In Defense of Silos: An Argument against the Integrative Undergraduate Business Curriculum
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| Title: | In Defense of Silos: An Argument against the Integrative Undergraduate Business Curriculum |
|---|---|
| Language: | English |
| Authors: | Campbell, Noel D., Heriot, Kirk C., Finney, R. Zachary |
| Source: | Journal of Management Education. 2006 30(2):316-332. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 17 |
| Publication Date: | 2006 |
| Intended Audience: | Administrators |
| Document Type: | Journal Articles Opinion Papers Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Educational Change, Business Administration Education, Integrated Curriculum, Teamwork, Teaching Methods, Specialization, Cooperative Learning, Interdisciplinary Approach, Undergraduate Study, Business, Industry, Course Content, Curriculum Development |
| DOI: | 10.1177/1052562905277231 |
| ISSN: | 1052-5629 |
| Abstract: | The literature urges business schools to change their undergraduate curricula in response to changes in the models and methods currently used by corporate America. Critics contend that business schools should place more emphasis on teamwork and integrative models. Business schools are urged to "break down the silos" between functional subjects by integrating traditional courses in the undergraduate business curriculum. This article argues such criticism is based on confusing the need for changes in business pedagogy with the need for change in business curricula, and on an incomplete appreciation of the specialization, signaling, and hedging embedded in the current curricula. Most existing MBA curricula and undergraduate "capstone" courses already address the critics' concerns. This article emphasizes individual courses should be modified to ensure students gain additional appreciation for collaborative, interdisciplinary projects; however, such modification should not sacrifice the current depth of specialized learning in individual courses. (Contains 2 figures and 3 notes.) |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2008 |
| Accession Number: | EJ797889 |
| Database: | ERIC |
| Abstract: | The literature urges business schools to change their undergraduate curricula in response to changes in the models and methods currently used by corporate America. Critics contend that business schools should place more emphasis on teamwork and integrative models. Business schools are urged to "break down the silos" between functional subjects by integrating traditional courses in the undergraduate business curriculum. This article argues such criticism is based on confusing the need for changes in business pedagogy with the need for change in business curricula, and on an incomplete appreciation of the specialization, signaling, and hedging embedded in the current curricula. Most existing MBA curricula and undergraduate "capstone" courses already address the critics' concerns. This article emphasizes individual courses should be modified to ensure students gain additional appreciation for collaborative, interdisciplinary projects; however, such modification should not sacrifice the current depth of specialized learning in individual courses. (Contains 2 figures and 3 notes.) |
|---|---|
| ISSN: | 1052-5629 |
| DOI: | 10.1177/1052562905277231 |
