Senior Phase Business Education Curriculum

Discuss about the Senior Phase Business Education Curriculum.

Excursion and valid implications for learning:

The development in the education sector from the later phase of the 20^th century was primarily reflective of the conflicts between conventional educational frameworks and the modern vocational education. The key objectives of educational institutions served the purpose of increasing the flexibility of interactions between core skills and the university education provided to them. Majority of schools and higher educational institutions refer to the provision of a secure and formidable learning atmosphere for students in order to enhance the quality of education (Azevedo, Apfelthaler & Hurst, 2012). The validation of excursions as learning activities can be observed in the opportunities which can be derived from excursions. First of all, excursions are capable of providing students with a chance to realize certain activities related to their curriculum outside the premises of their institution. Excursions can be perceived as potential resources for students as well as educational institutions to realize the benefits of certain educational aspects related to curriculum (Doherty, Meehan & Richards, 2015). The process of excursion is realized under the supervision of teachers which is a considerable attribute for business management students to apprehend the implications of organization and management. Since the class has to undertake an excursion for addressing the educational requirements of their curriculum while enjoying the external context, the opportunities for experiencing the practical implications of theoretical aspects of their curriculum can be realized.

Selection of excursion venue:

The selection of excursion venue is primarily centered on the suitability of the venue for the proposed activities in the excursion and the aspects of safety in the venue. Venue selection for an excursion involved consideration of primary factors such as vehicular access, communication facilities, potential hazards and the climate prevalent in a specific destination. The supervising authority of the excursion must contact the concerned personnel such as land managers for the respective venues in order to gain a detailed impression of the characteristic features of the venue (Fourcade & Khurana, 2013). The venue is prone to a comprehensive risk assessment procedure which is necessary for gaining the approval of supervising authorities of the educational institution. The risk assessment would render the outcomes in form of illustrative information on health and hygiene aspects of the venue, buildings, equipment used for activities and the route of completing the activities (Hejazi, Halpin & Biggs, 2014). The standards of certification and proficiency of venue staff and the provisions of participant supervision are also prominent inclusions in the risk assessment process. Other concerns while selection of a venue for the excursion of business management students includes the availability of first aid services and protection from fire precautions (Helms & Whitesell, 2013). Consumer protection, legal concerns as well as the consideration of references from other schools are some of the prominent aspects such as risks from other users of the venue and the valid references of the venue from other institutions.

Focus of the excursion experience:

The focus of the excursion event is observed emphatically in the extension of the scope of study for the students beyond the curriculum. The educational factors which are involved with an excursion are also accompanied with the role of students in helping the supervisors or the teachers to select appropriate venues and ensure that the proposed activities are executed perfectly. The learning experience is also widened by the inspiration to get associated with a larger learning platform in the form of the excursion venue and the possibility of interaction with individuals from outside their school (Lawson et al., 2013). The excursion experience is intended to frame the experience of business management students through which they can apprehend the basic norms of decision making. The activities for students such as field trips and educational tours as well as industrial visits account for the inference of substantial conclusions related to the practical applications of the theories.

Excursions also serve as a possible contributor to the improvement in the inclination of students and teachers in specific domains of the subject. The excursion supervisors also obtain a fair share of the excursion experience as they attain a clear outline of the academic aspects which interest the students the most (Mak et al., 2013). This assists them in preparing suitable modifications to the curriculum which can be termed as a significant outcome of the excursion experience. The excursion serves as a flexible alternative for the students to acquire ground-level information on the theoretical aspects of their domain of study. The level of complexity of the information is gradually augmented with the consideration of varying levels of education such as high school to university education. Furthermore, students can apprehend the relevant outcomes with respect to their domain of study and implement it in their curriculum (Mak, 2013).   

Development of educational materials:

The excursion would also be accompanied with theoretical inspirations and the challenges which the supervisors must address in business management excursion. Whenever excursion activities are to be realized students as well as teachers are subject to significant considerations out of which development of educational content is an imperative factor for the excursion experience. The educational materials developed for the excursion must be characterized by certain features. Firstly, the educational material must facilitate adequate and illustrated support in an organized form to the supervisors in charge of the excursion and underlying activities (Paton, Chia & Burt, 2014). The learning resources must provide feasible integration with the teaching schedule as a dedicated unit. The educational resources must be capable of including the provisions for activities which can be executed before or after the excursion as well as during the course of the excursion activity. The educational resources must also provide ample prospects for students to obtain quantifiable results from the excursion (Reynolds, 2014). The development of educational and teaching resources must be aligned with the key objective of enlarging the framework which can substantiate the team effort of teachers and students. The hard work and proficiency of involved members serve as significant contributions to the development of the approach for designing the learning resources for the concerned excursion program.

