THE JOSIP JURAJ STROSSMAYER UNIVERSITY OF OSIJEK,
FACULTY OF ECONOMICS IN OSIJEK - CROATIA
HOCHSCHULE PFORZHEIM UNIVERSITY
INTERDISCIPLINARY MANAGEMENT RESEARCH
VIII
INTERDISZIPLINARE
MANAGEMENTFORSCHUNG VIII
Opatija2012.
Published by:
Josip Juraj Strossmayer University in Osijek, Faculty of Economics in Osijek, Croatia Postgraduate Studies
"Management" Hochschule Pforzheim University
For the Publisher:
Ulrich Jautz, Ph.D., Dean, Germany
Zeljko Turkalj, Ph.D., Dean, Croatia
Editors:
Urban Bacher, Ph.D., Pforzheim University, Business School, Germany
Drazen Barkovic, Ph.D., Faculty of Economics in Osijek, Croatia
Karl - Heinz Dernoscheg, Ph.D., International Business School Styria, Austria
Maja Lamza - Maronic, Ph.D., Faculty of Economics in Osijek, Croatia
Branko Matic, Ph.D., Faculty of Economics in Osijek, Croatia
Norbert Pap, Ph.D., University of Pecs, Hungary
Bodo Runzheimer, Ph.D., Pforzheim University, Business School, Germany Review
Committee:
Luka Crnkovic, Ph.D., Faculty of Economics in Osijek, Croatia Ivan
Ferencak, Ph.D., Faculty of Economics in Osijek, Croatia
Nino Grau, Ph.D. University of Applied Sciences, Fachhochschule Giesen-Friedberg, Germany Slavo Kukic,
Ph.D., University of Mostar, Faculty of Economics in Mostar, Bosnia and Hercegovina Hartmut Loffler, Ph.D.,
Pforzheim University, Business School, Germany Brano Markic, Ph.D., University of Mostar, Faculty of
Economics in Mostar, Bosnia and Hercegovina
Renata Peric, Ph.D., Faculty of Law in Osijek, Croatia
Bela Orosdy, Ph.D., University of Pecs, Faculty of Business and Economics, Hungary Ivan
Pavlovic, Ph.D., University of Mostar, Faculty of Economics in Mostar, Bosnia and Hercegovina
Slavica Singer, Ph.D., Faculty of Economics in Osijek, Croatia Vladimir Srb,
Ph.D., Faculty of Economics in Osijek, Croatia Jusuf Sehanovic, Ph.D., Juraj
Dobrila University of Pula, Croatia Dirk Wentzel, Ph.D., Hochschule
Pforzheim University, Germany
Technical editors:
Jerko Glavas, Ph.D. candidate, Faculty of Economics in Osijek, Croatia Hrvoje
Serdarusic, Ph.D. candidate, Faculty of Economics in Osijek, Croatia
Language Editing and Proofreading:
Ljerka Rados, Faculty of Economics in Osijek, Croatia
CIP zap is dostupan u racunalnom katalogu Gradske i
sveucilisne knjiznice Osijek pod brojem 130421087
ISSN 1847-0408
ISBN 978-953-253-105-3
Indexed in: EBSCOhost, RePEc, EconPapers, Socionet
Program committee:
Mate Babic, Ph.D., University of Zagreb, Faculty of Economics in Zagreb, Croatia
Heinrich Badura, Ph.D., President, The European Academy for Life Research, Integration and
Civil Society, Austria
Firouz Gahvari, Ph.D., University of Illinois at Urbana-Campaign, Department of Economics, USA
Gunther Gottlieb, Ph.D., University of Augsburg, Germany
Rupert Huth, Ph.D., Pforzheim University, Business School, Germany
Zoran Jasic, Ph.D., Ambassador of the Republic of Croatia to the Republic of Austria
Zlatko Kramaric, Ph.D., Ambassador of the Republic of Croatia to the Republic of Kosovo
Ulrich Jautz, Ph.D., Pforzheim University, Business School, Germany
Zeljko Turkalj, Ph.D., Faculty of Economics in Osijek, Croatia
Mladen Vedris, Ph.D., University of Zagreb, Faculty of Law, Croatia
Jozo Krajina
THE IMPORTANCE AND ROLE OF MANAGEMENT
IN HIGHER EDUCATION ................................................................................................................
