{"id":{"repo_id":"greenwich","oai_identifier":"oai:gala.gre.ac.uk:10223"},"canonical_url":"https://search.dev.ndltd.org/etd/greenwich/oai:gala.gre.ac.uk:10223","repository":{"repo_id":"greenwich","name":"University of Greenwich","base_url":"https://gala.gre.ac.uk/cgi/oai2"},"display":{"title":"‘Education or training?’: a case study of undergraduate business curriculum in a new university business school","abstract":"This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). The central aim of the research was to investigate the factors that combined to influence the design and enactment of the BA Business Studies and BA Entrepreneurship and Innovation programmes. Data were collected using semi-structured interviews with academics from the department of Systems and Management and a documentary review of programme texts. The data were analysed within an analytical framework which brings together Bhaskar's critical realism, Fairclough's critical discourse analysis and Bernstein's theory of the pedagogic device. This thesis contends that the undergraduate curriculum in UBS has become recontextualised as a business project which frames knowledge as a commodity for the purposes of income generation, pedagogy as a rational, 'quality-assured' system for its 'delivery' and academics as the 'deliverers'. The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'.","abstract_html":"This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). The central aim of the research was to investigate the factors that combined to influence the design and enactment of the BA Business Studies and BA Entrepreneurship and Innovation programmes. Data were collected using semi-structured interviews with academics from the department of Systems and Management and a documentary review of programme texts. The data were analysed within an analytical framework which brings together Bhaskar's critical realism, Fairclough's critical discourse analysis and Bernstein's theory of the pedagogic device. This thesis contends that the undergraduate curriculum in UBS has become recontextualised as a business project which frames knowledge as a commodity for the purposes of income generation, pedagogy as a rational, 'quality-assured' system for its 'delivery' and academics as the 'deliverers'. The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'.","abstract_has_math":false,"creators":["Brady, Norman"],"institution":"University of Greenwich","degree_name":null,"degree_level":"edd","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ainley, Patrick","Jameson, Jill"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06","date_published":"2013-06","updated_at":"2026-07-24T02:25:47Z","subjects":["LB Theory and practice of education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ainley, Patrick","Jameson, Jill"]},{"key":"dc:creator","label":"Author","values":["Brady, Norman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-06"]},{"key":"dc:date.issued","label":"Date","values":["2013-06"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Greenwich"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://gala.gre.ac.uk/id/eprint/10223/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["edd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB Theory and practice of education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://gala.gre.ac.uk/id/eprint/10223/6/Norman%20Brady%202013%20-%20redacted.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). 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The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["‘Education or training?’: a case study of undergraduate business curriculum in a new university business school"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ainley, Patrick","Jameson, Jill"],"dc:creator":["Brady, Norman"],"dc:date":["2013-06"],"dc:date.issued":["2013-06"],"dc:description.abstract":["This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). 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The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://gala.gre.ac.uk/id/eprint/10223/6/Norman%20Brady%202013%20-%20redacted.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Greenwich"],"dc:relation.isreferencedby":["https://gala.gre.ac.uk/id/eprint/10223/"],"dc:subject":["LB Theory and practice of education"],"dc:title":["‘Education or training?’: a case study of undergraduate business curriculum in a new university business school"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["edd"]},"updated_at":"2026-07-24T02:25:47Z"}