Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions.
In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels.
This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers.
This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.
We would like to thank the BRASS Committee for their work in developing the Business Research Competencies, as well as Purdue’s Krannert School of Business and Economics and University of South Florida’s Muma College of Business for their support of this project.
Howard, H.A., Wood, N. and Stonebraker, I. (2018), "Mapping information literacy using the Business Research Competencies", Reference Services Review, Vol. 46 No. 4, pp. 543-564. https://doi.org/10.1108/RSR-12-2017-0048Download as .RIS
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