Valentina Ladic
DESTINATION MANAGEMENT AND DESTINATION MANAGING
PROBLEMS - EXAMPLE VINICA COUNTY ..............................................................................
Maja Lamza-Maronic, Jerko Glavas, Igor Mavrin
TOWARDS A NEW MODEL OF CULTURAL MANAGEMENT - THE
EUROPEAN CAPITAL OF CULTURE PROGRAMME ...........................................................
Barbara Marusnik, Boris Marjanovic
PERFORMANCE OF CROATIAN ECONOMY MEASURED
WITH KNOWLEDGE-BASED ECONOMY PARAMETERS .................................................
Josip Mesaric, Stjepan Rudan, Joze Kuzic
METHODOLOGICAL PROBLEMS AND APPROACH TO
INNOVATING AND BUILDING THE CURRICULUM OF GENERAL
MANAGEMENT ....................................................................................................................................
Monika R. Molnar, Istvan Andras
EMBEDDEDNESS OF MULTINATIONAL COMPANIES IN LOCAL
COMMUNITIES: THE COMPLEX CULTURE AND COMMUNICATION
RESEARCH PROJECT .........................................................................................................................
Ninoslav Novak, Mirko Cobovic
BUSINESS IMPROVEMENT USING CLOUD COMPUTING IN
COMPANIES IN THE REPUBLIC OF CROATIA ......................................................................
Rajko Odobasa
COMMERCIALIZATION OF HIGHER EDUCATION AND CHANGES IN THE
MANAGEMENT OF PUBLIC EDUCATION INSTITUTIONS: EXAMPLES AND LESSONS
FROM
ANGLO-AMERICAN UNIVERSITIES ...........................................................................................
Mirko Pesic
CRISIS AS A CHANCE TO REORGANIZE THE GROWTH
AND DEVELOPMENT .......................................................................................................................
Milan Puvaca, Ivica Zdrilic
RESISTANCE TO CHANGE IN EDUCATIONAL PROCESS ADAPTATION Ivana Sandrk Nukic
COMPETITIVENESS OF CONSTRUCTION FIRMS:
CASE STUDY OF „GRADNJA Ltd" OSIJEK ................................................................................
Ana Skledar Matijevic, Zlatko Barilovic, Igor Vrecko
THE POSSIBILITIES OF USING ENGLISH LANGUAGE TEACHING FOR
DEVELOPING PROJECT MANAGEMENT COMPETENCES ............................................
Marko Sostar
THE ROLE OF DEVELOPMENT AGENCIES
IN REGIONAL DEVELOPMENT ...................................................................................................
METHODOLOGICAL PROBLEMS AND APPROACH TO
INNOVATING AND BUILDING THE CURRICULUM OF
GENERAL MANAGEMENT
Josip Mesaric, Ph.D. \ Stjepan Rudan, B.Sc.2, Joze Kuzic, Ph.D.3 llosip Juraj StrossmayerUniversity,
Faculty of Economics in Osijek, Croatia, mesaric@efos.hr institute for Public Health of Osijek-Baranja
County, Croatia 3Monach University, Melbourne, Australia, Joze.Kuzic@monash.edu
ABSTRACT
The development and / or analysis of the curriculum are based on knowledge of specific areas in
which the curriculum is made and model used for its design. There are several different approaches
and each has its advantages and disadvantages. The paper analyzes four approaches for the
development of general management curriculum innovation. We analyzed few curriculum of
American, European, Australian and Croatian studies in general management on bachelor and
graduate (master) level. Study of general management at the undergraduate level of American,
Australian and some European universities differ significantly from the Croatian Schools in number
as well as in the methodological, core and major courses. At higher levels of education (graduate and
master) the differences are even more obvious. Based on the performed analysis we tried to estimate
the balance of the curriculum in terms of key aspects of the curriculum: the role of managers, the application of pedagogy, the methodological basis, the level of research, process and content and the
domains and areas.
JEL Classification: 123,125
Keywords: Curriculum, general management, undergraduate, graduate
1. INTRODUCTION
In the last ten years a large number of management schools have been opened all over the world,
and the Republic of Croatia has not been bypassed by this trend. In many of these schools, the
curricula based on which formal management education is acquired, haven't been built using
adequate methodological apparatus, without firm goals, relevant domain knowledge and appropriate
pedagogy. Very often (especially in schools which do not have solid managerial tradition in the
environment in which they were established), curricula are the result of uncritical copying of content
of curricula of world-famous schools and their adaptation to local limited conditions and
capabilities. Therefore, from time to time the curricula need to be subjected to critical analysis and
adapted to new conditions in the environment, as well as to institutions upon whose foundations
educational processes are carried out.
