Teaching in the Global Business Classroom
Show Less

Teaching in the Global Business Classroom

Carol Dalglish and Peter Evans

Teaching in the Global Business Classroom presents an educational framework for effective teaching and learning in the global classroom. It provides practical tools for teachers through suggestions for innovative curriculum design, lecture techniques, group work and participation activities, as well as the use of case studies and assessment methods.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 6: Curriculum Design

Carol Dalglish and Peter Evans


As things are . . . mankind are by no means agreed about the things to be taught . . . and again about the means there is no agreement. Aristotle INTRODUCTION Curriculum seems to have had a long past but a short history. It has been pondered in the minds of philosophers and teachers over the centuries yet only received definition in the nineteenth century, according to The Oxford English Dictionary. And as with most fields of endeavour, definitions reflect differing perspectives: ● ● ‘The totality of experience of each learner under the influence of the educational institution’ (Scheffer 1960). ‘Planned actions for instruction’ (McDonald in Foshay 1970). The concept of curriculum and the difficulty in narrowing it down to one singular concept is reflected in the work of Tanner and Tanner (1980) where they reflect the changes in perception over the twentieth century. They discuss curriculum as the ‘cumulative tradition of organised knowledge’, curriculum as ‘modes of thought’, curriculum as ‘race experience’, curriculum as ‘experience’, and curriculum as ‘a technological system of production’. These discourses have led to a rich and full debate with emerging views built upon the thoughts and experiences of those that have gone before leading to a clearer sense of what it all means as we embark upon this millennium. CURRICULUM: SOME PERSPECTIVES Curriculum design is based on particular attitudes, values and beliefs. As a result, curriculum reflects underlying assumptions about the appropriate purposes and practices of education. Freedman (1998) tells us...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.