Management Education: Classifying Business Curricula and Conceptualizing Transfers and Bridges

Davar Rezania, Mike Henry


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.

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International Journal of Business and Management   ISSN 1833-3850 (Print)   ISSN 1833-8119 (Online)

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