Keyword

Business Education-Structure and Curriculum-Post COVID-19 Scenario

Abstract

 

Education is to serve a purpose otherwise it becomes meaningless. Since it creates awareness, therefore, has been the priority of mankind ever since their emergence and will continue to be so in times to come. Society gazes at the end result i.e., how well universities prepare the graduates for their professional lives. This notion decides the very purpose and foundation of any education system. Business education is to give skills to young entrepreneurs to run businesses, operate factories and manage organizations. This means objectives-based business education which is possible when there is perfect synch among business schools, corporate sector, and society.

In student centricity approach, the business schools need to produce graduates with corporate outlook who could develop enterprises. The main factors to produce professionals include curricula, faculty, infrastructure and above all vision of the business school. COVID-19 has given new experience to business schools i.e. operating under off-campus environments. Obviously, this ‘New Normal’ is different as entrepreneurial practices have been reshaped. This paper outlines curricula of business education to reemphasize employment of technology in education and its management.

The study shall enable the business schools to harness the curricula with new realities of quality education and competitive skills. Accordingly, the study takes into account the stakeholders like students, faculty members, people from the corporate sector, parents, government officials and members from the civil society. Despite having different views, the stakeholders agree to the need of adopting different approaches for quality business education under ‘New Normal’


Full Text : PDF
References
  • 3rd Deans & Directors Conference. (n.d.). Retrieved May 1, 2022, from
  • https://www.nbeac.org.pk/index.php/events/conferences/3rd-deans-directors-conference
  • Aleksandrovic, B. M. (2021). Inconsistency between business schools’ graduates’ competencies and needs of employers on the Russian job market.
  • Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective.
  • Cai, R., Wang, Q., Xu, J., & Zhou, L. (2020). Effectiveness of students’ self-regulated learning during the COVID-19 pandemic. Sci Insigt, 34(1), 175–182.
  • Cizmeci, B. (2021). ARE WE READY FOR THE NEW NORMAL IN E-BUSINESS EDUCATION? SENTIMENT ANALYSIS OF LEARNERS’OPINIONS ON MOOCS.
  • DDC8 Report 16June2021.pdf. (n.d.). Retrieved April 25, 2022, from
  • https://nbeac.org.pk/images/Conference/8thDDC/DDC8%20Report%2016June2021.pdf
  • Eyster, E. S. (1968). Structuring Education for Business Occupations. In The Journal of Business Education (Vol. 43, Issue 8, pp. 312–313). Taylor & Francis.
  • Galang, A. D. (2021). Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development. International Journal of Social Learning (IJSL), 1(3), 236–249.
  • Iqbal, S. (2016). Rethinking Education in Pakistan: Perceptions, Practices, and Possibilities. Journal of Education and Educational Development, 2(2), 202. https://doi.org/10.22555/joeed.v2i2.447
  • Kanwar, A., & Carr, A. (2020). The impact of covid-19 on international higher education: new models for the new normal. Journal of Learning for Development, 7(3), 326–333.
  • Kolb, M., Fröhlich, L., & Schmidpeter, R. (2017). Implementing sustainability as the new normal: Responsible management education–From a private business school’s perspective. The International Journal of Management Education, 15(2), 280–292.
  • Lee, C. G. (2015). Changing Gears to Meet the New Normal in Legal Education. Duq. L. Rev., 53, 39.
  • List of business schools in Pakistan. (2022). In Wikipedia.
  • https://en.wikipedia.org/w/index.php?title=List_of_business_schools_in_Pakistan&oldid=1084260532
  • Milheim, W. D. (1991). Linking education and industry: Reasons for mutual cooperation. TechTrends, 36(4), 15–18.
  • Mishra, N. P., Das, S. S., Yadav, S., Khan, W., Afzal, M., Alarifi, A., Ansari, M. T., Hasnain, M. S., & Nayak, A. K. (2020). Global impacts of pre-and post-COVID-19 pandemic: Focus on socio-economic consequences. Sensors International, 1, 100042.
  • Mohammadi Sabra Nadeem, Q. A., & Javed, U. (n.d.). ACCREDITATION OF BUSINESS EDUCATION IN PAKISTAN: A STEP TOWARDS INTERNATIONALIZATION.
  • NBEAC 7DDC Report 2020.pdf. (n.d.). Retrieved April 25, 2022, from
  •  https://nbeac.org.pk/images/annualreport/NBEAC%207DDC%20Report%202020.pdf
  • Newman, W. L. (2014). Newman, W. Lawrence (2003). Social Research Methods: Qualitative and Quantitative Approaches. New York: Pearson Education, Inc.(584pp.). KASEM BUNDIT JOURNAL, 15(2), 103–106.
  • Siddiqui, S. (2007). Rethinking education in Pakistan: Perceptions, practices, and possibilities. Paramount Publishing Enterprise.
  • Stevens, G. J., Bienz, T., Wali, N., Condie, J., & Schismenos, S. (2021). Online university education is the new normal: But is face-to-face better? Interactive Technology and Smart Education