| CODE | MSB4320 | ||||||
| TITLE | Ideological Perspectives, Developments and Curricular Design in Business Studies Education (Methodology 2) | ||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||
| DESCRIPTION | Aims: This unit aims to equip student teachers with: - an awareness of the ideological standpoints underpinning business and economic theory, - an analysis of the impact of different ideologies on the curriculum, - a wide range of skills required for creative teaching of business studies from a critical standpoint. Expecting Learning Outcomes By the end of this unit student teachers shall: - be able to critically appraise business curricula, syllabi and textbooks, - construct a business studies syllabus for secondary school students and beyond. 1. Origins and developments of business education (EM) An overview of the development of business education in Malta and abroad, and how the curriculum responds to economic and educational needs. Current trends and the way forward shall be discussed. 2. Ideological standpoints underpinning business education (CC) An overview of the main ideological standpoints underpinning business education, including the capitalist perspective, the vocational perspective, the social and emancipatory perspective and the ecological perspective. 3. The vocational standpoint (CC) Focusing on the vocational standpoint underlying business education which is inspired from the idea of preparing the future work-force. An overview of the main arguments and critique of this ideology and its repercussions on the general and business curriculum. 4. The capitalist standpoint (CC) An in-depth overview of the capitalist perspective underlying business education inspired from the idea of accumulating capital through profits and the notion of the market mechanism. An overview of the main arguments and critique of this ideology and its repercussions on the general and business curriculum. 5. The social and emancipatory perspective (CC) This theme shall revolve around the principles and theories of emancipatory and social practice and its impact on the business curriculum. The impact of this perspective on teaching methods and the selection of content shall also be discussed. 6. The ecological perspective (CC) This theme focuses on the ecological ideology and its infusion in basic business concepts and analytical frameworks. The infusion of this perspective in course material and methods shall be discussed in detail. 7. Why teach business studies? (CC) Defining a set of general aims and specific objectives of business studies teaching, their life-long relevance and their link with the current National Minimum Curriculum. 8. The current business studies syllabus (CC) A review of the contents of the Sec. syllabus and personal auditing regarding the knowledge of subject matter will be carried out. Discussing the pacing, breadth, coherence and relevance of subject matter as proposed by the syllabus. Students’ diverse maturity levels, their linguistic and conceptual readiness, and previous experiential baggage shall be explored. 9. Teaching business studies from a critical perspective and as a springboard to teach Business Ethics and Corporate Social Responsibility. (EM) Comparing and contrasting the official Business Studies syllabus to the personal set of educational objectives. A critical analysis of the ideological implications of the absence of certain issues in the syllabus; (eg. distribution of resources, poverty, colonialism, the impact of development on the environment, the underpinnings of international trade, etc.) Ways in which these and other pertinent issues can be infused in the syllabus will be explored. Ethical business behaviour, CSR and the role of the government and the community to regulate and control business activity will also be discussed. 10. Financial and Economic Literacy (EM) Exposing the definitions of financial literacy and economic literacy (separately) and discussing their importance on a personal and national level. Developing financial and economic literacy in the classroom and beyond shall be discussed. 11. Consumer Education (EM) Principles of consumer education and their infusion in the business studies syllabus. 12. Enterprise education (EM) Principles underlying enterprise education, and initiatives to stimulate enterprise education at different levels of the educational continuum. Exposure to past and current entrepreneurship initiatives in schools. 13. Teaching citizenship and not-for profits organisations (EM) Principles underlying citizenship education and its infusion in business studies teaching. 14. Evaluating business studies textbooks in terms of: (EM) - political/ideological orientation, - gender and minority issues, - methodology employed, - cultural gap and lack of exposure to local issues and economic statistics for Maltese students utilizing foreign text books. A review of local material and data available is embarked upon and the production of alternative texts is encouraged, supported and discussed. Reading List 1. Abbot I. and Jephcote M. (2005) Teaching Business Education 14 -19, David Fulton Publishers Ltd. 2. Barrett R. (1991) Business Studies Skills, Stanley Thornes (Publishers) Ltd. (CETRI at UOM) 3. Brant J. and Davies P. (2006) Business, Economics and Enterprise, Routledge (available from lecturing staff) 4. GCSE Business Studies (1988) Ison S., Pyle K., Longman Group. (CETRI at UOM) 5. Hugget R. (1993) Business Studies for GCSE Harper Collins Publishers. (CETRI at UOM) 6. Hodkinson S. and Jephole M. (1996) Teaching Economics and Business Studies, Heinemann Educational Publishers. (CETRI at UOM) 7. Kennerdall, P. et al. (2001) Business Studies for OCR and GCSE, Hodder and Stoughton. (CETRI at UOM) 8. The Business Studies Syllabus for Secondary Schools, and the Matsec Syllabus. (downloadable) 9. The National Minimum Curriculum (1999) and the NMC Framework (2011) (downloadable) 10 The New Internationalist Magazine downloadable from www.newint.org. Issues of Special interest: Dec 2008 - Crisis! Crisis! April 2000 - Fair Trade Jan 2000 - Redesigning the global economy Mar 1999 - Poverty- Dismantling the myths May1999 - Drop the Debt Sept 1999 - Migration 11. Whitcomb A. and Bowen B. (1997) Essential Business Studies, Hodder and Slaughter Publishers. (CETRI at UOM) 12. Whitcomb A. (1996) Comprehensive Business Studies, Pitman Publishing. (CETRI at UOM) Whitehead, D. and Dyer, D. (Eds) (1991) New Developments in Economics and Business Studies Education: A handbook for teachers. (available from lecturing staff) |
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| RULES/CONDITIONS | While TAKING THIS UNIT YOU MUST TAKE MSB4315 AND TAKE MSB4321 AND TAKE MSB4322 | ||||||
| ADDITIONAL NOTES | Pre-requisite qualifications: a first degree in accounting/busines/marketing/econ. Pre-Requisite Study-units: a minimum of 15 units in 2 of the above |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Claudia Custo' Emanuel Mizzi |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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