ERIC Number: ED184384
Record Type: Non-Journal
Publication Date: 1979
Reference Count: N/A
An Evaluation of the Undergraduate Curriculum in Business Administration at Seton Hall University.
Messina, Antoinette J.
The undergraduate curriculum of the Stillman School of Business at Seton Hall University, New Jersey, was evaluated. The objective was to ascertain views of the curriculum of 246 senior students of the class of 1977, 187 alumni of the class of 1976, 45 faculty members, and 6 chairmen. Open-ended questionnaires were administered to the six department chairmen; closed-ended ouestionnaires plus requests for comments were administered to students and alumni, who were asked to rate each course and various aspects of the curriculum on a three-point scale. A majority of senior students and first-year alumni evaluated the curriculum as only of average or limited effectiveness. A need for increased teaching effectiveness, consistency and better integration of course work, relevancy, workstudy/internship program, application of theoretical concepts, increased computer usage, consistency of grading and examination practices, and improved course counseling and placement was identified from student and alumni responses. Faculty members and chairmen were generally satisfied with the curriculum. It is concluded that there is a need to provide for a more coherent program of business education and general education rather than distribution requirements, free electives, and disjointed required courses in the business core. (SW)
Descriptors: Administrator Attitudes, Alumni, Business Administration Education, College Curriculum, College Faculty, Course Evaluation, Curriculum Evaluation, Department Heads, Educational Assessment, Higher Education, Instructional Improvement, Participant Satisfaction, Professional Education, Questionnaires, Student Attitudes, Student Needs, Student Reaction, Teacher Attitudes, Teacher Effectiveness, Teacher Response, Undergraduate Study
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A