History of Business Studies

History of rail charge line sector StudiesThis look for has been a requisite collect to the fact that in 2011 students writ of execution at Higher School security measures level had a fail rate (Grade U) of 34.16% come forth of 161 examinable candidates in chore Studies at draw neard Subsidiary level (MES, 2012). Moreover, the light upon messages from the principal examiners report for teachers (2011) cl conceptioned that educators should show students how to construct their answers by using the context and info provided put emphasis on number of attempts of all questions in the information rejoinder paper improve time management skills read questions c arefully and focus answers closely to question asked provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to commercializeing, focusing on the elements of changes to the marketing mix contextualising the market research pic king key evidences from daily marketing activities of occupationes of were the most important aspects. On the other extreme, candidates should hold up care to apply analysis and evaluation skills in the context in couch to achieve higher marks give a balanced argument in answers show how concepts are mapful to a business comprehend the exact requirements of the questions.In 2000, Raelin (p.107) sustained thatWe withdraw to continue to experiment with ways to bestow reflective practice to management upbringing (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . .Consequently, the author believes that body process upbringing as an Action interrogation may revolutionize the list process of Business Studies students at secondary level.Aims and Objectives of the ResearchAims of ResearchTo show how efficient is Action Learning as a concept in the t eaching and skill of Business Studies at HSC level.To identify encyclopedism difficulties during Business Studies lesson.ObjectivesTo enable stack participation and discussions to acquire sensitive skills during Business Studies lesson.To survey student based on their social skills and help them to learn from their own action.To compare performance of students doings based on past follow ups in Action Learning.To provide participants the opportunity to ask questions, support each other and take action to settlement problems.To contain how effective is Action Learning in developing other skills for learners.RationaleDuring the past years, teacher centred approaches confuse dominated the learnedness process stretching to scant(p) results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are non motivating. Learners see the lesson as being big to complete at the two last periods after recess with conventional instruction. Through let on, interest level seems to be very low and the learners try to oppose the skill process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers.This research adopts a pu blaspheme humanistic conceit toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer milieu in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, slender thinking, induction of ideas and reflection of range members are achieved.Re search QuestionsWhat types of problem are students facing while doing business studies at HSC Advance Subsidiary level in lumber Side SSS (boys)?Does action learning affect personal development and performance of students during learning process?MethodologyAn action research has been adopted for this issue based on qualitative and quantitative research methodology. For the collection of info, qualitative assessment will be implemented on social skills through participants bill and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students acquireing Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly suit of clothes Studies where students will have to identify problems and discussions will be made in antecedent to obtain an outcome by using action learning.CHAPTER ONE originationIntroductionThis chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at bot h Lower and Upper secondary level. It highlights the importance of choosing Cambridge International mental testing (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area.1.1. Brief history of Business StudiesIn 1948, management of business as a subject was asseverate in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a conclusion to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971.Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. hardly a(prenominal) years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education.To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for commercial message studies, Business Studies, Economics, and score. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely forgetful-answer questions, structured questions and data response questions and paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlini ng topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the kind distribution of Business Studies in 2011 at SC level.1.3. Why choosing Cambridge O level Business Studies?Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of distinguishable types of business (University of Cambridge, 2012). Successful students are exposed to feellong business skills incorporatingunderstanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and payan appreciation of the unfavourable role of people in business successconfidence to calculate and interpret business datacommunication skills including the need to support arguments with reasonsability to analyse business situations and reach decisions or judgments.(Source Universi ty of Cambridge, 2012)1.4. Business education at Higher School Certificate levelBusiness Studies at HSC level is demarcated by offering compulsory subject factions through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for ripe(p) level students.The composition of Advance Subsidiary (AS) exam session is of written reports 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent o f the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the blood line and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus.It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studie s at AS level for 2011.1.5. ConclusionThere has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept.CHAPTER TWO LITERATURE REVIEWIntroductionThere is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been more often than not a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learnin g. One of these is Action Learning (AL) by Revan (1998).Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor.2.1. Definition of Action LearningRevans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transferee of knowledg e, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning bring forward.Action Learning formerly developed by Revans during the forties enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can put forward to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) delineate AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definitio n for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discovery and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the susceptibility to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL.2.2. Models of Action LearningRevans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equationL=P+QWhereby, L represents totality of individu als learning P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not intimately acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy specific procedures and two-end products.Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached.In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of next team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL.Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical grammatical construction schools) by ONeil in 1999 whereby the centre of attention were documentary problems, scientific research, experiential learning, and reflections consecutively.OHara (1996) proposed a model to show how AL has been unified in higher education whereby it involved processes which motivate participants to learn in a safety environment set members share commitment and competences which eventually lead to personal or group challenges the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a m ore fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances.2.3. Action learning as experiential learningZuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied thatIt is puff up known that experience itself is a very slippery teacher most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts.A framework is provided to AL participants through which an individual, having had a concrete experience and having made observatio ns about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997 Smith, 2001).Figure 2.3 shows the Experiential learning pedal design by Kolb (1984)Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply ingeminate previous patterns (McGill and Beaty, 1992).2.4. Characteristics of Action LearningMany researchers debated that effective Action Learning can only take place if the four elements below are joined to one anotherthe person or individualthe problem they are seeking to solvea group of individuals (the learning set) with whom they interact andaction on the problem and learning from this action.Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are acquired in real time with no mightily answer participants meet several times in small sets problems are relevant participants ask questions, reflect, extract lessons they support each other and take actions to resolve problems betwixt set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or impertinent, AL problems must, be real, significant, clear ly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982 Edmonstone, 2002).Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group diverse background for groups of four to eight a process of questions and reflections power to take action for strategies developed commitment to learning at team and individual level and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development work best when it is a natural outcome of a managers reflection on their daily practice by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottleneck s can be eliminated from get down to end by peer accountability and a distinctive peer-questioning to classify biases and assumptions driving thinking processes and behaviors.2.5. Action learning organiseSet is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process it uses peers to perplex learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely natural to effective action learning (Mercer, 1990 Mumford, 1995). On the contrary, Craig Johnson (199 8) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem.2.6. The facilitatorIn action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the ad visor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer they do not teach, but help participants to learn from movie to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992 Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the backgroun d of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process.2.7. ConclusionThe literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a well(p)-heeled learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL.CHAPTER THREE METHODOLOGYIntroductionThe purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process.3.1. Study ContextThis study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) poring over Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies.3.2. Why Action Research (AR)?AR is a new methodology that emerged after the kickoff World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitati on of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are research is focused only to a specific context which provides the efficient use of time and cost researchers can be participants and always close to the situation open-ended outcomes can emerged through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on these research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation and are based in evaluative practice that alters between action and critical reflection (2004 140).3.3. Time FrameThe implementation of Action Learning in Marketing as topic in Business Studies took pla ce from 29th luxurious to 13th family 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated belowCycle 0 27th August 31th August (3rd Week)Cycle 1 3rd September 7th September (4th Week)Cycle 2 10th September 14th September (5th Week)3.4. Sampling3.4.1. Set MembersThe sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International exam next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at good Level. For AL to take place, set members are to be grouped to achieve learning objectives.3.4.2. The facilitatorIn this context, the researcher will act as the facilitator to smooth the further of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students.3.5. Data Collection MethodsInnovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms ofQualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students,Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy.3.5.1. ObservationObservation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions.3.5.2. ChecklistThe facilitators assessment checklist is constructed from beginning to end based on variab les (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1.3.5.3. Students Feedback QuestionnaireStudents Feedback Questionnaires (See auxiliary 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise.3.6. Ethical Issues on Data CollectionEthical requirements in research should no t only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered asMinimising the risk of causing emotional harm to students by not investigate into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust.Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required.This research provides secrecy for the name of school and school staffs where this study has been carried out.Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent.There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings.Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise.3.7. TriangulationMore than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was