it fosters intuitive
understanding of issues such as variation. Accounting, as
a field of study, has undergone dramatic changes. The discipline
groups have been out in front in terms of curriculum development.
Attention needs to be paid to keeping the curriculum up-to-date.
The definition of computer literacy is changing rapidly.
Comments from Statewide
Meetings and the General Field
· Skills such as giving effective presentations, effective
business writing and critical thinking/analysis are more important
than content-many faculty members.
· Community colleges will accommodate any curricular
changes the CSU indicates it wants/needs-community college
faculty from across the state.
· One of the reasons some courses are taught at the
upper-division is that it allows us to have control over content,
coverage, rigor, etc.-some CSU faculty.
· We have failed to take into account the work done
by the accounting discipline in the curricular area-accounting
faculty attending the statewide meeting.
· Having a target common core is desirable-most faculty.
Getting our campus to change will be difficult-many CSU faculty.
· Several variations on "I don't exactly know
why we do it that way," "maybe its time we looked
at that again," "perhaps this project will give
me some ammunition," etc-several CSU faculty across the
state. These comments may indicate that the more progressive
members of the faculty attended the meetings and that even
very desirable changes will necessitate a selling effort.
· This target core curriculum is great, but it should
not be mandated-lead discipline faculty and most other faculty
at one time or another.
· Any core curriculum approved must include a process
for oversight and revision-most faculty.
Recommendations for the Discipline
· Form an intersegmental business articulation committee.
· Approve a final iteration of the so-called "Strawman"
curriculum document as target for lower division articulation
in business.
· Examination of the introduction to business course
for potential inclusion.
· Development of a computer literacy statement.
· Exploring the possibility of a "math for managers"
course that adds some calculus topics to a tradition finite
mathematics course.
· Review of existing courses for compliance with transfer
curriculum requirements.
· Ongoing review of courses.
· Periodic review and revision of the core curriculum.
Recommendations
for Support Courses
Very few recommendations for economics have been developed
at this point. However, considerable attention was given to
mathematics. It was felt that the finite mathematics and statistics
courses should be adapted to more closely align with a business
core description since other majors outside of business and
economics taking those courses would likely benefit and would
be unlikely to voice any protest.
Topics for Further
Discussion
If a model core curriculum is recommended, the content of
the core courses needs to be finalized. Computer literacy,
economics and finite mathematics need particular attention.
Recommendations
to be Forwarded to:
CAN: the CANning process should include more than topical
coverage. Pedagogy and student outcomes may be just as important
as a listing of topics.
ASSIST, CIAC: none.
IMPAC Outreach Presentations Made by Members of this Group:
Organization Date/Place Presenter's Name Number Present
CSU Business Assessment Pomona 3/22 John Tarjan 20
Council
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