There are several problems that arise in connection with reviewing and innovating curricula:
Formal problems in changes of up to 20% of content and the repeated procedure of
accreditation of the innovated program, which is the case in the Republic of Croatia,
• Change of social conditions for which the managers have been trained, and usability of
managerial knowledge,
Problems related to the obsolescence of the acquired knowledge,
* Problems related to change of management paradigms.
Curricula can be built, developed and analysed based on different approaches and using different
methodologies, each of which has its advantages and disadvantages, depending on domain
knowledge, volume (scope) of knowledge, and level of goals.
Since achievements based on a curriculum are not only the question of the curriculum
concerned, but also of the totality of pedagogical practice and educators' abilities, as well as of
learners' perception and abilities, the acquired knowledge cannot be judged solely on the basis of
curriculum. What can be assessed, however, is the balance of the curriculum and the potential for
integration of knowledge and skills and indirectly acquired knowledge and the desirability of
institution through the level of salaries and the positions of of graduated students. Since there is no
unified curriculum of general management, several schools have been investigated so as to determine
the key common content in the function of managerial knowledge. Twenty curricula at the
undergraduate and a few less at the graduate and master's level have been selected for research and
comparison. Specifically, comparative lists of courses have been created (syllabuses, but not of their
content, pedagogical practice, quality of teachers and students and criteria for goal achievement).
Based on comparative analyses, certain guidelines for review, development and innovation of
curriculum of any of the analysed curricula can be given.
Below, an overview of the key characteristics of managerial knowledge and suitability of
individual methodological approaches for building management curriculum will be presented, after
which comparative analyses of groups and individual curricula of general management on selected
cases will be performed.
2. CHARACTERISTICS OF MANAGERIAL KNOWLEDGE
Managerial knowledge is very often fuzzy (soft, without clear boundaries) knowledge. Managerial
knowledge is paradigmatic for the most part. This means that the attributes of managerial knowledge
are the results of the change and the acquisitions of various paradigms within managerial practice
and academic community. There are many cases where it can be noticed that curricula do not aspire
to become overly scientific (without causal methods, mathematical-statistical apparatus and robust
evidence), so that it seems (to paraphrase Ghoshal) that "business could not be treated as a science,
and we would have to fall back on the wisdom of common sense that combines information on
"what" is with the imagination of "what ought to" to develop both a practical understanding of and
some pragmatic prescription for "phenomena of organized complexity" that the issue of corporate
governance represents. This too is schooling that yields theory that does pretend to be scientific laws
but merely serves as temporary "walking sticks" in Fritz Roeth-lisbergers (1977) terms - to aid sense
making as long as we go along, to be used only until a better walking stick can be found (cited in
Ghoshal, 2005). Besides, these new paradigms which serve to corporate capital and private prestige
are often deprived of any moral norms and ethical principles. This raised some concerns among
several scholars about the current state of management research and pedagogy (Mintzberg &
Gosling, 2002; Donaldson, 2002; Ghoshal, 2005).
3. CREATION AND ANALYSES OF CURRICULUM OF GENERAL MANAGEMENT
THROUGH DIFFERENT APPROACHES
In formal education, a curriculum usually means a formal set of knowledge that is offered (and
that is expected to be chosen) in a certain educational institution (Webster, 2010). Knowledge is
formed into domain sets and shaped into courses and course systems (syllabuses) that have to be
realised - transmitted within a is for the curriculum to be designed outside of the classroom or
school. The second problem of this approach is evaluation. In order to measure, things have to be
broken down into smaller and smaller units. This is of utmost importance nowadays, when we
exceedingly fragmentise but not synthesise, not only managerial knowledge. What we are inclined to
measure, such as achievements in any university curriculum, has been more than often reduced to
the quality of interpretation. Successful interpreters frequently fail to manipulate their knowledge in
real life, which is often the case with managers due to the paradigms acquired over several years of
education, when in practice such paradigms tend to change rapidly. The use of the acquired, but no
longer relevant paradigms will result in poor performance of managerial knowledge in practice.
