Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels
Abstract
The relevance of Business Studies Education (BSE) at school and in higher education is
undisputed, given the rising levels of youth unemployment and the need for an appropriate
skill set for potential entrepreneurs. Although a relatively large corpus of general business
education literature is available, the same does not necessarily apply to published research
related specifically to business studies teaching and learning at school and in teacher education.
The aim of this research was to explore the scope, similarities, differences and potential gaps
in the teaching and learning of Business Studies within school and teacher education contexts.
A meta-study methodology was applied in this study to provide a comprehensive review and
synthesis of peer-reviewed research publications in business studies education. An overview
of the challenges facing BSE within the South African context is provided. A framework
encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the
analytical overview to underscore the limitations and particular points of focus of current and
past research. In addition, the meta-study set out to establish the scope, similarities and
differences of promising areas for future research. Findings suggest that BSE research remains
limited, entrepreneurship is an important focus for research and that not enough research has
been conducted about situational knowledge. Recommendations include the need to analyse
the complexities of teacher education and training, to investigate and critique the theoretical
foundations of business studies education and to evaluate the shifts in school curriculum
policy, development and design.
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- TD: 2021 Volume 17 [42]