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Za potrebe projekta „ECONQUAL: Usvajanje načela HKO u visokoobrazovnim institucijama u polju ekonomije“, a u okviru razvoja preporuka za inoviranje i unapređenje studijskih programa u skladu s Hrvatskim kvalifikacijskim okvirom i ishodima učenja, provedena je analiza kurikuluma na javnim visokim učilištima u Republici Hrvatskoj koja izvode studijske programe iz područja ekonomije i poslovne ekonomije. Prikupljeni su podaci o konkretnoj realizaciji studijskih programa ekonomije i poslovne ekonomije na partnerskim institucijama s metodološkog i tehnološkog aspekta, a sve kako bi se identificirali postojeći načini postizanja ishoda učenja i povezane provjere. Istraživanje je provedeno u okviru radionica na 7 javnih sveučilišta. Radionicama je prisustvovalo 80 sudionika, a analiza je napravljena na ukupno 128 predmeta studijskih programa. Komparativna analiza ukazala je na raznolikost izvođenja različitih vrsta nastave na visokim učilištima, iako su predavanja, seminari i radionice i vježbe najučestalije primjenjivana vrsta nastave na razini svih institucija i analiziranih predmeta. Ipak, rezultati faktorske analize ukazali su i na metodološku i tehnološku raznolikost kurikuluma. Sumarni podaci o trenutačnim, u usporedbi s planiranim unapređenjima kurikuluma na visokim učilištima, ukazali su na razliku kojoj treba obratiti posebnu pozornost prilikom planiranja modernizacije studijskih programa ekonomije i poslovne ekonomije., For the purposes of the project ECONQUAL: Adoption of the Croatian qualifications framework principles in higher education institutions in the field of economy, and as a part of project activities focused on developing recommendations for innovation and improvement of study programs and learning outcomes, curriculum analysis was carried out at public higher education institutions in the field of business and economics in the Republic of Croatia. Specific data on course delivery at partner institutions from the methodological and technological aspects were collected in order to identify the existing methods of achieving learning outcomes and related assessment. The research was conducted through workshops at 7 public universities. The workshops were attended by 80 participants, and the analysis was made on a total of 128 courses. Comparative analysis points to the diversity of different ways of teaching in these institutions, although lectures, seminars/workshops and exercises are the most widely used teaching/delivery method at the level of all institutions and analysed courses. However, the results of the factor analysis have also pointed to the methodological and technological diversity of the curriculum. There is a gap between aggregate data on the current situation compared with the planned improvements in curricula at higher education institutions, thus a special attention should be given to limitations and teacher intentions when planning the modernization of study programs of business and economics.