Smith points to the third problem of this approach, "a real problem when we come to examine what
educators actually do in the classroom". Much of the research concerning teacher thinking and
classroom interaction, and curriculum innovation has pointed to the lack of impact on actual
pedagogic practice of objectives (Stenhouse 1974), (Cornbleth 1990).
3.3. Management curriculum as a process and development
Curriculum as a process 'is a way of translating any educational idea into a hypothesis testable in
practice. It invites critical testing rather than acceptance' (Stenhouse, 1975). At first glance, this is an
ideal model desired by managers. Nevertheless, at least two problems may occur.
The first problem is the experiment with the socio-economic systems and the nature of realising
managerial decisions. A system where an idea, hypothesis or decision can be tested within a
reasonable time period and with acceptable consequences simply does not exist, since it is not
possible in a certain moment (a phase of a business cycle) or it can trigger unexpected, risky or
adverse consequences. The use of mathematical models and simulation techniques or managerial
simulation games is more and more becoming a key to these problems. Their shortcoming is that
they have to simplify reality and are, as a rule, often directed towards the problems in managerial
efficiency, i.e. only certain functions of management. This approach to the theory of curriculum,
because it places meaning-making and thinking at its core and treats learners as subjects rather than
objects, can lead to very different means being employed in classrooms and a high degree of variety
in content. As Stenhouse comments, the process model is essentially a critical model, not a marking
model (Stenhouse, 1975).
3.4. Curriculum through a hexagonal prism
According to hexagonal prism, proposed by (Mesaric, Kuzic, Dovedan, 2011 curriculum (of
general management) is developed/analysed through integration of six interrelated domains (Figure
1.)
Organizational
National
International
Philosophy and
methodology
frameworks:
Based on: Economics
Sociology Laws and
ethics Mathematics
and statistics
Language and
symbolic models
Scholarship;
Level of knowledge/
education
Teaching (Pedagogy)
Practices
(Application)
Discovery (Research)
integration
(Synthesis)
Level:
Strategic
Tactical
Operational
GENERAL
MANAGEMENT
CURRICULUM
- Value added
opportunity
- Problem Vision,
goals, objectives
Proces definition
Lifecycie
Change
perception
Communication
Measures
Performance
^eas, domains, _and
objects
Business
Roles and scope
Decision making
Organizing
Planning
Leading
Negotiating
Resourcing
Staffing
Motivating
Analyzing
Integrating
Processes and contents:
Identification of
Business functions
Finance
Marketing,,,
Business areas
Business objects
Information
Technology
Products/services
Non business/
nonprofit
Government
Education, Health,
Environment,...
Figure 1. Curriculum domains through hexagonal prism (Source: Mesaric, Kuzic, Dovedan)
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Josip Mesaric • Stjepan Rudan * Joze Kuzic
Creating and/or revising curriculum can begin from any aspect (elementary prisms),
depending on goals and initial assumptions. Thus the starting point in the revision of curriculum
of Yale school of Management was the prism of role manager would find himself in the
environment. The creation of curriculum of management at management schools in the
Republic of Croatia was started from the point of BOK, that is, philosophical-methodological
elementary prism (because of which content is overloaded with economies of all kinds, as well as
with other content, which typically belongs to higher levels of education).
4. ANALYSIS OF THE SELECTED CURRICULA
In order to establish if there is a general consensus, and what is the minimum core knowledge
offered (i.e. required) by general management curriculum at different educational levels, we have
analysed 20 general management curricula at bachelor level (8 American, 5 European and 7
Croatian) and 27 MBA or graduate programs (12 American, 8 European, one Australian and 6
Croatian). All the courses were listed (for some universities only core, major or concentration
courses, without electives) in a single MS Excel table, and then submitted to data analysis from
different aspects. Alphabetical listing and additional key word searches revealed common
features in general management curricula at undergraduate and graduate levels respectively.
At undergraduate level all the programs have these core (mandatory) courses: (Introductory)
Management, Accounting and Marketing. Most American and European programs (11 out of
13) have also Finance, Corporate Finance or Financial Management, and for the majority (9 out
of 13) Business Law and Human Resources Management (HRM) are also core courses. Analysed
through hexagonal prism, approaches to curriculum of general management at undergraduate
level are significantly different in American, Australian and European studies in relation to
Croatian studies of general management.
