Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis

Mohammad Shahidul Islam Fakir

doi:doi:10.11648/j.ijvetr.20190501.13

| Peer-Reviewed

Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis

Mohammad Shahidul Islam Fakir

Published in International Journal of Vocational Education and Training Research (Volume 5, Issue 1)

Received: 15 February 2019 Accepted: 22 March 2019 Published: 18 April 2019

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study investigates about how does a bachelor’s business education curriculum experience different gaps which arise in different phases of curriculum design, development, and implementation process in some selected universities of Bangladesh. This study also proposes a curriculum gap model by defining the different types of curriculum and real-life curriculum gaps. This study conducts a sample questionnaire survey on 155 respondents selected from alumni, employers from different sectors, university faculty members, and students from Jagannath University, ASA University Bangladesh, Jahangirnagar University, University of Dhaka, Dhaka International University through personal contact and interview. Secondary data have been used for this study from different articles, publications, books, speeches in conferences and seminar classes, and from existing master’s and bachelor’s business education curriculum and websites of some selected universities including South China University of Technology, and The University of British Columbia, Canada. This study lists the top most important reasons, such as industry needs are different from university graduation curriculum, there is no connection among university, government, and industry, etc. In Bangladesh, there are no big research projects on industry development and/or business development funded by the companies, conducted by the university, and cooperated by the government. The curriculum gaps also arise while addressing the lessons in the class, there remains a lack of proper sources of information about real life job demand in the context of globalization. This study also lists the top most alternative solutions to minimize curriculum gaps, such as, there should be a thorough study about world-class standard curriculum of different top ranked universities in the world, and employment assessment tests format as per industry needs should be linked with the lessons of university graduation business curriculum, there should be connection among university, government, and industry, etc. This study also proposes a theory by mapping curriculum gap model. These findings and some general comments for improvement have implications to the users of curriculum and decision makers in education sector.

Published in	International Journal of Vocational Education and Training Research (Volume 5, Issue 1)
DOI	10.11648/j.ijvetr.20190501.13
Page(s)	16-22
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Curriculum Gaps, Bachelor’s Business Education Curriculum, University, Bangladesh

References

[1]	Tanner, D., & Tanner, L. (1975), Curriculum: Theory into Practice, New York: Macmillan.
[2]	UNESCO (2018), “Different Perspectives and Meanings of Curriculum,” United Nations Educational, Scientific and Cultural Organization, [online] retrieved on May 11, 2018, available at: http://www.unesco.org/new/en/education/.
[3]	Kelly, A. V. (1999), The Curriculum: Theory and Practice, London, UK: Paul Chapman Publishing Limited.
[4]	Kliebard, H. M. (1995), The Struggle for the American Curriculum, New York: Routledge.
[5]	Lynn Kelting-Gibson (2013), Analysis of 100 Years of Curriculum Designs, International Journal of Instruction, e-ISSN: 1308-1470, www.e-iji.net.
[6]	Bobbit, F. (1918), The Curriculum, Boston, MA: Houghton Mifflin.
[7]	Charters, W. W. (1929), Curriculum Construction, New York: The Macmillan Company.
[8]	Caswell, H. L., and Campbell, D. S. (1935), Curriculum Development, New York: American Book Company.
[9]	Tyler, R. W. (1950), Basic Principles of Curriculum and Instruction, Chicago, IL: University of Chicago Press.
[10]	Taba, H. (1962), Curriculum Development Theory and Practice, New York and Burlingame: Harcourt, Brace & World, Inc.
[11]	Bruner, J. (1977), The Process of Education, Cambridge, MA: Harvard University Press.
[12]	Gardner, H. (1991), The Unschooled Mind, New York: Basic Books.
[13]	Ornstein, A. C., & Hunkins, F. P. (1998), Curriculum Foundations, Principles, and Issues.
[14]	Wiggins, Grant, and Jay McTighe (2005), Understanding by Design, Alexandria: Michigan State University Workshop on Backward Design by Cori Fata-Hartley http://teachingessentials.msu.edu/materials-for-each-session/10-20---backward-course design
[15]	Ornstein, A. C., and Hunkins, F. P. (2009), Curriculum Foundations, Principles, and Issues, Boston, MA: Pearson.
[16]	Chappuis, J. et al. (2012), Classroom Assessment for Student Learning Doing It Right: Using It Well, Boston, MA: Pearson.
[17]	Fakir, M. S. I. (2018), Reasons behind and Solutions to Curriculum Gaps: Special Focus on Business Education in some selected Universities of Bangladesh which have been prepared and submitted by this study’s author himself for the financial year 2017-2018 that was funded by the University Grants Commission (UGC) of Bangladesh in cooperation with Jagannath University (Grant Code No. 4829.1, Grant Name: Research Project Expenditures, reference No. JnU/F&A/Advance un-adjustment/ 131/2011/1540).
[18]	Leydesdorff, Loet. (2012). The Triple Helix of University-Industry-Government Relations (February 2012). SSRN Electronic Journal. 10.2139/ssrn.1996760. Etzkowitz & Leydesdorff (2000) further elaborated the Triple Helix of University-Industry-Government Relations (cf. Etzkowitz & Leydesdorff, 1995; Lowe, 1982) into a model for studying knowledge-based economies. URL:https://www.researchgate.net/publication/228130923_The_Triple_Helix_of_University-Industry-Government_Relations_February_2012, accessed on 15 February, 2019.

