What is a Business Education Bachelor’s Degree?
If you have spent time thinking that schools should offer courses in entrepreneurship, a business education degree could be a perfect fit for you. Future teachers hoping to bring the big ideas of business leaders to the big thinkers in high schools can become business teachers. The field is growing faster than ever as schools and districts understand the importance of preparing students for the 21st century workforce.
At GCU, the Bachelor of Science (BS) in Business for Secondary Education is a degree program offered in conjunctions with the Colangelo College of Business and the College of Education. GCU students have the opportunity to receive a full business degree and learn how to teach those skills in the secondary classroom. You will learn how to help young entrepreneurs harness their visions and create the businesses of the future.
Graduates with a business education degree attain business content knowledge, as well as develop a pedagogical skill set. This unique combination makes future teachers with bachelor’s in business education degrees uniquely qualified to teach business at the secondary level.
Earn Your BS in Business Education (Secondary Ed.) Online
Innovation and entrepreneurial success are at the heart of the Colangelo College of Business’ Bachelor of Science in Business for Secondary Education. Future teachers will have all the skills needed to inspire future generations of business leaders and creative entrepreneurs. This degree program takes the skills needed to earn a business degree and couples them with the knowledge and practice needed to earn a secondary teaching credential. What is more– most of this can be done in an online setting.
The online business education degree program offers a personalized, dynamic learning environment, perfect for the working student. Business people who are already on the job but yearning to make a more meaningful contribution can pursue this bachelor’s of business education and move from the public and private sector. They can accomplish this goal with the help of online classes that fit into their work and home schedule.
Once the program is complete–either in-person or online– GCU graduates earn a business teaching degree and are ready to pursue initial teacher licensure. Programs leading to teacher certification may require practicum hours, state exams, student teaching and an institutional recommendation from Grand Canyon University.
What Will I Study as a Business for Secondary Education Major?
The coursework for this bachelor’s of business education degree is designed to provide graduates with a thorough business curriculum coupled with students the complete methodological and sociological courses necessary to become certified secondary educators for grades 5-12.
The core coursework includes content that you would find in any high-quality business education program, including economics, accounting and finance, marketing, and legal issues in business. Education coursework will focus on adolescent development and educational strategies for classroom engagement students.
In this business for secondary education degree program, future teachers learn about:
- Ethical issues in business
- Educational psychology
- Adolescent development
- Cognitive, linguistic, social, emotional and physical development
- Class management
- Strategies for students with diverse needs
- English as a second language teaching techniques
- Assessment methods
What Can You do with a BS in Business Education Degree?
GCU graduates with business education degrees may be trendsetters at their school sites. They can pioneer coursework in business, economics and entrepreneurship. With their expertise in both business and secondary education, bachelor’s of business education degree holders may find work as:
- Middle school and high school teachers
- Math or business teachers
- Program directors at businesses
- Human resources providers
- Business executives
- Adult/community educators
- Educational/entrepreneurial consultants
Business educators have the option to work in several different settings. Wherever people are passionate about entrepreneurial education, the business education graduate can potentially find work. These settings include:
- Public elementary and middle schools
- Private elementary and middle schools
- Community service agencies
- Private program offices
- HR offices
If you have already decided that teaching young people how to think critically and build their ideas for future business is the way of the next century, what is stopping you from helping them? Get on your path to provide the guidance our future business leaders need by earning your Bachelor of Science in Business for Secondary Education degree at Grand Canyon University.
General Education Requirements
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.
- UNV-112, Success in Science, Engineering and Technology & Lab: 4
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Required General Education Courses
This course is designed to assist teacher candidates in understanding theories and principles of psychology that describe the growth and development of early adolescents and adolescents, including cognitive, linguistic, social, emotional, and physical areas. This course enables teacher candidates to build foundational knowledge for constructing learning opportunities and environments that support individual students’ development, acquisition of knowledge and skills, and motivation. Practicum/field experience hours: 5. Fingerprint clearance not required.
This survey course covers the basic concepts of microeconomics and macroeconomics. The course begins by addressing the fundamental concepts of scarcity, choice, opportunity cost, and comparative advantage. The course builds on these fundamentals to explain the market forces of supply and demand, market efficiency, the economics of the public sector, and the firm's behavior under competitive market conditions. The second half of the course focuses on basic macroeconomic concepts, including measurement of national incomes, economic growth, and productivity. In addition, this course covers the monetary system and the classical theory of inflation.
Program Core Courses
This course surveys the marketing mix and marketing concept; markets and buyer behavior; product, service, and relationship marketing for global competition; creating and keeping customers in an e-commerce world; branding and positioning; distribution strategies, integrated marketing communications, and pricing strategies.
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 5. Fingerprint clearance not required.
This course provides the foundation of core knowledge within the field of information technology. Topics include technology-centric organizations, the type and role of fundamental information technology systems, data management to include privacy and security, e-business and m-business, hardware, software, and computer networks.
