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長庚大學管理學院

Standard 9: CURRICULUM CONTENT

Standard 9: Curriculum content is appropriate to general expectations for the degree program type and learning goals. [CURRICULUM CONTENT]

Definitions

Curriculum content refers to theories, ideas, concepts, skills, knowledge, etc., that make up a degree program. Content is not the same as learning goals. Learning goals describe the knowledge and skills students should develop in a program and set expectations for what students should do with the knowledge and skills after completing a program. Not all content areas need to be included as learning goals.

Basis for Judgment

● Contents of degree program curricula that result from effective curricula management processes normally include generally accepted sets of learning experiences to prepare graduates for business and management careers.

● Normally, curricula management processes result in curricula that address the broadly-defined skill and knowledge content areas described by the program types listed below. The lists are not intended to be exhaustive of all the areas that a curriculum should cover; in fact, the lists below are purposely general. It is up to schools to translate these general areas into expected competencies consistent with the degree program learning goals, students served, etc.

Bachelor’s Degree Programs and Higher

All general management and specialist degree programs at the bachelor’s, master’s, and doctoral level would normally include learning experiences that address the following general skill areas and general business and management skill areas (higher level of mastery for master’s and doctoral programs is expected):

General Skill Areas

● Written and oral communication (able to communicate effectively orally and in writing)

● Ethical understanding and reasoning (able to identify ethical issues and address the issues in a socially responsible manner)

● Analytical thinking (able to analyze and frame problems)

● Interpersonal relations and teamwork (able to work effectively with others and in team environments)

● Diverse and multicultural work environments (able to work effectively in diverse environments)

● Reflective thinking (able to understand oneself in the context of society)

● Application of knowledge (able to translate knowledge of business into practice)

● Integration of real-world business experiences

General Business Knowledge Areas

● Economic, political, regulatory, legal, technological, and social contexts of organizations in a global society

● Social responsibility, including sustainability, diversity and ethical behavior and approaches to management

● Financial theories, analysis, reporting, and markets

● Systems and processes in organizations, including planning and design, production/operations, supply chains, marketing, and distribution

● Group and individual behaviors in organizations and society

● Other specified areas of study related to concentrations, majors, or emphasis areas

Technology Agility

● Evidence-based decision making that integrates current and emerging technologies, including the application of statistical tools and techniques, data management, data analytics and information technology throughout the curriculum as appropriate

● Ethical use and dissemination of data, including privacy and security of data

● Understanding of the role of technology in society, including behavioral implications of technology in the workplace

● Demonstration of technology agility and a “learn to learn” mindset, including the ability to rapidly adapt to new technologies

● Demonstration of higher-order cognitive skills to analyze an unstructured problem, formulate and develop a solution using appropriate technology, and effectively communicate the results to stakeholders

General Business Master’s Degree Programs

In addition to the general skill and knowledge areas, general business master’s degree programs would normally include learning experiences in the following areas:

● Leading in organizational situations

● Managing in a diverse global context

● Thinking creatively

● Making sound decisions and exercising good judgment under uncertainty

● Integrating knowledge across fields

Specialized Business Master’s Degree Programs

In addition to the general skill areas, specialized business master’s degree programs would normally include learning experiences in the following areas:

● Understanding the specified discipline from multiple perspectives

● Framing problems and developing creative solutions in the specialized discipline

● Applying specialized knowledge in a diverse global context (for practice-oriented degrees) or

● Conducting high-quality research (for research-oriented degrees)

Doctorate Degree Programs

In addition to the general skill and knowledge areas and additional learning experiences for specialized master’s degrees, doctoral degree programs normally would include:

● Advanced research skills for the areas of specialization leading to an original substantive research project

● Understanding of managerial and organizational contexts for areas of specialization

● Preparation for faculty responsibilities in higher education, including but not limited to teaching

Doctoral degrees normally would also include learning experiences appropriate to the type of research emphasized, as follows:

Programs emphasizing advanced foundational discipline-based research in an area of specialization:

● Deep knowledge of scholarly literature in areas of specialization

Programs emphasizing rigorous research for application to practice in a specified discipline:

● Understanding the scholarly literature across a range of business and management disciplines

● Preparation for careers applying research to practice

Guidance for Documentation

● Describe learning experiences appropriate to the areas listed in the basis for judgment, including how the areas are defined and fit into the curriculum.

● If a curriculum does not include learning experiences normally expected for the degree program type, explain why.

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