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The recent announcement to raise the school leaving age to 18 may be the first sign of this. htm ET 50,1 The business schools: 50 years on Thomas Clarke Centre for Corporate Governance, University of Technology, Sydney, Australia 52 Abstract Purpose – This paper aims to offer a critique of the development of university business schools over the last 50 years and provide a perspective on the occasion of the 50th anniversary of the publication of the journal Education þ Training. Design/methodology/approach – The approach is critical and reflexive, reviewing the historical growth of business schools and focusing on questions relating to their changing rationale.

The situation is now changing. There is a mild interest and, with patience, this can be made to develop. The need now is to make sure that teachers know what facilities exist and what investigations are most needing to be pursued. Area Training Organisations are very much interested and concerned to take an active part in encouraging technical teachers by providing funds, short courses in research methods, conferences on subjects needing prolonged study and investigation, and by providing tutorial guidance.

Can attainment tests be provided and standardised? (4) What techniques and devices can be used to fill in any gaps existing in a student’s knowledge before he embarks on the technical course proper? (5) Mature students may have forgotten knowledge at one time required to a high level; how can the extent of forgetting be ascertained and related to a revisionary course and what are the best revisionary techniques in such cases? Variety in ability The easy advice is to teach to the “average”. The result is preparation of material which the teacher thinks is suitable in terms of his own background, his subject knowledge, the availability of books, his teaching experience, capacity for critical analysis, interest in his subject, and the degree to which he is abreast of its industrial applications at relevant stages.

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