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Quantitative Literacy for Undergraduate Business Students in the 21st Century.

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Title: Quantitative Literacy for Undergraduate Business Students in the 21st Century.
Authors: McClure, Richard1 mcclurrh@muohio.edu, Sircar, Sumit1
Source: Journal of Education for Business. Jul/Aug2008, Vol. 83 Issue 6, p369-374. 6p. 1 Chart.
Subject Terms: *Business education, *Public administration education, *Business schools, *Business students, *Business teachers, *Business school graduates, *Vocational education, *Business interns, *School administration
Abstract: The current business environment is awash in vast amounts of data that ongoing transactions continually generate. Leading-edge corporations are using business analytics to achieve competitive advantage. However, educators are not adequately preparing business school students in quantitative methods to meet this challenge. For more than half a century, business schools have relied mostly on a course in calculus and a course in statistics to meet the needs of their students despite an information-based business climate that has changed significantly. The authors propose that educators prepare students in the areas of mathematical modeling and risk management and quantitative skills, teaching them in the context of meaningful business problems. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The current business environment is awash in vast amounts of data that ongoing transactions continually generate. Leading-edge corporations are using business analytics to achieve competitive advantage. However, educators are not adequately preparing business school students in quantitative methods to meet this challenge. For more than half a century, business schools have relied mostly on a course in calculus and a course in statistics to meet the needs of their students despite an information-based business climate that has changed significantly. The authors propose that educators prepare students in the areas of mathematical modeling and risk management and quantitative skills, teaching them in the context of meaningful business problems. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3200/JOEB.83.6.369-374
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      – SubjectFull: Public administration education
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      – SubjectFull: Business schools
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      – SubjectFull: Business students
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              Text: Jul/Aug2008
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