Analysed through prism, US and European curriculum have starting point in domain and
objects - more specifically, the business system and its characteristics and core business
functions (Accounting, Business Finance, Marketing). The philosophical aspect is focused on
Business Law, and the level on business organisation. Management in its roles and scope
primarily relates to those topics. The number of courses is lower than the number of courses at
Croatian programmes, the length of studying is generally the same, which means that the depth
of studying is more pronounced.
The starting point of study of general management in Croatian studies is the
philosophical-methodological aspect, where the study is fraught with economic courses
(General Economics, Microeconomics, Macroeconomics, National Economy, International
Economics, and Mathematics, Statistics, Informatics and Law). Two business functions are
covered: Accounting and Marketing, while Business Finance are rarely studied, but Public
Finances and Financial markets are compulsory, which, by nature of things, should be courses of
higher levels of education.
At higher tertiary level (graduate and MBA) the similarities (the number of common
core/major courses) are significantly decreased, whereas the number of electives is increased.
Elective courses are intended to allow students to shape their managerial
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Josip Mesaric • Stjepan Rudan * Joze Kuzic
4. ANALYSIS OF THE SELECTED CURRICULA
In order to establish if there is a general consensus, and what is the minimum core knowledge
offered (i.e. required) by general management curriculum at different educational levels, we have
analysed 20 general management curricula at bachelor level (8 American, 5 European and 7
Croatian) and 27 MBA or graduate programs (12 American, 8 European, one Australian and 6
Croatian). All the courses were listed (for some universities only core, major or concentration
courses, without electives) in a single MS Excel table, and then submitted to data analysis from
different aspects. Alphabetical listing and additional key word searches revealed common
features in general management curricula at undergraduate and graduate levels respectively.
At undergraduate level all the programs have these core (mandatory) courses: (Introductory)
Management, Accounting and Marketing. Most American and European programs (11 out of
13) have also Finance, Corporate Finance or Financial Management, and for the majority (9 out
of 13) Business Law and Human Resources Management (HRM) are also core courses. Analysed
through hexagonal prism, approaches to curriculum of general management at undergraduate
level are significantly different in American, Australian and European studies in relation to
Croatian studies of general management.
Analysed through prism, US and European curriculum have starting point in domain and
objects - more specifically, the business system and its characteristics and core business
functions (Accounting, Business Finance, Marketing). The philosophical aspect is focused on
Business Law, and the level on business organisation. Management in its roles and scope
primarily relates to those topics. The number of courses is lower than the number of courses at
Croatian programmes, the length of studying is generally the same, which means that the depth
of studying is more pronounced.
The starting point of study of general management in Croatian studies is the
philosophical-methodological aspect, where the study is fraught with economic courses
(General Economics, Microeconomics, Macroeconomics, National Economy, International
Economics, and Mathematics, Statistics, Informatics and Law). Two business functions are
covered: Accounting and Marketing, while Business Finance are rarely studied, but Public
Finances and Financial markets are compulsory, which, by nature of things, should be courses of
higher levels of education.
At higher tertiary level (graduate and MBA) the similarities (the number of common
core/major courses) are significantly decreased, whereas the number of electives is increased.
Elective courses are intended to allow students to shape their managerial knowledge according
to their own interests and goals. The courses with the highest common denominator at
American, European and Australian programs taken together are Marketing, Leadership, and
HRM (10 out of 21 universities). One third of programs offer Higher-level Accounting,
Operational and Strategic Management. The remaining courses are quite varied both in titles and
the areas they cover.
Graduate and MBA general management programs in the Republic of Croatia have hardly
any common features. The courses that might be viewed as common appear at two universities
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Josip Mesaric • Stjepan Rudan * Joze Kuzic
at the most. There are also significant differences in comparison to the analysed universities
abroad.
Management study programs are distinctively divergent, encompassing a large number of
courses which are different in terms of their subject matter, depth and width of study, object of
management, etc. As we analysed the course titles, the word management was found in
combination with almost 60 different concepts. In some of those combinations the word
management is superfluous, or somehow at odds with the other concept.
Unless the approach taken in designing the general management curriculum is explicitly
stated elsewhere, it can be discerned from the list of courses (syllabus). As for Croatian graduate
programmes, there are three courses that appear in more than half of syllabuses we investigated:
Financial management, Operational management and Strategic management, whereas all other
content is highly differentiated, with no common course names. At postgraduate and specialist
postgraduate studies it is impossible to find a course that would be common for more than two
of the six investigated postgraduate programmes (except for Marketing management occurring
twice).
