R. PASTERNAK
only a small proportion of the overall curriculum.
Second, the Behavioral Sciences School takes an active role
in obtaining feedback from its graduates about their level of
satisfaction with the curriculum, regarding the curriculum’s
contribution to their professional qualifications and occupations.
The results of the questionnaire show that the graduates were
highly satisfied with the curriculum according to this measure.
Conclusion
It is important to address the issue of theoretical knowledge
within the sphere of the behavioral sciences field. The beha-
vioral sci ences are interdisci plinary and includ e the do mains o f
sociology, psychology, anthropology and philosophy. It aims to
enrich knowledge about the human being and about human
interaction with society. Thus, theoretical knowledge is, in
effect, professional training for this field. Even those subjects
that focus on theoretical knowledge, help prepare the students
for their future careers in professions of the cluster groups:
management, criminology and communication. Thus, even so-
called t heo reti cal su bjects ar e no less i mpor tan t in p rep aring th e
student for a career in any field that involves human interaction.
Private colleges realize this fact and thus continue to provide
the requisite theoretical knowledge basis, while they simulta-
neously adopt the knowledge-as-consumer-goods approach in
their Goals Statement to attract students and make their pro-
grams as attractive as possible. But although it is true that pri-
vate colleges want to attract l arge numbers o f student s, they are
also careful about creating and maintaining good reputations
over the years; they know that successful graduates are their
best advertisements. So when they create their curricula, they
are careful to include the traditional academic subjects and
theoretical knowledge-based courses, as the universities do.
Then, they may add professional clusters and the like (for pro-
fessions such as Organizational Behavior and Human-Re-
sources Management, Criminology, and Communications). In
short, though colleges tend to emphasize the knowledge-as-
consumer-goods approach in their Goal Statements offered to
appli cant s, th ey are often ab le to accompl ish the dual ob jectives
of providing both theoretical and applied knowledge-based
courses, for the best of both worlds.
Thus we deduce that the behavioral science curriculum is
partially affected by the knowledge-as-consumer-goods ap-
proach.
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