1 Integrating The Undergraduate Business Curriculum: The Case Of Babson College by Richard T. Bliss and Mark E. Potter

A new curriculum was introduced at Babson College in 1996 featuring a focus on competencies, an integrated core, and field-based learning. Change of such magnitude is difficult for any institution, but in this case the process was driven by pressure from a variety of sources, both internal and external to the school. In the end, the fundamental changes occurring in business education made the decision as much a matter of survival as choice. This paper describes the new curriculum, with particular emphasis on the integrated coursework.

This paper develops a theoretical framework integration of Internet-based resources into traditional classroom instruction based on principles of organizational learning. It provides guidance as to how educational institutions can develop Internet-based instructional competencies. The application of organizational learning principles to the development of such competencies ensures that an institution learns from its experience, that knowledge is shared widely and that it learns to adapt to the requisite changes while minimizing risk of failure. The framework is supported by a case study and results of a student survey. Implications for future research are discussed.

Internships provide an opportunity for students to see what life in the "real world" is like without the commitment of a full time position. Having actual experience in one’s field enhances the ability of the institution to place the student, as companies are able to assess their expertise prior to making the final hiring decision. The experience of the student is enhanced when the internship program is well administered. The following article discusses the issues that the institution should consider in order to determine that the experiences of the student are commensurate with the credit given for the internship. Specific emphasis is placed on internships in the business school, as more business schools are requiring internships as a condition for graduation. Benefits of the internship to the student, company and business school are also discussed.

Previous studies have attempted to explain student performance in the classroom. Some have attempted to do so by focusing on student behavior, while others have focused on preferred learning style. We examine the effects of both student behavior and learning style on student performance in principles of microeconomics. Results imply that when estimating models of student performance, it is important to divide students according to whether their preferred learning style matches the instructor’s teaching style.

A considerable amount of attention has been given to lapses in professional judgment and personal moral standards across many sectors of society. This paper reports the results of a study that was conducted at four universities to examine the ethical beliefs and attitudes of business students. We investigate several factors that are thought to be associated with ethical decision-making. Next, we compare current business students’ beliefs with those of business students in 1976, using the same survey instrument that was used in the earlier study.

In June 1997, the Canadian financial markets were reeling from the effects of the Bre-X Minerals, Ltd. stock collapse. Bre-X claimed to have found the largest known gold deposit in the world and reached a peak market capitalization of over C$6 billion. However, in March 1997, rumors of a massive and unprecedented fraud began to surface. By early May, the rumors were confirmed, and Bre-X stock price completely collapsed. How could a company without a single, independent audit of its gold claim be worth billions? Had the investment community done adequate due diligence and if not, should they be held accountable for what happened?

This is an exploratory study that provides a pedagogical perspective to answer the unresolved question—"is simulation a useful learning tool for marketing education?" This is one of the few experimentally designed empirical studies that compares the effects on students using a marketing simulation game against those students who did not use it in an undergraduate marketing principles course. The theoretical framework for the study is grounded in Blooms taxonomy of learning. It evaluates different aspects of learning, and what, if any effect simulation has on different aspects of the learning process. The findings of this study are somewhat contrary to the prevalent belief that simulation contributes to student learning in significant ways.

Academy of Business Education