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Book part
Publication date: 12 August 2009

Jacqueline J. Schmidt, Brian Patrick Green and Roland Madison

Employers state that their major concern with accounting graduates is their inadequate skills in reading, writing, speaking, and listening (Kranacher, 2007, p. 80). Yet, the…

Abstract

Employers state that their major concern with accounting graduates is their inadequate skills in reading, writing, speaking, and listening (Kranacher, 2007, p. 80). Yet, the American Institute of Certified Public Accountants (AICPA) and some state boards of accountancy have minimized the importance of these skills on professional certification exams. This conflict creates a mixed message. The purpose of our study is to determine accounting department chairs’ perceptions of the importance of writing, speaking, listening, interpersonal, and technological communication skills for both the accounting and the business curricula and where in the curriculum these skills are taught. In our study, we surveyed 122 accounting administrators from the largest North American accountancy programs. Survey respondents report that most required communication courses are in the general business curriculum and, to a lesser extent, as a required course in the accounting major. Consistent across demographics, respondents also indicate that all communication skills are important, but writing skills followed by technological skills are the most valued for the accounting curriculum, while writing and speaking skills are most important in the business curriculum. Implications for the curriculum are discussed.

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Advances in Accounting Education
Type: Book
ISBN: 978-1-84855-882-3

Book part
Publication date: 23 October 2020

Gayle Morris and Felicity Reid

This chapter uses the re-development of an undergraduate business degree in a large Australasian university as a case study of the systematic embedding of social responsibility…

Abstract

This chapter uses the re-development of an undergraduate business degree in a large Australasian university as a case study of the systematic embedding of social responsibility into the curriculum. The chapter discusses the drivers for curriculum change including the converging desires of both employers and students for business education to not only equip graduates with thinking skills for a fast-changing future but also provide guidance to students on becoming ethical leaders. The design thinking process that underpinned the curriculum re-development is outlined and the graduate profile and curriculum structure that emerged from the process are discussed. The graduate profile includes an aspirational goal for students to be future generators for sustainable value for business and society at large. Attainment of this goal is supported by development of other aspects of the graduate profile and the structure of the degree itself. Students are required to undertake multi/interdisciplinary study in order to expose them to different perspectives and ways of thinking and doing. They are scaffolded through the development of an understanding of social responsibility in business and the application of ethical frameworks to complex problems over the course of three years, through four compulsory courses. The chapter notes the importance of the hidden curriculum in teaching social responsibility and demonstrates how the teaching of social responsibility in the business curriculum is reinforced through the structure of the degree and consistency with both the Business School’s and University’s mission.

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International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-854-3

Keywords

Book part
Publication date: 9 August 2012

Zabihollah Rezaee, Joseph Szendi, Robert E. Elmore and Ran Zhang

This study examines corporate governance and ethics (CGE) education by conducting a survey of academicians and practitioners in the United States. Results indicate that the demand…

Abstract

This study examines corporate governance and ethics (CGE) education by conducting a survey of academicians and practitioners in the United States. Results indicate that the demand for, and interest in, CGE continues to increase. More universities are planning to provide CGE education and many CGE topics are considered important for integration into the curriculum, although the degree of importance varies between academicians and practitioners. The two prevailing methods of CGE education integration are offering a stand-alone course in CGE or infusion of CGE topics into accounting courses. Results pertaining to the importance, delivery, and topical content of CGE education may be useful to universities that are, or are considering, integrating CGE into their curricula or redesigning their CGE courses. The CGE educational issues addressed in this study should help business schools design curricula to prepare students for the challenges awaiting them in the area of CGE.

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-757-4

Book part
Publication date: 7 February 2013

Lina M. Gomez and Lucely Vargas Preciado

Corporate Social Responsibility (CSR) is a well-known practice among organizations around the world. It has become a refreshing alternative of conceiving and doing business that…

Abstract

Corporate Social Responsibility (CSR) is a well-known practice among organizations around the world. It has become a refreshing alternative of conceiving and doing business that encompasses economic, social, and environmental operations for achieving competitive advantage.

Details

Education and Corporate Social Responsibility International Perspectives
Type: Book
ISBN: 978-1-78190-590-6

Book part
Publication date: 15 February 2021

Anthony Abiodun Eniola and Kelechi Chioma Osigwe

The point of this study is to review the effect of entrepreneur education on the venture intention among the female undergraduate in the Nigeria University. The structural

Abstract

The point of this study is to review the effect of entrepreneur education on the venture intention among the female undergraduate in the Nigeria University. The structural equation modelling was used in the equation analysis. The findings of the study will increase the awareness and acumen of entrepreneurship among female students. The analysis will help in developing entrepreneurial skills and aptitudes in the university’s business curriculum, which provides far-reaching exposure of critical thinking sessions that stimulate the generation of business ideas. It also helps to tailor business ideas to study and interest activities to motivate active participation, inspired progressively in the Nigeria ambience.

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Universities and Entrepreneurship: Meeting the Educational and Social Challenges
Type: Book
ISBN: 978-1-83982-074-8

Keywords

Book part
Publication date: 26 August 2016

Ralf Spiller, Stefan Weinacht and Andreas Köhler

Communication studies have expanded significantly around the globe in the last decades. Due to new channels of communication and more and more mediatised societies, the role of…

Abstract

Communication studies have expanded significantly around the globe in the last decades. Due to new channels of communication and more and more mediatised societies, the role of communication has gained significance. In contrast, communication does not seem to be a topic of high priority for many corporate leaders. They often still value communication as a mere support function.

This chapter explores communication courses of business schools in the United States and Europe. It is hypothesised that only if communication courses are recognised in such programmes the profession of business communicators will realise entry into the highest levels of corporate decision-making.

