I am interested in learning about any interesting innovation in curricula design of graduate programs.
Designing the programme so that it encourages students to engage with potential employers would be one avenue. Examples include industry project courses to complement classroom taught courses, organising industry boards to review programmes. Also allowing for more flexibility in the programme to allow students to mix and match different courses - outside the Business School as well. But also recognizing that an university degree is not simply an apprenticeship to prepare for a specific job - especially in today’s market where the jobs of tomorrow might look very different from the jobs of today.
Thank you, Raluca. I agree with you . We have to keep working and innovating in this direction. We are a stand alone business school
so we tried to have alliances with schools with different focus and specializations (medicine, engineering, literature) so the learning is more innovative. We would now have to move on and measure the impact of this kind of learning. Thank you!
We are offering Capstone Projects where we take problems from Industry and assign it as a project this helps. Also try to offer a course on Introduction to enterprise resource planning using SAP or others. This is very helpful.
Next Semester I am offering new electives namely Humanitarian Logistics & Supply Chain Management. Lean Construction-Supply Chain management, Aviation- Supply Chain management.
I have found much success in issuing a student's Interest survey at the beginning of the class to find out which topics are of most interest to students and their preferences for learning. You then design your learning activities to suit the interests of the current class. Students were very motivated to learn and I got good course evaluations.
best regards,
Debra
I agree with the excellent view of Prof. Debra Sharon Ferdinand-James, a huge figure in education! Indeed, when student learner approaches like they deciding which topics of interests should be taught first and in what order is an efficient approach in improving curriculum design everywhere including the business schools. Best regards
Dickson
I think the existing answers are quite comprehensive, but I want to reiterate that the most important thing is to explore what industry expected from the graduate students to be prepared for and what kind of skills they should have.
Getting curriculum and students up to standard is crucial when ensuring they find positions in business, whether as future employees or entrepreneurs. In UK, many business students appear to end up in retail, which often offers very little.
MBAs seem a strange beast, that is it is accepted and its worth understood as a consequence of where it is earned. I know of no other qualification like it. Creating an environment of extreme academia, with all checks, etc, is crucial to student's later employment.
Curricula design should be updated with the requirements of present time because in the post modern era is seeking tremendous material support from the educators as hardly there are unique material as like before.
-Because of much plagiarism through Internet,
-High marketing scope for the light and low quality materials
-business minded for the education sector.
Curriculum development is a sole responsibility of curriculum writers, however, it is not done in isolation. The involvement of the stakeholders, especially from the industrial partners to identify and agree on the current competencies, teachers who are delivering the developed program/courses are to be engaged throughout the curriculum development process so that all the integrated competencies are of the industrial standard which will enable the learner to acquire the set industrial standards, by performing the assigned task independently based on his/her own understanding, with knowledge, skills and experiences to produce a quality output . With the employability skills in preparation to their respective choice of job. These are skill oriented modularised and shall prepare them for a workforce.
You could a adopt a learner-centred approach - however the paradox is that the students don't know what they yet don't know! In the UK we are starting to look at student opinion of their teaching 1, 3, 5 10 and 15 years post-qualification - and this can be an incredibly useful source of data for courses looking to ensure that they are equipping their graduates with the right skills and knowledge. It's also a good idea to try and engage with industrial or business partners to help shape curricula - they are great at identifying gaps or deficiencies in graduates. Hope that helps?
Very helpful, and we put into practice some of the ideas immediately with our insustrial business partners. Also the idea of longitudinal studies is very solid. Thank you su much!
Just delivered a talk on "'Redesigning Curriculum in light of Industrial Revolution 4.0"'. According to an expert in INQAAHE conference in Marutius recently 80% of what is being taught will soon become obsolete and 70% of present professions will no longer be there. IR 4.0 is a good alternative folks.
Thank you, this is an excellent question Camelia. One of the strategies you need to do is to identify the stakeholders and invite them to contribute to the development of the curriculum objectives. For example, in business, the stakeholders may include representatives from the banking industry, customers, those in the trade body or legal system, etc. This will help you to make the curriculum objectives focused on applications and meeting the market or job demands regarding skills, professional values, and knowledge. Also, invite the alumni (graduates of your school) and ask them (using questionnaires or focus groups or both) to explore the changes needed in the curriculum. In addition, listen to the feedback from the industry section about graduates and the common mistakes and limitations they have, make extensive data about these problems, then rank them (those repeated again and again from several industry bodies, should top these problems), then establish a committee to review the curriculum and taking into consideration these problems and where they are addressed across the academic years. You may need to make more emphasis on them and teach them using several approaches rather than one method depending on their importance. At last, invest on using problem-based learning, case-based learning, and team-based learning to enhance active learning and turning theory into actual practice, the cases could also address professional behaviour as well as issues related to business and management. You may check my book. Navigating-Problem Based Learning published by Elsevier Australia: https://www.amazon.com/default/e/B001JRUCJC?redirectedFromKindleDbs=true
I hope this response be of help.
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