Cite This Article

Plain Text BibTeX RIS

APA Style

Mohammad Shahidul Islam Fakir. (2019). Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. International Journal of Vocational Education and Training Research, 5(1), 16-22. https://doi.org/10.11648/j.ijvetr.20190501.13

Copy | Download

ACS Style

Mohammad Shahidul Islam Fakir. Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. Int. J. Vocat. Educ. Train. Res. 2019, 5(1), 16-22. doi: 10.11648/j.ijvetr.20190501.13

Copy | Download

AMA Style

Mohammad Shahidul Islam Fakir. Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. Int J Vocat Educ Train Res. 2019;5(1):16-22. doi: 10.11648/j.ijvetr.20190501.13

Copy | Download

@article{10.11648/j.ijvetr.20190501.13,
  author = {Mohammad Shahidul Islam Fakir},
  title = {Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {5},
  number = {1},
  pages = {16-22},
  doi = {10.11648/j.ijvetr.20190501.13},
  url = {https://doi.org/10.11648/j.ijvetr.20190501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20190501.13},
  abstract = {This study investigates about how does a bachelor’s business education curriculum experience different gaps which arise in different phases of curriculum design, development, and implementation process in some selected universities of Bangladesh. This study also proposes a curriculum gap model by defining the different types of curriculum and real-life curriculum gaps. This study conducts a sample questionnaire survey on 155 respondents selected from alumni, employers from different sectors, university faculty members, and students from Jagannath University, ASA University Bangladesh, Jahangirnagar University, University of Dhaka, Dhaka International University through personal contact and interview. Secondary data have been used for this study from different articles, publications, books, speeches in conferences and seminar classes, and from existing master’s and bachelor’s business education curriculum and websites of some selected universities including South China University of Technology, and The University of British Columbia, Canada. This study lists the top most important reasons, such as industry needs are different from university graduation curriculum, there is no connection among university, government, and industry, etc. In Bangladesh, there are no big research projects on industry development and/or business development funded by the companies, conducted by the university, and cooperated by the government. The curriculum gaps also arise while addressing the lessons in the class, there remains a lack of proper sources of information about real life job demand in the context of globalization. This study also lists the top most alternative solutions to minimize curriculum gaps, such as, there should be a thorough study about world-class standard curriculum of different top ranked universities in the world, and employment assessment tests format as per industry needs should be linked with the lessons of university graduation business curriculum, there should be connection among university, government, and industry, etc. This study also proposes a theory by mapping curriculum gap model. These findings and some general comments for improvement have implications to the users of curriculum and decision makers in education sector.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis
AU  - Mohammad Shahidul Islam Fakir
Y1  - 2019/04/18
PY  - 2019
N1  - https://doi.org/10.11648/j.ijvetr.20190501.13
DO  - 10.11648/j.ijvetr.20190501.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20190501.13
AB  - This study investigates about how does a bachelor’s business education curriculum experience different gaps which arise in different phases of curriculum design, development, and implementation process in some selected universities of Bangladesh. This study also proposes a curriculum gap model by defining the different types of curriculum and real-life curriculum gaps. This study conducts a sample questionnaire survey on 155 respondents selected from alumni, employers from different sectors, university faculty members, and students from Jagannath University, ASA University Bangladesh, Jahangirnagar University, University of Dhaka, Dhaka International University through personal contact and interview. Secondary data have been used for this study from different articles, publications, books, speeches in conferences and seminar classes, and from existing master’s and bachelor’s business education curriculum and websites of some selected universities including South China University of Technology, and The University of British Columbia, Canada. This study lists the top most important reasons, such as industry needs are different from university graduation curriculum, there is no connection among university, government, and industry, etc. In Bangladesh, there are no big research projects on industry development and/or business development funded by the companies, conducted by the university, and cooperated by the government. The curriculum gaps also arise while addressing the lessons in the class, there remains a lack of proper sources of information about real life job demand in the context of globalization. This study also lists the top most alternative solutions to minimize curriculum gaps, such as, there should be a thorough study about world-class standard curriculum of different top ranked universities in the world, and employment assessment tests format as per industry needs should be linked with the lessons of university graduation business curriculum, there should be connection among university, government, and industry, etc. This study also proposes a theory by mapping curriculum gap model. These findings and some general comments for improvement have implications to the users of curriculum and decision makers in education sector.
VL  - 5
IS  - 1
ER  -