Choice of pre and post excursion activities

The process of excursion is not simply indicative of the educational aspects but also of the major changes which can be observed in the domain of external activity of students. The selection of activities prior to the excursion and after the excursion for the entertainment of students accounts for discussions and the varied assortment of fun activities which can lighten up the spirits of students (Schulz et al., 2013). The profound issues which can be derived from the execution of pre and post excursion issues are vested in improper planning. The activities prior to the excursion must include references to activities which are less demanding physically and should be entertaining. Prior to the excursion, the supervisors can convene meetings with students which can assist in formulation of additional activities which can be tried by students during their excursion trip. The notable implications which can be drawn in context of excursion activity planning include emphasis on activities which can help them to get acquainted with the surroundings and enjoy the excursion experience to the fullest. The other key contributions to the activity decisions include the commitment of teachers for the activities and the barriers which are observed in the case of risk assessment (Udoye & Ndum, 2013). The selection of excursion activities must be complemented with the risk assessment format which can contribute to the development of safety quotient of the activities and therefore ensure the safeguarding of students and teachers from potential risks in the activities. Major examples of fun and stimulating activities include sightseeing, boating, golfing, and dining and cinema outings. The activities post excursion must be reflective of the assessment of the critical entities in the excursion activity which can provide comprehensive insights into the outcomes which students derive from the tour (Reynolds, 2014). The organization of the activities in terms of preference and order also assists in predicting feasible methods for inciting fun in the students.

Reasoning for selection of activity:

The various approaches which can be utilized for describing the validation of implementing excursion activities include classifications on the basis of reference. The excursion activity is criticized on certain grounds such as limitations on teaching periods in classrooms and the risk of external agents for the students. Furthermore excursions and the underlying implications direct towards increase in responsibility of supervisors to plan and execute the activity. The selection of the activity must be validated depending on the source of the activity (Schulz et al., 2013). Pre excursion activities enable students to outline the major activities to be accomplished on the excursion and the post excursion activities are intended to draw a lucid interpretation of the experience gained by students from the excursion. The selection of activities is also complemented with the elements of risk analysis and management which account for validity of the selected activity (Udoye & Ndum, 2013). The key procedures which are utilized in context of planning and implementation serve as the foundation for the selection of excursion activities. Activities which are supposed to be executed beyond the physical jurisdiction of the institution must be approved as per a set of requirements which are also indicative of the risk assessment factor. Consideration of safety of students is also a profound element which assists in reasoning for the selection of activities (Mak et al., 2013).

Supporting Documents:

Excursion Planner Template:       

Activity details
Activity Name: Excursion Trip			Venue: Brisbane Convention and Exhibition Centre
Teachers/ leaders/ supervisors: Five Experienced teachers of business management Relevant experience or expertise of volunteer supervisors: The volunteer supervisors are also concerned with proficiency in the domain of event management through association with literary clubs and event organization initiatives in the educational institution.
Overall activity description including educational aims: Students would be able to attend the convention related to emerging strategies in business organizations for dealing with technology. The activity pertains to directing students towards a refined perspective on business management and apprehends the practical implications of the event or activity conducted.
Class groups: 4	Number of students:20	Male: 12		Female:8	Supervision ratio: 1:4
Parental Permission – Permission Form						Yes	No
A risk assessment has been completed for this excursion (refer Attachment 1)						Yes	No

 

Itinerary
Start date: 30.9.2016	Depart school: 7 a.m.	Arrival venue: 10 a.m.
Finish date: 2.10.2016	Depart venue: 5 p.m.	Arrival school: 8 p.m.

 

Overnight accommodation
Details: 4 days and 3 nights accommodation is required for the excursion owing to the extent of the convention.
Venue suitability assessed and risk management processes applied		Yes		No
Participation
Are there any students not participating in this activity?	Yes		No
If so please explain why: Students who were not particularly interested in the excursion activity cited reasons such as negligence towards the contribution of excursion to learning ability. Other reasons included limitations on the basis of personal preferences such as homesickness.
What arrangements are being made for them? The students who have not participated in the activity can obtain the learning resources acquired through the convention on business management via recordings and notations from the convention.
Please confirm that an out of hours contact for the Principal (or Principal's nominee) has been identified. Out of hours contact name:    Kevin Ross                                                                  Contact's telephone number:   9827316311

