Management Education: Classifying Business Curricula and Conceptualizing Transfers and Bridges

Davar Rezania; Mike Henry

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Management Education: Classifying Business Curricula and Conceptualizing Transfers and Bridges

机译：管理教育：对业务课程进行分类并概念化转移和桥梁

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Traditionally, higher academic education has favoured acquisition of individualized conceptual knowledge over context-independent procedural knowledge. Applied degrees, on the other hand, favour procedural knowledge. We present a conceptual model for classifying a business curriculum. This classification can inform discussion around difficulties associated with issues such as assessment of prior learning, as well as transfers and bridges from applied degrees to baccalaureate degrees in business education.

机译：传统上，相对于与上下文无关的程序知识，高等学历教育更倾向于获得个性化的概念知识。另一方面，应用学位则倾向于程序知识。我们提出了用于对商务课程进行分类的概念模型。这种分类可以为围绕与问题相关的困难的讨论提供信息，这些问题包括对先前学习的评估以及商业教育中从应用学位到学士学位的转移和桥梁。

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《International Journal of Business and Management》 |2010年第5期|共1页
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Davar Rezania; Mike Henry;
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中图分类经济计划与管理;
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Management Education: Classifying Business Curricula and Conceptualizing Transfers and Bridges

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