Historical perspective of the British Columbia business education curriculum, 1875-1990
Notice bibliographique
Résumé
This study describes the evolution of the British Columbia business education curriculum from 1875 to 1990. Since the 'official' curriculum document at any particular time represents the central focus of formal educational endeavours, it and related ensuing specific business subject curricula were the central objects of analysis for this study. The primary or "parent" document of the general curriculum for each important revision period was examined first for such clues as its language, purposes, aims, emphases and concerns gave to its philosophy and general orientation. Next, each of the commercial/business programmes that issued from that major revision was examined in order to determine its relationship to the "parent" document. Individual courses within the programmes were then analyzed. Finally, each curriculum was examined to ascertain its relationship with its social, economic, political and historical contexts. Some important themes have emerged: a shift in the clientele for business education, a series of changes in the focus of the programme, and some related changes in the status of the field. The evolution of commercial education from a course of study for 'gentlemen' into one for an almost exclusively female clientele by mid-century, into one for both genders by 1990 greatly affected the contents and emphases of prescribed programmes. The contents and emphases of those prescribed programmes were also determined by the broader social, political and economic contexts in which they operated. During certain periods, the programme presented an image of business as "offic work", and thus utilitarian, functional, nonacademic, and of primary interest to female students. Emphasis on "entry-level" skills for office employment characterized the programme. At those times its prestige within the school subject hierarchy tended to be low. At other times business education was a more general course, theoretical, and fairly academic in nature, presenting a broad conception of the business world. In those periods business education included theories and practices related to owning, directing and conducting business as well as office skills and routines. During these times, business education enjoyed high status within the school subject hierarchy, and appealed to both male and female students. In addition, the status of business education depended on the attention it received from such influential entities as strong business interest groups, and the federal and provincial governments. While more tentative than some of the other considerations the thesis does examine the interrelationships amongst such elements as curriculum, academic and nonacademic streaming, gender roles, employment training, and political and economic agendas of government. Although the exact impact that each had in determining business education curricula is not yet entirely clear, their central role in the process is made amply clear in this descriptive study.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».