423: Business Studies Education: Aims, Structure, and Inclusive Approaches
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1. Key aims of education and training in business studies
The objectives of education and training in the field of business studies are broad and focused on putting people in the best possible position to succeed in the business world (Jackson, 2022). To adapt to the quickly changing corporate environment, it is also crucial to become proficient in using relevant technical tools and software, such as data analysis software or project management systems. Education in the field of business studies as an expertise also strongly emphasises developing leadership and collaborative abilities (Colombelli et al., 2022). The main Aim and objectives of education and training in specialty business studies are:
Comprehensive understanding: The main goal is to fully understand critical business concepts, theories, and ideas from a variety of disciplines, including management, operations, accounting, and marketing.
Practical skills: Your education and training should provide you useful abilities that you can use in everyday professional circumstances.
Leadership and collaboration: Education in business studies places a strong emphasis on the growth of leadership and teamwork skills.
1.1 The philosophical issues
Business studies must address philosophical problems about education and training. Academic information is hard to apply in real life. Although theoretical concepts are crucial, students sometimes struggle to relate them to the corporate world's complexity. Effective education and training should emphasise practical skills and experiential learning to increase the application of theoretical knowledge. Another philosophical issue is commercial ethics and social responsibility. Businesses struggle to combine profit and morality. Education and training must build corporate leaders who can navigate these ethical issues and make ethical decisions that benefit the organisation and society.
2. The aims and structure of key qualifications
The key speciality certifications are designed for business students. These qualifications show that you understand finance, marketing, operations, and strategic management. Business studies certifications teach students key concepts and skills. Academic lectures, case studies, and collaborative projects are widely used to strengthen students' problem-solving and teamwork skills. These certifications often lead to internships or industrial placements, that can help students network and gain experience. The ultimate goal is to give students the skills they need to succeed as business owners, managers, or leaders.
2.1 The aims and structure of learning programmes
A complete grasp of fundamental business ideas and improved practical skills are the goals and structure of learning programmes in the discipline of business studies. The improvement of analytical thinking, problem-solving abilities, and effective communication are given top priority in these programmes (Bobek, 2023). The programme's organisational design frequently promotes student participation, discussion, and in-depth analysis of business issues. Guest lectures, industrial visits, and internships may be included into the curriculum to help students experience real-world business settings and close the gap between theory and practice. The end goal of these educational initiatives is to provide students the skills they need to use their knowledge and skills in a variety of workplace settings. Lectures, case studies, discussions, group projects, site visits to businesses, internships, and online learning platforms or modules are all commonplace in business studies programmes, as are assessments. Depending on the programme, business education can take on a number of distinct forms. The schedule is flexible, allowing students to attend classes during either the day or the evening. In order to accommodate busy schedules, some schools and programmes provide online or intensive course options. Commonly, students can gain credits towards their degree by taking both required and elective courses within a given unit of instruction. Modular or sequential, the curriculum takes a comprehensive view of business education. The sandwich format of many business studies degrees allows students to combine classroom instruction with practical application. The majority of classroom instruction now takes place online; however, face-to-face instruction, group activities, and workshops nevertheless figure prominently. Students are encouraged to study in a variety of ways, including with support and on their own time.
3. How do resources meet the individual needs of learners?
To address the unique requirements of students and improve their educational experience, a variety of tools are used in the subject of business studies. Here, I'll examine a few of the ways that these materials meet learners' unique requirements.
Textbooks and online materials: traditional textbooks and internet sources provide pupils with a solid basis of information and act as references. They provide organised material, justifications, and illustrations to accommodate varied learning styles.
Multimedia resources: the learning process may be considerably improved by utilising multimedia resources like movies, interactive presentations, and recreations (Naim, 2022).This makes complicated ideas more approachable and interesting for visual and auditory learners.
Guest speakers: Having industry experts speak as guest speakers gives students direct knowledge of the business sector. Guest speakers provide insightful insights outside the classroom by sharing their experiences, knowledge, and practical skills.
Industry partnerships: Through projects, internships, and other forms of practical experience, collaborations with businesses and organisations help learners (Jumjuma, 2023). Applying theoretical knowledge, developing sector-specific skills, and forming professional networks are all aided by this practical exposure to genuine business settings.
Personalised learning platforms: These have been created due to technological advancements. To customise material and educational experiences for specific learners, these platforms use artificial intelligence, adaptive tests, and targeted feedback based on an analysis of the learners' preferences, skills, and weaknesses.
