CURRICULUM MANAGEMENT MISSIONDRIVEN AND OUTCOMEBASED CURRICULUM BM PURWANTO

CURRICULUM MANAGEMENT: MISSION-DRIVEN AND OUTCOME-BASED CURRICULUM BM. PURWANTO

STRUCTURE OF DISCUSSION 1. THE ROLE MISSION IN CURRICULUM DEVELOPMENT 2. OUTCOME-BASED EDUCATION 3. THE ROLE OF BUSINESS SCHOOL 4. GENERAL SKILL AREAS AND LEARNING OUTCOMES 5. CURRICULUM MAP 6. STUDY PROGRAM LEVELS 7. ASSURANCE OF LEARNING SYSTEM

THE ROLE MISSION IN CURRICULUM DEVELOPMENT AND LEARNING PROCESS

MISSION VISION VALUES GRADUATE PROFILE LEARNING OUTCOMES IMPACT

Outcomes Based Education stages in the backward design process

MISI EVALUASI • X DAPAT DIEVALUASI JIKA X DAPAT DIUKUR • X DIUKUR KARENA X DIYAKINI PENTING • X DIYAKINI PENTING KARENA PENCAPAIAN X MENENTUKAN EKSISTENSI SUATU ENTITAS • EKSISTENSI SUATU ENTITAS DINYATAKAN DALAM MISI DAN VISI.

KESELARASAN MISI SEBAGAI LANDASAN • APAKAH MISI FAKULTAS? • APAKAH MISI FAKULTAS SUDAH MENJADI LANDASAN DAN PENDORONG BERBAGAI KEGIATAN FAKULTAS? • APAKAH MISI FAKULTAS SUDAH DITURUNKAN KE DALAM BERBAGAI CAPAIAN/TUJUAN/SASARAN YANG TERUKUR? • APAKAH FAKULTAS SUDAH MELAKUKAN PENGUKURAN TERSEBUT? 7

KESELARASAN MISI SEBAGAI LANDASAN • APAKAH BERBAGAI KEGIATAN FAKULTAS SUDAH MEMBERI DAMPAK YANG SESUAI DENGAN MISI FAKULTAS? • APAKAH BERBAGAI KEGIATAN SUDAH SELARAS DENGAN MISI FAKULTAS? • APAKAH UPAYA PERBAIKAN, PERENCANAAN, DAN STRATEGI PENGEMBANGAN DIDASARKAN PADA HASIL PENGUKURAN TERSEBUT? 8

ASSURANCE OF LEARNING MISSION LEARNING OUTCOMES • APA YANG AKAN DIPELAJARI MAHASISWA DI PROGRAM STUDI LEARNING OUTCOMES • APAKAH EKSPEKTASI PROGRAM STUDI STANDARDS • BAGAIMANA MAHASISWA MEMPELAJARINYA? METHODS • BAGAIMANA PROGRAM DAPAT MEYAKINI BAHWA MAHASISWA TELAH BELAJAR? MEASUREMENTS • APAKAH YANG PERLU DILAKUKAN PROGRAM JIKA MAHASISWA TIDAK BELAJAR DAN STANDAR TIDAK TERPENUHI? INTERVENTION/CLOSING THE LOOP

OUTCOME-BASED EDUCATION

OUTCOME-BASED EDUCATION • OBE is an educational process that focuses on what students can do or the qualities they should develop after they are taught. • OBE involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits. • Both structures and curricula are designed to achieve those capabilities or qualities. • Discourages traditional education approaches based on direct instruction of facts and standard methods. • It requires that the students demonstrate that they have learnt the required skills and content.

DEFICIENCIES OF TRADITIONAL EDUCATION § Provides students with a learning environment with little attention to whether or not students ever learn the material. § Students are given grades and rankings compared to each other – students become exam oriented or CGPA driven. § Graduates are not completely prepared for the workforce. § Lack of emphasis on soft skills needed in jobs e. g. communication skills, interpersonal skills, analytical skills, working attitude etc.

FOCUS OF OBE • What do we want the students to have or be able to do? • How can we best help students achieve it? • How will we know whether they students have achieved it? • How do we close the loop for further improvement?