This course is an introduction to the accounting cycle and the construction of financial statements. Students explore the fundamental principles and practices of financial accounting as outlined by Generally Accepted Accounting Principles (GAAP); the steps in the accounting cycle from journalizing transactions through the preparation of financial statements; and the use and interpretation of the balance sheet, income statement, and statement of cash flows. Prerequisite: MAT-134, MAT-144 or MAT-154.
This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Teacher candidates are instructed in immersion strategies and the use of assessment data. Practicum/field experience hours: 10. Fingerprint clearance required.
This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.
This course provides students with skills to make rational, personal finance decisions. There is an emphasis on money management and the responsible use of credit. Strategies for wealth building and retirement planning are also introduced.
In this writing intensive course, teacher candidates study how to teach a diverse population of students by examining the foundations and dimensions of social justice in education, social constructs, privilege, prejudice, and oppression with the goal of becoming culturally competent educators. Practicum/field experience hours: None. Fingerprint clearance not required.
In this course, teacher candidates evaluate and utilize methods and materials for reading and writing in order to teach literacy skills in the middle and secondary grades. Emphasis is placed on making meaning from a variety of text sources including young adult literature, technical, informational, environmental, and media. Candidates design content-based reading and writing experiences using diverse works for adolescents, focused text selection, and electronic database media resources for middle- and secondary-grade classrooms. A focus on language and cultural diversity is included. Practicum/field experience hours: 15. Fingerprint Clearance required.
This writing intensive course is a comprehensive study of the legal and ethical issues of concern to business, including those areas of the U.S. legal system that are most relevant to business, such as the law of torts, strict liability, intellectual property, and contract law. It explores the role of ethics and values in business decision making, and approaches these subjects from the perspective of the stakeholders as opposed to an economic interpretation of the firm and its responsibilities.
This course is an introduction to managerial finance and the financial markets, analysis of financial statements, time value of money, interest rates, asset valuation, assessment of risk, cost of capital, and capital budgeting. Prerequisites: ECN-220, ECN-351, or ECN-361; and ACC-240 or ACC-250.
In this course, teacher candidates differentiate instruction based on knowledge of students, learning theory, and curricular goals. Major emphasis is given to planning instructional objectives and lessons, sequencing, and assessing objectives, utilizing formal and informal assessment strategies that address individual students' needs. Practicum/field experience hours: 5. Fingerprint clearance required. Prerequisite: SEC-201.
Drawing upon real-world management situations, this course is a study of individual and group behavior in organizations through detailed coverage of the functions of management, individual differences/diversity, leadership, motivation, decision making, organizational design, and organizational change and development. Emphasis is placed on how an understanding of organizational behavior leads to effective management practice.
In this course, teacher candidates study methods and materials related to teaching middle- and secondary-grade students. Emphasis is placed on using data to evaluate and modify instruction. Teaching methodologies encourage problem solving, active participation, meeting diverse students’ needs, and professional collaboration. Practicum/field experience hours: 15. Fingerprint Clearance required. Prerequisite: SEC-355.
In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
This writing-intensive course serves as the capstone experience in business and management that includes the gradual development of a comprehensive and integrative business plan. This course is designed to assist students in their development as managers, servant leaders, and successful strategic thinkers. Management, marketing, accounting, finance, economics, global perspectives, law, and political issues are covered during this course. Prerequisites: MGT-420; FIN-210 or FIN-350; and MKT-245 or MKT-315.
This course is designed to help middle and secondary school teachers develop effective instructional strategies for teaching in the discipline of business. Emphasis is given to teaching methodologies that encourage project-based learning, problem solving, learner engagement, and effective assessment practices. Practicum/field experience hours: 10. Fingerprint clearance required.
This course provides an introduction to the practical application of descriptive and inferential statistics in business. Topics include probability, probability distributions, the central limit theorem, confidence intervals, hypothesis testing, correlation, and regression. Prerequisite: MAT-134, MAT-144 or MAT-154.
This course prepares teacher candidates to create and manage positive, productive middle- and secondary-grade classroom environments with diverse students. Candidates develop a comprehensive understanding of the learning and behavior principles that underlie effective classroom management and student engagement in order to design and promote an effective classroom management program. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: SEC-201.
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 2.8 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.
Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview. New modern classrooms, suite-style residence halls, popular dining options, resort-style swimming pools and a focus on creating a dynamic student life make GCU a top choice for high school graduates and transfer students. Exciting events, well-known guest speakers and Division I athletics round out the traditional student experience. Our welcoming campus community is the perfect place to find your purpose.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere. GCU offers the most experienced leadership in delivering online degree programs. Full-time faculty members and fully trained adjunct instructors, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Designed with the career-oriented professional in mind, our online classes provide an intimate environment that stimulates engaging and challenging discussions. Choose from programs across our distinct colleges, in high-demand employment areas. Classes begin frequently.
* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.
* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length .Online and Evening program disclosures (54 months) On-campus program disclosures (54 months) Additional Disclosures
* Please refer to the Academic Catalog for more information. Program subject to change.