3.1 The approach to planning and preparation for the delivery of a learning programme
As a student specialising in business studies, I take a multi-step approach to planning and being ready to present a learning programme. First off, I fully comprehend the program's objectives, subjects, and desired learning results. I can then match my efforts to the intended outcomes, thanks to this. I carefully plan and prepare each session to ensure the success of the learning programme. This entails creating interesting activities and dialogues, choosing relevant instructional tools and materials, and organising the content in a logical and cohesive manner (Grüne, 2022). I try to promote learners' overall success by paying close attention to detail and making sure that pertinent knowledge and abilities are thoroughly covered.
3.2 The one approach to planning and preparing a learning programme
My approach to planning and preparation as a student specialising in business studies and creating a learning programme includes a focus on crucial curriculum issues, notably the significance of new and emerging technologies. I am aware of how important it is to use technology as a tool to improve education and get students ready for an increasingly digital workplace. To expose pupils to cutting-edge technology, I include it in my educational programme using tools like data analytics and online collaboration platforms. By including these technical components, I hope to promote students' digital literacy and help them comprehend how these technologies have an influence on different business operations and marketing tactics.
In order to help students succeed, I arrange for regular meetings to discuss their progress and determine attainable objectives. To ensure efficient preparation, I begin preparing lesson plans and schemes of work in advance. To engage my students and encourage them to become technologically literate, I include cutting-edge tools like Zoom, online materials, PADLET, and Kahoot into my lessons.
3.3 The inclusiveness of the approach to the planning and preparation
When choosing instructional tactics and constructing the curriculum, I consider several variables, including learners' skills and cultural backgrounds (Li, 2023). I use various teaching techniques, provide alternative resources, and promote teamwork and involvement to ensure every student feels appreciated. I want to foster inclusive environments that allow all students to contribute and actively realise their full perspective. It is clear from the analysis of how inclusive my strategy is for developing and organising a business studies learning programme that inclusivity is a core component of my strategy. I place high importance on establishing a friendly setting that embraces diversity and attends to the needs of all students. I make sure that the curriculum is inclusive and pertinent to a varied student body by taking into account factors like learners' talents and cultural backgrounds. I want to enable all kids to contribute, engage, and reach their greatest potential by promoting an inclusive atmosphere.
4. The inclusiveness of one's own use of teaching and learning resources
My approach is evidently inclusive in the way I employ business studies-related teaching and learning tools. I make an effort to make sure that the resources I choose meet the varied requirements of the students, taking into account different points of view and life experiences (Widjaja, 2022). By selecting resources that are open to everyone, I encourage inclusion and give a variety of students the chance to interact with the material. To accommodate various learning styles, I employ resources from a variety of sources, including textbooks, internet resources, and multimedia elements. I will also incorporate stretch and challenge activities and provide help for dyslexic learners to enhance classroom inclusivity and student engagement, recognise multiple learning styles and provide support for learners with varying needs.
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References
Bobek, S., Zimmermannová, J., and Sternad Zabukovek, S., 2023. Technology-enabled interdisciplinary learning in economic and business studies. Sustainability, 15(3), p. 1976.
Colombelli, A., Loccisano, S., Panelli, A., Pennisi, O.A.M., and Serraino, F., 2022. Entrepreneurship education: the effects of challenge-based learning on the entrepreneurial mindset of university students. Administrative Sciences, 12(1), p. 10.
Grüne, E., Popp, J., Carl, J., Semrau, J., and Pfeifer, K., 2022. Examining the sustainability and effectiveness of co-created physical activity interventions in vocational education and training: a multimethod evaluation. BMC Public Health, 22(1), p. 765.
Jackson, E., 2022. On the independence of belief and faith. Philosophical Issues, 32(1), pp. 9–31.
Jumjuma, J., Saragih, A.M., Fitri, N., and Sofiyah, F.R., 2023. Development of Practical Learning for Virtual Business Simulation Courses in the Business Administration Study Programme at Medan State Polytechnic. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 6(1), pp. 129–140.
Li, J., and Pilz, M., 2023. International transfer of vocational education and training: A literature review. Journal of Vocational Education & Training, 75(2), pp. 185-218.
Naim, A., 2022. Islamic Philosophy-Based Business Model. American Journal of Research in Humanities and Social Sciences, 1, pp. 1–5.
Widjaja, G., and Aslan, A., 2022. Blended learning method in the view of learning and teaching strategy in geography study programmes in higher education. Nazhruna: Jurnal Pendidikan Islam, 5(1), pp. 22–36.