 

Transport
Mode	Provider/details	Certification requirements	Yes	No
Bus		Appropriate charter permit held Bus with seatbelts / DTMR:A guide for school communities
Private car	Terrain Travels Pvt. Ltd	Have the School requirements been met?
Train		(If Qld Rail, no checks required)
Boat		Are appropriate charter permits and survey certificates held?
Aero plane		If commercial airline, no checks required
Other

 

Costs
Items	Cost ex GST	GST of item	Details
Transport	$3000	$30	The primary expense in transportation was derived from the private car service facilitated by Terrain Travels Pvt. Ltd.
Venue	$1500	$10	The reservation expense for the convention formed an important cost associated with venue
Catering	$3000	$20	The food expenses were derived from the bills shown by the hotel
Other costs	$2000	$10	Accommodation expenses account for the additional expenses.
	$ 1000	$10	Additional facilities such as sightseeing and activities
Cost for each student:  TOTAL:	$10500	$80

 

Approval
	Approved as submitted:
	Approved with the following condition(s): Primary attention to be paid to safety of students in the external environment and focus on activities post excursion.
	Not approved for the following reason(s):
By:		Designation:
Information has been entered in the register of approved school excursions.			Reference no :
Signed:			Date:

 

Minimum equipment/facilities For any items not ticked, provide further information.		ü
First aid kit suitable for activity
One adult present should have current first aid qualifications including Cardio Pulmonary Resuscitation (CPR).
Communication system:  e.g. phone-line at location  walkie talkies/UHF radio
Sun safety equipment if outdoors (hat, sunscreen, shirt etc.)
Drinking water (students should not share drinking containers)
Fire restrictions have been checked with local firefighting authority as appropriate
Permission has been obtained from property owners where property will be traversed
Hazards/risks	Recommended control measures		ü
Refer to:  Managing Risks in School Curriculum Activities
Blue Card requirements met
Briefings	·         Brief supervisors prior to departure regarding any potential hazards and safety controls.
	·         Brief students prior to departure on any potential hazards and safety controls.
Emergency plans	·         Ensure that all supervisors are aware of the emergency contingency plans.
Permission Medical conditions	·         Obtain parental permission, including relevant medical information.
	·         When students with medical conditions are involved, ensure that relevant medical/emergency plans and medications are readily available.
Planning	·         Refer to relevant student management/behaviour plans or other student records.
	·         Ensure that appropriate disabled access and facilities are available.
	·         Seek advice from relevant advisory visiting teachers or specialist teachers.

Lesson Planning:

The lesson plans have to be identified for the excursion activity in order to obtain credible references to the individual aspects of the excursion. The illustration of two distinct lesson plans would describe the necessity of integrating lesson plans.

Lesson plan 1:

Prepare students for the excursion trip

Investigate the reliability of the selected venue

Writing materials are provided to students for noting down the proceedings of the convention

The varying perspectives of students are realized in the form of a summary of the crucial entities such as practical implications of technology on strategy formulation

Students are informed of the activities and the concerned implications which have to be addressed by them in the excursion

The supervisors have to encourage students to engage in the fun activities such as sightseeing and field trips

Finally the summarized interpretation of students in considered for the ultimate inclusion in the lesson plan.

Lesson plan 2:

Students are actively involved in the planning process for the excursion in order to hone their skills which are relevant to business management

Investigation of the selected venue through varying sources enables the students as well as supervisors to attain a clarified stance on the relevance of the venue as well as the techniques required for research

Establishing a plausible rationale for the activities is also a major addition to the lesson plan

Identification of risks in different activities as well as surroundings of the venue can be an effective tool for improving the academic proficiency of students in business management

The convention must be apprehended solely as per contents of curriculum such as evolution of strategy, change management and the significant references drawn in the event

Risk assessment template:

Activity Description: Visit to the convention on “Emerging strategies in business organizations for addressing technological advancements” at the Brisbane Convention and Exhibition Centre
Teachers/Leaders: 5 teachers leading groups of four
Class groups: 4	No. of students (approx): 20
Start date:30.9.2016                           Finish Date: 2.10.2016	Supervision ratio (approx.):     1:4

The inherent risk level in the activity is evaluated from the risk assessment matrix in which the threat of risks is insignificant as well as the possibility of occurrence of threats is unlikely. Therefore the inherent risk level is identified as low which indicates the use of certain measures to address the trivial chances of unwanted incidents or mishaps.

