Designing an integrated business curriculum with students' success in mind: An evaluation within the context of the IBC programme at the University of Idaho

Genc, Ismail H.; Bekmez, Selahattin
August 2009
International Journal of Management Education (Oxford Brookes Un;2009, Vol. 7 Issue 3, p81
Academic Journal
There is a strong call for an integrative approach to teaching in business schools from both academics and professionals. While there is a large body of literature on innovative methods leading to success in the post-graduation phase of a student's education, the same attention is not paid to factors determining success for students in such a programme. With the example of the integrative teaching method of the College of Business and Economics at the University of Idaho, we discuss the likely pitfalls in designing such a programme with students' success in mind. We evaluate such issues as team based versus individually graded activities, faculty mentoring, and timing of study sessions. While our observation is that students' own efforts contribute the most to their success in the programme, the ordering of presentations, if spread over a significant portion of the semester, may have a sizable impact on students' performance in the class. This means that programme designers must be careful about this issue in determining the grading scheme and organising presentations.


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