Generally, futurologists do not attempt to predict what is going to happen in 10-15 years, but rather attempt to decide on what they want to happen so that they can then make more intelligent choices (McNeil, 2009). In order to prepare tomorrow’s business leaders for the obstacles that lay before them while acting as global citizens, we must rethink today’s curriculum at our institutions of higher education. Recent years have seen a proliferation of career schools, oriented in training practitioners to meet the demands of society’s impoverished trades. These trades, ranging from business, to healthcare, to the legal profession, give rise to a series of curriculum which are founded upon systemic views of curriculum development. The aforementioned futurists belong instead to the school of thought concerning the social reconstructionist curriculum.
Considering only those participants who are identified as members of the organization, who is recruited and how long they stay have a wide range of implications for the structure and performance of the organization (Scott, 2003). The organization of tomorrow is more likely to take advantage of advanced technologies, contribute to the abundance of information already seen by the current generation, and will be entirely composed of knowledge workers. The implication to these conditions is to develop a curriculum around the intelligence, creativity, and energy of the upcoming generation. Yet, as current curriculum is developed via traditional models intrinsic in our larger institutions, there lies a great opportunity for those institutions to embrace a school of thought which is concerned with allowing the learner to be focused on the student’s definition of self and thereby provide the catalyst for greater individual growth.
Under the leadership of the school, community members meet to acquire the mental outlooks, knowledge, and skills for establishing new industry central to the development and self-sufficiency of the community (McNeil, 2009). As a solution to the imperative concerning the development of curriculum to meet the needs of tomorrow, there is the opportunity to begin to engage the community. This engagement is much less about solving the problems faced today, and is more about contributing to social reconstruction via a democratized model of curriculum development based on future need. When initiating a dialogue from relevant stakeholders, there lies the opportunity to forge connections between the impressions of need felt by teacher, administrator, community member, and student alike.
It is important to emphasize that transfer and long-term retention are enhanced by learning conditions that introduce difficulties in learning initially and even impair performance (McNeil, 2009). A student can be better served with a curriculum not allowing for immediate, small successes, and instead introduces such challenge that refuge must be sought in disparate pieces of information. This gives rise to the synthesis of otherwise meaningless data in a way that forges connections throughout the curriculum, and instills a sense of student independence with regard to the learning. This, thereby creating a heightened sense of self-efficacy, and preparing him/her for the future challenges that await in an increasingly global society where an employee is as much a global, corporate citizen.
To conclude, democratizing the curriculum development effort where institutions, their constituents, community members, and students alike have a profound effect on the way essential skills are taught moving forward presents an opportunity to go beyond lesson plans which harbor activities built to the textbooks of today. In learning how to learn through long-term retention activities, and while incorporating this community-based outcome of social reconstructionist curriculum, the educational institutions of today may be better prepared to face the challenges facing them tomorrow.
McNeil, J.D. (2009). Contemporary curriculum: In thought and action. Hoboken, NJ: John Wiley & Sons, Inc.
Scott, W.R. (2003). Organizations: rational, natural, and open systems. Upper Saddle River, NJ: Prentice Hall.