Thesis (MEd (Human Resource Studies))--University of South Australia,1997

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study attempts to ascertain the status of, the enrollments in, and the offerings available in business education as well as the relationship between business education and other subject fields in grades ten, eleven, and twelve of the Oklahoma public high schools for the school year 1976-1977.

This study describes the evolution of the British Columbia business education curriculum from 1875 to 1990. Since the 'official' curriculum document at any particular time represents the central focus of formal educational endeavours, it and related ensuing specific business subject curricula were the central objects of analysis for this study. The primary or "parent" document of the general curriculum for each important revision period was examined first for such clues as its language, purposes, aims, emphases and concerns gave to its philosophy and general orientation. Next, each of the commercial/business programmes that issued from that major revision was examined in order to determine its relationship to the "parent" document. Individual courses within the programmes were then analyzed. Finally, each curriculum was examined to ascertain its relationship with its social, economic, political and historical contexts. Some important themes have emerged: a shift in the clientele for business education, a series of changes in the focus of the programme, and some related changes in the status of the field. The evolution of commercial education from a course of study for 'gentlemen' into one for an almost exclusively female clientele by mid-century, into one for both genders by 1990 greatly affected the contents and emphases of prescribed programmes. The contents and emphases of those prescribed programmes were also determined by the broader social, political and economic contexts in which they operated. During certain periods, the programme presented an image of business as "offic work", and thus utilitarian, functional, nonacademic, and of primary interest to female students. Emphasis on "entry-level" skills for office employment characterized the programme. At those times its prestige within the school subject hierarchy tended to be low. At other times business education was a more general course, theoretical, and fairly academic in nature, presenting a broad conception of the business world. In those periods business education included theories and practices related to owning, directing and conducting business as well as office skills and routines. During these times, business education enjoyed high status within the school subject hierarchy, and appealed to both male and female students. In addition, the status of business education depended on the attention it received from such influential entities as strong business interest groups, and the federal and provincial governments. While more tentative than some of the other considerations the thesis does examine the interrelationships amongst such elements as curriculum, academic and nonacademic streaming, gender roles, employment training, and political and economic agendas of government. Although the exact impact that each had in determining business education curricula is not yet entirely clear, their central role in the process is made amply clear in this descriptive study. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The aim of this study was to suggest adjustments for the commercial curricula of Lafayette County and to determine the vocational opportunities for commercial graduates of the smaller and medium-sized high schools in a small section of central Missouri.

The problem which forms the basis of this study is one involving an investigation of the curricular offerings in the field of business in the liberal-arts colleges of Arkansas. The purpose of the investigation is to compare the growth of business offerings during the eleven years from 1936 to 1946.

This study attempts to review comprehensively the present status of admission and degree requirements for graduate degrees in the business fields and in the commercial teaching field of secondary and collegiate education. It also seeks to ascertain graduate areas of concentration available in business administration and business education and to determine what graduate courses dealing primarily with business education are offered.

This is a study of business education conferences in Texas made in an effort to improve business training in Texas secondary schools. Many young people leave high school intending to enter the business world. Business is ready to accept those who are competent. The educational preparation of students, however, is often insufficient to permit their seizing the opportunities offered to them.

The purpose of this study is to determine how adequately Class A schools of Region Three of Texas are conforming to certain standards in business education. A comparative survey of business administration programs has been made, and the programs were evaluated by standards formulated by the Texas State Department of Education and recognized investigators in this field. After careful consideration of all the data available for this study, the writer made conclusions and recommendations with regard to the business education programs in the schools of Region Three.

Since some educators believe the underachiever and the low-ability student are frequently placed in business education classes for the purpose of finding him an easy way through school, this study attempts to determine just where the business education student actually ranks in achievement and ability as compared to students in other academic areas. The students used in this study come from the graduating classes of 1969 and 1970 of Beaverton and Sunset High Schools in Beaverton School District 48, Beaverton, Oregon. A business education student has been defined as one who has successfully completed at least two of the following courses: Shorthand II; Office Techniques or Vocational Office Block; Bookkeeping; and Business Law. A survey instrument was used to separate the business education from the non-business education students. The survey instrument records the scores of DAT (Differential Aptitude Tests) and the GPAs (grade point averages) of all students included in this study. Mean scores were computed reflecting the DAT scores and GPAs of both groups. These mean scores reflecting the difference between the business education and non-business education students were tested to determine the level of significance. StUdents included in this survey numbered 1705: 199 classified as business education students and 1506 classified as non-business education students. The study revealed a sharp decline in the number of students enrolled in business education in 1970, as compared to 1969. The mean DAT score for the business education student was 56.35 as compared to 62.60 for the non-business education student. The difference of 6.25 was tested and had a critical ratio of 3.11, which is significant at the .01 level. The mean GPA for business education students was 2.56 as compared to 2.68 for the non-business education students. This difference of .12 was tested and had a critical ratio of .86, which is not significant. The reasons for the decline in the number of students enrolled In business may be: (1) the addition of new courses to the school curriculum; (2) fewer students are taking business education classes as defined by this study; and (3) business education is not as appealling as it once was because of changing business patterns. The fact that business eciucation students are of a lower ability might be because; (1) business education classes appeal to the lower ability student; or (2) that counselors do, in fact, use business education as a dumping ground. Since this study revealed that the GPA of business education students nearly equals that of other students, the possibility exists that: (1) business education is more Interesting than some other subjects; (2) the content of business education classes is less challenging; (3) less student performance is required in business education; or (4) business education attracts the overachiever. The main purposes of this study were to: (1) provide more effective guidance and placement of students in business education; (2) provide informative data upon which to base future curriculum planning; and (3) verify or disprove the prevailing assumption that business education students are of a lower caliber. Since this study has revealed that the number of students enrolled in business education has declined and that business education students are in reality of lower ability, the results have been given to the counseling and business education departments at the schools involved. It is hoped that the results will help educators make a realistic assessment of the condition that does exists, so students can be placed and schooled in their areas of interest. Further studies are needed to: (1) determine whether or not the decline of students enrolling in business education will continue; (2) determine if the low-ability students are being channeled into new courses added to the school curriculum; and (3) reveal how business education students are performing in specific academic areas. Such studies might be of additional value to counselors through a more effective channeling of students into appropriate interest areas and careers.