The role of quality education in nation building cannot be overemphasized as no nation can grow beyond the level of education it offers its citizenry. In the same vein, no country can develop meaningfully without a well-developed vocational education programme. Business Education is geared towards the attainment of skills, values, and abilities…

Study-abroad programs have played a significant role in globalization of business curricula over the years. Short-term study-abroad programs (STSAPs) are proliferating in business schools and provide a viable alternative of studying abroad to students who are unable to participate in programs of longer durations due to disruption in family, work,…

Describes a course of study to assist business education teachers with understanding the components of information processing; an awareness of related literature, equipment, and instructional materials; and the development of materials for classroom use. (JOW)

In a survey of 68 business teachers and 48 social studies teachers, business teachers identified 57 of 80 international business competencies as frequently taught in standalone or integrated courses. Social studies teachers identified 24 frequently taught competencies. Only 14 were taught by both types of teachers, and 2 by neither group. (SK)

The business teacher can serve as a resource person to business community secretaries and local school secretaries. This article presents guidelines for conducting enrichment programs/activities and lists and discusses eight skill areas in which enrichment activities might be useful. (SH)

The action plan issued by the Policies Commission for Business and Economic Education includes (1) recommendations to teacher educators concerning local and state program improvement, professional liaisons, and student recruitment; and (2) recommendations to national leaders for effecting change. (CH)

Discusses a study to determine relationships between values of business school students, faculty, and business leaders. There were 11 of 36 significant differences between seniors and faculty, 10 between faculty and business leaders, and 19 between seniors and business leaders. (JOW)

Business educators can use many strategies to create a positive learning environment. Strategies include getting to know students, providing different ways for students to learn, and creating positive interaction with the community and parents. (JOW)

Secondary business teachers must be qualified, interested, and persistent in teaching the free enterprise system and in preparing graduates to function in that system. The American Assembly of Collegiate Schools of Business should review business education programs and require that standards be met before accrediting schools of business…

Responses from 225 secondary and 251 postsecondary business educators indicated the following: (1) secondary teachers had less frequent e-mail access, training, and use; (2) primary recipients were friends/family and faculty/staff; (3) primary use was internal administrative communications; (4) postsecondary teachers were more likely to give their…

Ratings of workplace ethics competencies by 67 educators and 43 industry representatives resulted in 34 competencies needed and used frequently by new workers. Educators rated 11 competencies higher than business reps, who rated 1 competency higher than teachers did. (SK)

The author shares some thoughts about faculty development, with the intended purpose of being responsive to the lagging relationship between the increasing availability of microcomputers and a business faculty's ability to integrate more effectively that technology into business curricula. A faculty development effort is suggested. (CT)

The level of national economic literacy is an important question facing basic business educators. This article discusses the responsibility of business educators, important research in basic business, teacher influence, and implications to basic business teachers. (HD)

Provides ideas, methods, and techniques to prepare teachers to teach a basic business course. Includes mini-lesson plans. (JOW)

A survey of 225 secondary and 251 postsecondary business teachers indicated that 96% had Internet access at work. Postsecondary instructors used it more often and had longer experience. Secondary teachers were significantly more likely to use it for research. Over 70% of both assigned projects requiring Internet use; 68% taught students to use it.…