The changing context of business education: Competency requirements for the new paradigm

The changing context of business education: Competency requirements for the new paradigm

International Perspectives on Competence in the Workplace

• Yu, Wai Mui Christina The Hong Kong Institue of Education
• Velde, Christine R. The Hong Kong Institue of Education

• Velde, C. R.

Dordrecht

Springer

2009

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law

Hong Kong Secondary Schools Business Teacher Education Business Education Curriculum Clerical-administrative Workforce Knowledge-oriented Economy Competency-based Education and Training Competence Conceptions Competence Australia

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This chapter reports on two studies conducted in both Hong Kong and Australia. The purpose of these research studies was three-fold: first, to evaluate the secondary business education curriculum; second, to explore its role in both Hong Kong and Australia, in order to determine the future directions in the light of perceived social, environmental, technological and political changes; and third, to make appropriate recommendations to policymakers in the respective countries. The results of the two studies demonstrated that the current secondary business education curriculum in Hong Kong and Australia has moved towards, but is not yet fully conversant with the need for, a paradigm shift from a predominantly skills-based curriculum to a dynamics-based curriculum. The notion of competence and its origin are discussed. A move towards a more holistic perspective of competence, that is, an interpretative-relational perspective is proposed and illustrated for business education. The introduction of competency standards for the clerical-administrative occupations in private industry tends to restrict the curriculum to the achievement of skills and outcomes, rather than move towards a broader base. It is recommended that the aims of secondary business education be under constant review; the image of business education be updated; there be an increased emphasis on vocational education, provision of resources, and opportunities for professional development for business education teachers. Implications for research, policy and practice including a business education curriculum based upon an interpretative-relational model of competence are drawn.
[Copyright © Springer Science+Business Media B.V. 2009.]

• English

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2015-12-08