The above-mentioned analyses indicate that management studies at selected management
programmes in the USA, Europe and Australia are more firmly founded on managerial practice
with an emphasis on leadership as a key managerial function, human resources and operational
management, with strategic orientation and internationalisation of business operations. These
principles indirectly reveal the dominant forms of schooling. In the first case this is probably the
orientation of curriculum towards practice and integration, and in the process and content
towards newly-created value and performance of managers.
Looking at curricula in Croatia, schooling is apparently dominated by traditional teaching
methods and weak practice orientation. Managerial roles will necessarily be only declarative and
the processes covert.
5. CONCLUDING REMARKS
The analysis of numerous general management curricula created by different business
schools and schools of management has shown that there is no one common, universally
accepted general management curriculum - neither in terms of content or in terms of educational
level, regardless of the geographical location of the schools. It seems that European and
American business schools agree that undergraduate programs should include general education
in management, accompanied by basic knowledge in accounting, marketing, human resources
management, business law, and business finances. At universities with a shorter tradition of
managerial education, such as Croatian universities, there are other core courses in addition to
principles of management, accounting and marketing.
The differences at higher levels of education are of such a scope that it becomes difficult to
recognize the common features of general management programs at different graduate and
MBA schools.
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Josip Mesaric • Stjepan Rudan * Joze Kuzic
Management curricula depend on the context and not on some acquired scientific theories
nor generally accepted philosophical concepts; general management is not the same in different
environments and its contents on the one hand and its realisation on the other hand strongly
depend on the institution and its social, economic and cultural environment, as well as strategic
objectives and positions of the institution - the school of management.
The fundamental functions and roles of management (planning, organising, leading,
coordinating, controlling, staffing, motivating, resourcing) are in some cases designed as
separate courses which implicitly emphasises the importance of some aspect of managerial
function, but at the same time makes that general management curriculum unbalanced. Revision
of managerial curriculum of particular university, although timely consuming, will give best
results by using methodology (approach) of hexagonal prism.
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Smith, M. K. (1996, 2000), Curriculum theory and practice. The encyclopaedia of informal
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Heineman
Taba, H. (1962). Curriculum Development: Theory and practice, New York: Harcourt Brace
and World.
Webster, M. Webster dictionary, Retrieved November 27, 2010 from http://
www.merriam-webster.com/dictionary/curriculum
Dicheva, D. & Dichev, C. (2006). TM4L: Creating and Browsing Educational Topic Maps,
British Journal of Educational Technology - BJET, 37(3), 391-404. Retrieved March 07, 2010
from
http://compsci.wssu.edu/iis/nsdl/Publications/
BJET06-Dicheva-Dichev-Submitted.pdf
Dicheva, D. et al. (2004) Ontological Web Portal for Educational Ontologies, Retrieved
February
26,
2010
from
http://www.win.tue.nl/SW-EL/2005/swel05-aied05/proceedings/4-Dicheva-final-full.pdf
Donaldson, L. (2002). Damned by our own theories: Contradictions between theories and
management education, Academy of Management Review, 15 (3), 369-381.
Ghoshal,S. (2005). Bad Management Theories Are Destroying Good Management Practice,
Academy of Management Learning & Education, 2005, 4 (1), 75-91.
Grundy, S. (1987). Curriculum: product or praxis? Lewes: Falmer Press.
Kelly, V. (2009). The Curriculum: Theory and Practice, Sage Publications Ltd; Sixth Edition
edition (February 3, 2009), ISBN-10: 1847872751
Mesaric, J.,Kuzic,J., Dovedan, Z. (2011),Proceedings of INSITE Conference 2011, Novi
Sad, 18-23.06..2011. Publisher Informing Science Institute, Editors: E. Cohen, S. Boyd
Mintzberg, H. & Gosling, J. (2002). Educating managers beyond borders, Academy of
Management Learning and Education 1 (1), 64-76
Smith, M. K. (1996, 2000), Curriculum theory and practice. The encyclopaedia of informal
education, Retrieved February 23, 2010 www.infed.org/biblio/b-curric.htm
Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London:
Heineman
Taba, H. (1962). Curriculum Development: Theory and practice, New York: Harcourt Brace
and World.
Webster, M. Webster dictionary, Retrieved November 27, 2010 from http://
www.merriam-webster.com/dictionary/curriculum