Describes the basic elements of successful groups and the instructor's role in the group process. Suggests that instructors must understand that process before designing effective projects. (JOW)

Businesses want ethical employees, so students should be taught to recognize a moral issue, think critically though the various alternatives, and decide on the best solutions. (JOW)

Evidence indicates that economics education is inadequate and business education professionals are in a position to address the problem. Infusion of economic education into the business education curriculum is a realistic possibility. Many business educators already incorporate economics into their curriculum. (JOW)

Risk management training cannot prevent hazards, but can help students learn to deal with them more efficiently. A risk-assessment and risk-communication approach to dealing with computer problems can be applied in the business classroom. (JOW)

Business schools across the United States since the late 1800s have taught accounting concepts, business tactics, and management skills in their predominately management-oriented core curricula. They strive to provide students with an effective toolbox designed to improve market share and the bottom line. The teaching of management exposes the…

The current business environment is awash in vast amounts of data that ongoing transactions continually generate. Leading-edge corporations are using business analytics to achieve competitive advantage. However, educators are not adequately preparing business school students in quantitative methods to meet this challenge. For more than half a…

The author expresses the concerns of business educators about the image and status of basic business courses, stating that basic business teachers sense the possibility of losing business courses to other content areas but are not working to solve the problem. (MF)

Identifies several methods of teaching business and emphasizes the case study method. It involves students in a situation that calls for analysis and action rather than having them talk about the theories of others. (JOW)

Discusses the necessity of keeping the business education curriculum current. Covers teaching shorthand, teaching typewriting on typewriters, administrative support courses, and business communication. (JOW)

Discusses the teaching of moral and ethical education to business students. Topics include (1) Who should teach morals and ethics?; (2) How should it be taught?; and (3) Will it make a difference? (CH)

Draws transcription teaching principles from Gagne's theories about learning. Recommends 12-16 weeks of instruction, pre-transcription development of related skills, frequent feedback, and use of teaching materials that are arranged to take advantage of learning cycles. (SK)

Discusses the need for entrepreneurs to understand basic economics principles. Indicates that business education has a role in preparing entrepreneurs in marketing, management, and accounting. Lists key economic generalizations that individuals should understand before assuming the role of entrepreneur. (JOW)

If business education is to be the front runner in teaching information processing, classroom teachers must be given equipment, training, and encouragement. Then business teachers can successfully help students meet the challenges of the revolution taking place in the business world. (JOW)

Because of the projected increase in demand for office workers who are computer literate, secondary business educators should increase their efforts to include training in the use of microcomputers in their curriculum. (NRJ)

Presents a plan that allows business education teachers to interweave subject matter content with communication skills so that students may acquire the ability to speak and write clearly. (NRJ)