Article: Statistics education in GCC business schools Journal: Global Business and Economics Review (GBER) 2016 Vol.18 No.1 pp.1 - 14 Abstract: The purpose of this paper is to investigate the state of statistics education in the Gulf Cooperation Council (GCC) business schools in terms of course content, teaching faculty, integration of technology, learning resources and teaching pedagogy in addition to achieved and foreseeable changes on the business statistics education. The study stems from the GCC's need to examine the quality of business education and more specifically the quantitative knowledge of business graduates. This need is driven by the large number of business graduates from higher education institutions in the GCC states and additionally their critical role in generating the knowledge-based economy aspired by the GCC countries. Moreover, the rising quest of GCC higher education institutions for international accreditation of business programs represents another motivation for assessment and reform of business education. A survey of GCC business schools was conducted using an online questionnaire. The results of the study are summarised and benchmarked against a recent study undertaken on top 50 US business schools. Generally, the study provided remarkable evidence about the quality of GCC business statistics education in terms of contents and technology integration; however, it posed several questions about the course delivery and curriculum review. Inderscience Publishers - linking academia, business and industry through research

Title: Statistics education in GCC business schools

Authors: Rafiq H. Hijazi

Addresses: College of Business Administration, Al Ain University of Science and Technology, P.O. Box 64141, Al Ain, UAE

Abstract: The purpose of this paper is to investigate the state of statistics education in the Gulf Cooperation Council (GCC) business schools in terms of course content, teaching faculty, integration of technology, learning resources and teaching pedagogy in addition to achieved and foreseeable changes on the business statistics education. The study stems from the GCC's need to examine the quality of business education and more specifically the quantitative knowledge of business graduates. This need is driven by the large number of business graduates from higher education institutions in the GCC states and additionally their critical role in generating the knowledge-based economy aspired by the GCC countries. Moreover, the rising quest of GCC higher education institutions for international accreditation of business programs represents another motivation for assessment and reform of business education. A survey of GCC business schools was conducted using an online questionnaire. The results of the study are summarised and benchmarked against a recent study undertaken on top 50 US business schools. Generally, the study provided remarkable evidence about the quality of GCC business statistics education in terms of contents and technology integration; however, it posed several questions about the course delivery and curriculum review.

Keywords: business education; undergraduate business statistics; Gulf Cooperation Council; GCC countries; case-based education; knowledge-based economy; KBE; statistics education; business schools; higher education; course content; technology integration; course delivery; curriculum review.

DOI: 10.1504/GBER.2016.073256

Global Business and Economics Review, 2016 Vol.18 No.1, pp.1 - 14

Received: 30 Jan 2014
Accepted: 14 Mar 2014
Published online: 30 Nov 2015 *

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Title: Statistics education in GCC business schools

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