Abstract
The objective of this paper is to provide Australian business and marketing educators with ideas which may cause them to re-examine their curricula and pedagogy from a “zero base”. The paper principally attempts to do this by (a) providing examples of criticisms of the knowledge and skills of business school graduates, and of business school curricula, pedagogy and teaching staff, and (b) providing examples of innovative responses to these criticisms by USA business and marketing schools. Some European examples are also described, which allow a contrast with USA.
This paper may be especially pertinent at this time, given the recent mergers of CAE institutions with traditional universities in Australia, and the resulting tension between research and teaching foci. In addition, universities are being confronted by pressures to adopt “quality” and “customer service” philosophies in education, and to rely less on government and more on industry sources for funding.
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