4) { if (xhrj.responseText) { if (fCallBack.constructor == Function) { fCallBack(xhrj); } } else { } } }; xhrj.open('POST', encodeURI(sUrl), bAsync); xhrj.setRequestHeader('Content-Type', 'application/x-www-form-urlencoded'); xhrj.send(sArgs); }, get: function (sUrl, bAsync, fCallBack, errmsg) { var xhrj = this.init(); xhrj.onreadystatechange = function () { if (xhrj.readyState == 4) { if (xhrj.responseText) { if (fCallBack.constructor == Function) { fCallBack(xhrj); } } else { } } }; xhrj.open('GET', encodeURI(sUrl), bAsync); xhrj.send('Null'); } } function RndNum(n) { var rnd = ""; for (var i = 0; i < n; i++) rnd += Math.floor(Math.random() * 10); return rnd; } function SetNum(item) { var url = "//www.scirp.org/journal/senddownloadnum.aspx"; var args = "paperid=" + item; url = url + "?" + args + "&rand=" + RndNum(4); window.setTimeout("show('" + url + "')", 3000); } function show(url) { var callback = function (xhrj) { } ajaxj.get(url, true, callback, "try"); } // function SetNumTwo(item) { // alert("jinlia"); // var url = "../userInformation/PDFLogin.aspx"; // var refererrurl = document.referrer; // var downloadurl = window.location.href; // var args = "PaperID=" + item + "&RefererUrl=" + refererrurl + "&DownloadUrl="+downloadurl; // url = url + "?" + args + "&rand=" + RndNum(4); // //// window.setTimeout("show('" + url + "')", 500); // } // function pdfdownloadjudge() { // $("a").each(function(index) { // var rel = $(this).attr("rel"); // if (rel == "true") { // $(this).removeAttr("onclick"); // $(this).attr("href","#"); // //$(this).bind('click', function() { SetNumTwo(42730)}); // var url = "../userInformation/PDFLogin.aspx"; // var refererrurl = document.referrer; // var downloadurl = window.location.href; // var args = "PaperID=" + 42730 + "&RefererUrl=" + refererrurl + "&DownloadUrl=" + downloadurl; // url = url + "?" + args + "&rand=" + RndNum(4); // // $(this).bind('click', function() { ShowTwo(url)}); // } // }); // } // //获取下载pdf注册的cookie // function getcookie() { // var cookieName = "pdfddcookie"; // var cookieValue = null; //返回cookie的value值 // if (document.cookie != null && document.cookie != '') { // var cookies = document.cookie.split(';'); //将获得的所有cookie切割成数组 // for (var i = 0; i < cookies.length; i++) { // var cookie = cookies[i]; //得到某下标的cookies数组 // if (cookie.substring(0, cookieName.length + 2).trim() == cookieName.trim() + "=") {//如果存在该cookie的话就将cookie的值拿出来 // cookieValue = cookie.substring(cookieName.length + 2, cookie.length); // break // } // } // } // if (cookieValue != "" && cookieValue != null) {//如果存在指定的cookie值 // return false; // } // else { // // return true; // } // } // function ShowTwo(webUrl){ // alert("22"); // $.funkyUI({url:webUrl,css:{width:"600",height:"500"}}); // } //window.onload = pdfdownloadjudge;
CE> Vol.5 No.2, February 2014
Share This Article:
Cite This Paper >>

Does the Behavioral Science Curriculum in a Private College Fit the Needs of the Job Market?

Abstract Full-Text HTML Download Download as PDF (Size:104KB) PP. 97-103
DOI: 10.4236/ce.2014.52016    3,817 Downloads   4,793 Views  
Author(s)    Leave a comment
Rachel Pasternak

Affiliation(s)

School of Behavioral Sciences, The College of Management Academic Studies Division (COMAS), Rishon Lezion, Israel.

ABSTRACT

The perception of knowledge as consumer goods appeared with the development of private education and reflects a marketing or consumer needs approach. The consumer-needs approach sees advantages in adapting higher education to the needs of the consumer. This article examines whether the behavioral science curriculum (scope, and content) in the private college is based on the approach of knowledge as consumer goods. In addition, what is the level of satisfaction expressed by the alumni of the course, i.e. those who completed the curriculum? The study used a multi-method approach, combining textual analysis of archived documents and an online questionnaire survey of 250 alumni. The results: the scope and contents of the curriculum were only partially affected by this approach. Nonetheless, the graduates were very satisfied with the curriculums contribution to their personal and professional skills and occupations.

