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‘Education or training?’: a case study of undergraduate business curriculum in a new university business school

‘Education or training?’: a case study of undergraduate business curriculum in a new university business school

Brady, Norman (2013) ‘Education or training?’: a case study of undergraduate business curriculum in a new university business school. EdD thesis, University of Greenwich.

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Abstract

This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). The central aim of the research was to investigate the factors that combined to influence the design and enactment of the BA Business Studies and BA Entrepreneurship and Innovation programmes. Data were collected using semi-structured interviews with academics from the department of Systems and Management and a documentary review of programme texts. The data were analysed within an analytical framework which brings together Bhaskar's critical realism, Fairclough's critical discourse analysis and Bernstein's theory of the pedagogic device. This thesis contends that the undergraduate curriculum in UBS has become recontextualised as a business project which frames knowledge as a commodity for the purposes of income generation, pedagogy as a rational, 'quality-assured' system for its 'delivery' and academics as the 'deliverers'. The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'.

Item Type: Thesis (EdD)
Additional Information: uk.bl.ethos.578678
Uncontrolled Keywords: curriculum design; university business school; pedagogic practice;
Subjects: L Education > LB Theory and practice of education
Pre-2014 Departments: School of Education
School of Education > Department of Professional Learning & Development
Last Modified: 14 Oct 2016 09:25
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/10223

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