Copy | Download

Author Information

Mohammad Shahidul Islam Fakir

Department of Management Studies, Jagannath University, Dhaka, Bangladesh

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Mohammad Shahidul Islam Fakir. (2019). Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. International Journal of Vocational Education and Training Research, 5(1), 16-22. https://doi.org/10.11648/j.ijvetr.20190501.13

Copy | Download

ACS Style

Mohammad Shahidul Islam Fakir. Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. Int. J. Vocat. Educ. Train. Res. 2019, 5(1), 16-22. doi: 10.11648/j.ijvetr.20190501.13

Copy | Download

AMA Style

Mohammad Shahidul Islam Fakir. Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis. Int J Vocat Educ Train Res. 2019;5(1):16-22. doi: 10.11648/j.ijvetr.20190501.13

Copy | Download

@article{10.11648/j.ijvetr.20190501.13,
  author = {Mohammad Shahidul Islam Fakir},
  title = {Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {5},
  number = {1},
  pages = {16-22},
  doi = {10.11648/j.ijvetr.20190501.13},
  url = {https://doi.org/10.11648/j.ijvetr.20190501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20190501.13},
  abstract = {This study investigates about how does a bachelor’s business education curriculum experience different gaps which arise in different phases of curriculum design, development, and implementation process in some selected universities of Bangladesh. This study also proposes a curriculum gap model by defining the different types of curriculum and real-life curriculum gaps. This study conducts a sample questionnaire survey on 155 respondents selected from alumni, employers from different sectors, university faculty members, and students from Jagannath University, ASA University Bangladesh, Jahangirnagar University, University of Dhaka, Dhaka International University through personal contact and interview. Secondary data have been used for this study from different articles, publications, books, speeches in conferences and seminar classes, and from existing master’s and bachelor’s business education curriculum and websites of some selected universities including South China University of Technology, and The University of British Columbia, Canada. This study lists the top most important reasons, such as industry needs are different from university graduation curriculum, there is no connection among university, government, and industry, etc. In Bangladesh, there are no big research projects on industry development and/or business development funded by the companies, conducted by the university, and cooperated by the government. The curriculum gaps also arise while addressing the lessons in the class, there remains a lack of proper sources of information about real life job demand in the context of globalization. This study also lists the top most alternative solutions to minimize curriculum gaps, such as, there should be a thorough study about world-class standard curriculum of different top ranked universities in the world, and employment assessment tests format as per industry needs should be linked with the lessons of university graduation business curriculum, there should be connection among university, government, and industry, etc. This study also proposes a theory by mapping curriculum gap model. These findings and some general comments for improvement have implications to the users of curriculum and decision makers in education sector.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Curriculum Gaps of Bachelor’s Business Education in Universities of Bangladesh: An Analysis
AU  - Mohammad Shahidul Islam Fakir
Y1  - 2019/04/18
PY  - 2019
N1  - https://doi.org/10.11648/j.ijvetr.20190501.13
DO  - 10.11648/j.ijvetr.20190501.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20190501.13
AB  - This study investigates about how does a bachelor’s business education curriculum experience different gaps which arise in different phases of curriculum design, development, and implementation process in some selected universities of Bangladesh. This study also proposes a curriculum gap model by defining the different types of curriculum and real-life curriculum gaps. This study conducts a sample questionnaire survey on 155 respondents selected from alumni, employers from different sectors, university faculty members, and students from Jagannath University, ASA University Bangladesh, Jahangirnagar University, University of Dhaka, Dhaka International University through personal contact and interview. Secondary data have been used for this study from different articles, publications, books, speeches in conferences and seminar classes, and from existing master’s and bachelor’s business education curriculum and websites of some selected universities including South China University of Technology, and The University of British Columbia, Canada. This study lists the top most important reasons, such as industry needs are different from university graduation curriculum, there is no connection among university, government, and industry, etc. In Bangladesh, there are no big research projects on industry development and/or business development funded by the companies, conducted by the university, and cooperated by the government. The curriculum gaps also arise while addressing the lessons in the class, there remains a lack of proper sources of information about real life job demand in the context of globalization. This study also lists the top most alternative solutions to minimize curriculum gaps, such as, there should be a thorough study about world-class standard curriculum of different top ranked universities in the world, and employment assessment tests format as per industry needs should be linked with the lessons of university graduation business curriculum, there should be connection among university, government, and industry, etc. This study also proposes a theory by mapping curriculum gap model. These findings and some general comments for improvement have implications to the users of curriculum and decision makers in education sector.
VL  - 5
IS  - 1
ER  -

Copy | Download