KEYWORDS

Evaluation; Satisfaction; Curriculum; Knowledge as Consumer Goods; Private College; Behavioral Sciences

Cite this paper

Pasternak, R. (2014). Does the Behavioral Science Curriculum in a Private College Fit the Needs of the Job Market?. Creative Education, 5, 97-103. doi: 10.4236/ce.2014.52016.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Ariav, T. (1986). Curriculum analysis and curriculum evaluation: A contrast. Studies in Educational Evaluation, 12, 139-147.
http://dx.doi.org/10.1016/0191-491X(86)90003-9
[2] Barrows, R., & Murray, B. (1997). Using quality function deployment to improve academic advising process. NACADA Journal, 17, 22-31.
http://dx.doi.org/10.12930/0271-9517-17.1.22
[3] Dailey, L., Anderson, M., Ingenito, C., Duffy, D., Krimm, P., & Thomson, S. (2006). Understanding MBA consumer needs and the development of marketing strategy. Journal of Marketing for Higher Education, 16, 143-158. http://dx.doi.org/10.1300/J050v16n01_07
[4] Dubas, K. M., Ghani, W. I., Davis, S., & Strong, J. T. (1998). Evaluating market orientation of an executive MBA program. Journal of Marketing for Higher Education, 8, 49-59.
http://dx.doi.org/10.1300/J050v08n04_04
[5] Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher, 10, 5-9.
http://dx.doi.org/10.3102/0013189X010004005
[6] Fuqian, F. (2006). Are public enterprises inefficient?: Viewpoints of western scholars. Chinese Education and Society, 39, 83-90.
http://dx.doi.org/10.2753/CED1061-1932390507
[7] Graves, G. H., Sulewski, C. A., Dye, H. A., Deveans, T. M., Agras, N. M., & Pearson, J. M. (2009). How are you doing? Assessing effectiveness in teaching mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19, 174-193.
http://dx.doi.org/10.1080/10511970802409222
[8] Grudzinskii, A. O. (2005). The university as an entrepreneurial organization. Russian Education & Society, 47, 7-25.
[9] Haser, C., & Star, J.-R. (2009). Change in beliefs after first year of teaching: The case of Turkish national curriculum context. International Journal of Educational Development, 29, 293-302.
http://dx.doi.org/10.1016/j.ijedudev.2008.08.007
[10] Heckman, P. E., & Montera, V. L. (2001). School Administrator, 58, 40-46.
[11] Levy, D. (2010). An international exploration of decline in private higher education. International Higher Education, 61, 10-12.
[12] Lewi, A. (1973). The practice of curriculum evaluation. Curriculum Theory Network, 11.
[13] Maleki, R. A. (2009). Business and industry project-based capstone courses: Selecting projects and assessing learning outcomes. Industry and Higher Education, 23, 91-102.
http://dx.doi.org/10.5367/000000009788146647
[14] Nevo, D. (1995). School based evaluation: A dialogue for school improvement. Oxford: Pergamon.
[15] Nundy, S., Dillon, J., & Dowd, P. (2009). Improving and encouraging teacher confidence in out-of-classroom learning: The impact of the Hampshire Trailblazer Project in 3-13 curriculum practitioners. Education 3-13, 37, 61-73.
[16] Overton, C., Volkman, C., Silver-Pacuilla, H., & Gray, T. (2008). Understanding consumer needs through market research. Assistive Technology Outcomes and Benefits, 5, 4-18.
[17] Pasternak, R. (2013). Evaluation of the behavioral science curriculum in a college, in the view of the perception of “knowledge as consumer goods”: Case study. Education, 3, 72-78.
[18] Pasternak, R. (2004). Knowledge as goods in the educational marketplace: The case of the Liverpool University Extension in Israel. Mediterranean Journal of Educational Studies, 9.
[19] Peper, J. B. (1973). An ontological evaluation model. The AERA Conference, New Orleans, 25 February-1 March 1973.
[20] Peres, Y., & Pasternak, R. (1993). Community school in Israel. Tel Aviv: Eitav.
[21] Praphamontripong, P. (2010). Downturn in Thailand. International Higher Education, 61, 14-15.
[22] Shah, A., & Laono, H. (2006). Marketing a U.S. university to international students: Which approach is best—Standardization, adaptation or contingency? An investigation of consumer needs in seven countries. Journal of Marketing for Higher Education, 16, 1-24.
http://dx.doi.org/10.1300/J050v16n01_01
[23] Slantcheva-Durst, S. (2010). Ups and downs across Central and Eastern Europe. International Higher Education, 61, 13-14.
[24] Speziale, J., Black, E., Coatsworth-Puspoky, R., Ross, T., & O’Regan, T. (2009). Moving forward: Evaluating a curriculum for managing behaviors in a geriatric psychiatry inpatient population. Gerontologist, 49, 570-576. http://dx.doi.org/10.1093/geront/gnp069
[25] Tubaishat, A., Lansari, A., & Al-Rawi, A. (2009). E-Portfolio assessment system for an outcome-based information technology curriculum. Journal of Information Technology Education, 8, 43-54.
[26] Uribe, L. (2010). Decline in Colombia. International Higher Education, 61, 12-13.
[27] Velde, C. (2009). Employers’ perceptions of graduate competencies and future in higher vocational education in China. Journal of Vocational Education and Training, 61, 35-51.
http://dx.doi.org/10.1080/13636820902819974
[28] Xu, Y. (2009). School-based teacher development through a schooluniversity collaborative project: A case study of a recent initiative in China. Journal of Curriculum Studies, 41, 49-66.
http://dx.doi.org/10.1080/00220270802546740

  
comments powered by Disqus
CE Subscription
E-Mail Alert
CE Most popular papers
Publication Ethics & OA Statement
CE News
Frequently Asked Questions
Recommend to Peers
Recommend to Library
Contact Us

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.