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Background This article represents the outcomes of a study that considers the detail and nature of the first year business curriculum. The term curriculum represents a contentious issue both in terms of definition and delineation (Schubert, 1986, p. 26). Four distinct categories in which the curriculum is conceptualised were informed by Fraser and Bosanquet (2006) in considering: the structure and content of a module; the structure and content of a programme of study; the students’ experience of learning; and the dynamic and interactive process of teaching and learning.
Guy Parrott (Mon,) studied this question.