The existing literature indicates that the U.S. workforce is challenged in two significant ways: low college attainment rates and college graduates lacking the skills necessary to be successful in their careers (Wilkerson, 2012). Studies show that both of these factors are necessary to provide the innovation needed for companies to grow (Galagan, 2010; Morrison et al., 2011). Research indicates that faculty members have a fundamental impact on student success and persistence (Kuh, Kinzie, Buckley, Bridges & Hayek, 2007; Taylor & Haynes, 2008) and are also responsible for developing and reforming the curriculum.
Business education faculty are an especially important subset of higher education faculty due to the fact that business related majors have been the most popular majors for undergraduate students since 1980 (National Center for Education Statistics, 2012).
The research examined experiences with curriculum reform to address the skill gaps. Faculty experiences with curriculum reform efforts related to nontraditional students were also examined.
|Commitee:||Eyerman, Therese S., Vallejo Pena, Edlyn|
|School:||California Lutheran University|
|School Location:||United States -- California|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Business education, Curriculum development|
|Keywords:||Academic achievement, Business education, Curriculum planning, Educational attainment, Persistence, Universities and colleges--faculty|
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