The main question is how far top-ranked Master of Business Administration (MBA) programmes integrate communication courses. This is investigated via website analysis and interviews. This chapter also provides explanations for the current status quo. The results will be of interest to all those responsible for shaping MBA curricula and give insights into how the communication discipline is viewed by leaders of business schools.

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The Management Game of Communication
Type: Book
ISBN: 978-1-78635-716-8

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Book part
Publication date: 10 August 2018

Rahim Ajao Ganiyu

Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There…

Abstract

Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There is a huge gap in African management education which calls for redesigning of management curriculum to affirm African social orientation and self-determination that will enable new forms of learning and knowledge required to tackle complex global challenges. The objective of this chapter is to review Western management thought and practice vis-à-vis the existing management philosophy in Africa prior to her colonisation and advocate the need to redesign management curricula. To accomplish the aforementioned objective, this chapter took a historical, reflective and systematic approach of literature review to advance renewal of management curricula in Africa. The analysis began with a review of pre-colonial management philosophy and thought in Africa, followed by a discussion of how colonialism obstructed and promoted the universality of management. This was followed by a review of African traditional society and indigenous management philosophies. The chapter discussed topics that should feature in an African-oriented management curriculum and highlighted fundamental constructs that can be fused into management curriculum of business schools/teaching in Africa. The chapter also made a case for a flexible management curriculum structure that is broader than the conventional transmission-of-knowledge building which views students as passive learners’ by adopting suitable pedagogical tools that will be relevant for knowledge transmission and assessment and also enhance learning and management practices that is culturally fit and relevant to global practice.

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Indigenous Management Practices in Africa
Type: Book
ISBN: 978-1-78754-849-7

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Book part
Publication date: 7 February 2013

Helen Goworek and Petra Molthan-Hill

This chapter examines the development and implementation of a sustainability module at Nottingham Trent University (NTU) in the UK and assesses how this is embedded within the…

Abstract

This chapter examines the development and implementation of a sustainability module at Nottingham Trent University (NTU) in the UK and assesses how this is embedded within the undergraduate business curriculum. The objectives are to explain the background to the development of the module in the context of the University as a whole and to examine the issues and potential benefits concerning its implementation. The chapter explores how sustainability can be integrated effectively within the curriculum and focuses on a module for the academic year 2011/2012 ‘The Sustainable Organisation’ (SO) and its underlying principles from the perspectives of members of the module team. It also reflects on previous and concurrent modules incorporating sustainability and corporate social responsibility (CSR). The module's connections with industry and related research will also be discussed within the chapter. In conclusion, the wider implications of offering the SO module within a business school will be assessed.

Details

Education and Corporate Social Responsibility International Perspectives
Type: Book
ISBN: 978-1-78190-590-6

Book part
Publication date: 7 February 2013

George K. Amoako, Ruby Melody Agbola, Robert K. Dzogbenuku and Evans Sokro

Issues concerning society are everybody's business. Therefore, individuals, larger or smaller groups, formal or informal entities, public or private firms, governmental or…

Abstract

Issues concerning society are everybody's business. Therefore, individuals, larger or smaller groups, formal or informal entities, public or private firms, governmental or non-governmental organisations who are key stakeholders of society must always aspire to champion societal concerns. Society's welfare should be everybody's business. Corporate social responsibility (CSR) in a broad sense can be viewed as the relationship of organisations with society as a whole, and the need for organisations to align their values with societal expectations (Atuguba & Dowuona-Hammond, 2006). In reality, it is a set of standards by which organisations can impact their environment with the potential of creating sustainable development (Helg, 2007). It is critical that society educates everyone to be responsible. From all societal actors, universities are the ones educating the future elites of a country. What they teach and do not teach may make or break a nation's future and well-being. As noted by Dashwood and Puplampu (2010), there is a greater need for crafting a sustainable, strategic and mutually beneficial set of responsible actions in embracing the right approaches to CSR. According to them, such actions should emanate from a genuine recognition of, and attention to, economic, traditional, historical, as well as business arguments from the perspectives of the stakeholders and interest groups.

Details

Education and Corporate Social Responsibility International Perspectives
Type: Book
ISBN: 978-1-78190-590-6

Book part
Publication date: 12 June 2015

Maureen L. Mackenzie

The boundaries between the for-profit sector and traditional nonprofit library focused information professions are blurring. As these information professions grow, more of their…

Abstract

The boundaries between the for-profit sector and traditional nonprofit library focused information professions are blurring. As these information professions grow, more of their future leaders will be graduates from business management programs as opposed to library and information programs. There is a general perception that for-profit employers demand leaders who are analytical and achievement oriented. As a result, business schools have been criticized for focusing their curricula on transaction-based economics with less focus on preparing leaders to do what is right. So, how do we better prepare business graduates to face ethical dilemmas as they move forward to build and support information organizations of the future? This chapter reports the results of a study which explored the viewpoints of American thought leaders about ethics in the context of business programs. A total of 32 subjects from the corporate and higher education settings were interviewed. Results of the study revealed five major themes related to how educators can better prepare our next generation of leaders. Those themes were: (1) insights related to the student; (2) insights pertaining to the goal of business ethics education and curricula; (3) specific cases and experiences to include in ethics course(s); (4) explicit student learning outcomes; and (5) the specific role, skill, and ability of professors teaching ethics courses. While this chapter deals primarily with the academic scope of ethics, the study also explored personal views about ethics by the interviewees. Understanding how foundational ethical beliefs and awareness develop then informs the broader discussion of ethics.

Details

Current Issues in Libraries, Information Science and Related Fields
Type: Book
ISBN: 978-1-78441-637-9

Keywords

1 – 10 of over 5000