Provide information about supervision:

The activity is supervised by the five teachers who have been assigned to the five groups of students comprising of four students each. The nature of the activity conducted is academic in nature and students have to attend the event without any formidable threats. The total number of students is 20 and therefore the assignment of five supervisors ensures credibility of the supervision. The needs of the students are apprehended from the age group which is mostly in between 22-25 years which indicates their preferences for outdoor activities for leisure. The planned duration of the activity is estimated at 3 days which is the time period of the convention. The environmental and weather conditions during the selected time for the convention also prove to be a promising contribution to the credibility of supervisors (Helms & Whitesell, 2013). The site is accessible through various modes of transportation and furthermore the supervisors are allowed to remain with the students during the activity which creates a significant supervising attribute. The supervisor is also assigned with the responsibility of providing necessary equipment such as writing pads and Dictaphones for jotting down the proceedings of the activity.

 

Provide evidence of the leader/supervisor’s relevant qualifications and/or competence:
The supervisors or the teachers are adequately qualified to conduct excursion activities. The validation of their capabilities can be drawn from their ability to apprehend the potential risks as well as demonstrating abilities. The educational qualification as well as previous excursion experiences has helped the supervisors to present themselves as potential individuals for the task.
Provide information about activity-specific equipment/facilities:
Writing pads, pens and Dictaphones were the equipment which were facilitated to students. The supervisors also ensured provision of drinking water containers to each student alongside consistent communication through the phones of individual student. Supervisors also emphasize the presence of a first aid kit with them at all times in order to respond to any spontaneous incident (Reynolds, 2014).
Provide information about: ·         hazards/risks	·         planned control measures:
Limited space can account for suffocation or seating problems. Emergency medical complications in case of students and supervisors alike Health and safety at the hotel and the convention center	Consultation with the Brisbane Convention and Exhibition Centre in advance to book seats and derive information on the number of attendants can serve as reliable remedial measures. Urgently required medications are always kept at hand in order to address critical scenarios immediately. Verification of the policies implemented for safety and hygiene in the concerned premises can prove to be productive measures for dealing with such risks

References

Azevedo, A., Apfelthaler, G., & Hurst, D. (2012). Competency development in business graduates: An industry-driven approach for examining the alignment of undergraduate business education with industry requirements. The International Journal of Management Education, 10(1), 12-28.

Doherty, B., Meehan, J., & Richards, A. (2015). The business case and barriers for responsible management education in business schools. The Journal of Management Development, 34(1), 34.

Fourcade, M., & Khurana, R. (2013). From social control to financial economics: The linked ecologies of economics and business in twentieth century America. Theory and Society, 42(2), 121-159.

Hejazi, S. S., Halpin, A. L., & Biggs, W. D. (2014). Using SAP ERP technology to integrate the undergraduate business curriculum. Developments in Business Simulation and Experiential Learning, 30.

Helms, M. M., & Whitesell, M. (2013). Transitioning to the embedded librarian model and improving the senior capstone business strategy course. The Journal of Academic Librarianship, 39(5), 401-413.

Lawson, R., Taylor, T., Herbert, J., Fallshaw, E., French, E., Hall, C., ... & Smith, C. (2013). Hunters and gatherers: Strategies for curriculum mapping and data collection for assuring learning. Office for Learning & Teaching. Available online from http://www. olt. gov. au/resource-hunters-and-gatherers.

Mak, A. S., Barker, M., Woods, P., & Daly, A. (2013). Developing intercultural capability in Business faculty members and their students. Int J Org Divers, 12(1), 49-59.

Mak, A. S. (2013). Internationalisation at home: Enhancing intercultural capabilities of business and health teachers, students and curricula (Doctoral dissertation, google).

Paton, S., Chia, R., & Burt, G. (2014). Relevance or ‘relevate’? How university business schools can add value through reflexively learning from strategic partnerships with business. Management Learning, 45(3), 267-288.

Pierce, J. A. (2013). Negro business and business education: Their present and prospective development. Springer Science & Business Media.

Reynolds, H. Y. (2014). As the medical education curriculum is changing, it is still good to train students and physicians in many different patient locations. Lung, 192(6), 829-832.

Schulz, C., Möller, M. F., Seidler, D., & Schnell, M. W. (2013). Evaluating an evidence-based curriculum in undergraduate palliative care education: piloting a phase II exploratory trial for a complex intervention. BMC medical education, 13(1), 1.

Udoye, N. R., & Ndum, V. E. (2013). Reinvigorating business teacher education towards self-reliance in Nigeria. Journal of Educational and Social Research, 3(9), 119.

 

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