Meeting The Needs Of Business: Are We Teaching The Right Things?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
It may be that business schools are not providing undergraduate business students with the competencies considered most important by company recruiters. Research from Bentley College and the University of Guelph indicates that graduates and managers find that non-technical skills such as creativity, oral and written communication, decision-making and leadership are least adequately developed in undergraduate business students. A study out of Wake Forest University indicates that recruiters consider the most important competencies for undergraduate business students to have are: Communication and interpersonal skills, Leadership skills and potential, Ability to work effectively within teams, Adaptability, including dealing with ambiguity, People and task management skills, Self-management skills. ‘Specific functional expertise’ is listed as only of ‘medium’ importance. Yet the overwhelming majority of undergraduate business courses cover the functional areas of accounting, finance, marketing, management, economics and information technology. A variety of delivery approaches from various undergraduate business programs are examined to determine the best way to cover these important topics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.023 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it