BENEFIT OF OBE • More directed and coherent curriculum. • Graduates will be more relevant to industry and other stakeholders (more well rounded graduates • Continuous Quality Improvement is in place.

OUTCOMES BASED EDUCATION AT THE PROGRAMME LEVEL • The graduate outcomes for a degree are clearly written statements about the knowledge, skills and attitudes of its graduates. • Graduate outcomes are developed from a number of sources including professional accreditation bodies, employer groups, the university educational principles and the professional experience of staff teaching in the discipline.

OUTCOMES BASED EDUCATION AT THE PROGRAMME LEVEL • Graduate outcomes represent the subject matter, techniques, skills and attitudes of central importance to the chosen discipline(s). • From these outcomes the curriculum of the course is constructed, the subdivision of structure into units is made, and the outcomes specific to each of the units are derived.

THE ROLE OF BUSINESS SCHOOL

Business Schools Should (Carolyn Woo, AACSB ICAM 2015) § Focus on people and humanity § Facilitate students to ‘see the big picture’ and ‘think about the future’ § Develop professionalism § Cause driven § Skills to serve § Self-discipline

Business Schools Should § Innovate § Engage § Deliver Impact § Innovation x Engagement x Impact should be POSITIVE

GENERAL SKILL AREAS AND LEARNING OUTCOMES

Learning Outcomes: General Skill Areas (AACSB Standards 2013) 1. Able to communicate effectively orally and in writing 2. Able to identify ethical issues and address the issues in a socially responsible manner 3. �� Able to analyze and frame problems 4. Able to use current technologies in business and management context

Learning Outcomes: General Skill Areas (AACSB Standards 2013) 5. Able to work effectively with others and in team environments 6. Able to work effectively in diverse environments 7. Able to understand oneself in the context of society 8. Able to translate knowledge of business and management into practice

AUN EXPECTED LEARNING OUTCOMES • The curriculum is developed to promote learning, – learning how to learn and – to instill in students a commitment of lifelong learning • commitment to critical inquiry, • development of study and information-processing skills, • a willingness to experiment with new ideas and practices.

AUN EXPECTED LEARNING OUTCOMES • The curriculum offers to graduates – the ability to do advanced studies, – to develop their own personality, – to have an academic attitude and – to be competent in their field of study. • The graduates should also have – transferable skills, – leadership skills, and – should be oriented to the job market and – be able to develop their careers.

AUN EXPECTED LEARNING OUTCOMES • The curriculum – has clearly formulated learning outcomes, – Is reflecting the relevant demands and needs of all stakeholders.

DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES 1. Why are we educating? 2. What is the educational philosophy behind the program? 3. What are the expected learning outcomes?

DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES 4. How are the programme learning outcomes formulated? 5. Do the learning outcomes reflect the department’s goals? 6. Does the labor market set any specific requirements for graduates to meet?

DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES 7. To what extent and how do we try to tune the programme to the labor market? 8. Is there a well-defined job profile? 9. How are the learning outcomes made known to staff and students?

DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES 10. To what extent do we think that the learning outcomes have been achieved? 11. Do we review the learning outcomes? 12. How are the learning outcomes translated into the concrete requirements of the graduate (i. e. knowledge, skills and attitudes; and professional ethics)?

CHECKLIST FOR WRITING LEARNING OUTCOMES • DOES THE OUTCOME – assess what is important; – clearly describe what the student is asked to do, using action verbs; – ask the students to apply what they have learned by producing something; – include a timeframe; – is specific and measurable?

AIMS, OBJECTIVES, AND OUTCOMES • Aims: broad goals • Objectives: – Measurable intentions – Specific steps that take us towards those goals – Teacher-focused • Outcomes: – Measurable achievements – Result from a learning process – Stated as achievements of the student

COVERT VS. OVERT OUTCOMES • KNOW – SUMMARIZE • REFLECT – SHARE REFLECTIONS • THINK CRITICALLY – – INTERPRET ANALYZE EVALUATE CONSTRUCT ARGUMENTS • UNDERSTAND – APPLY • APPRECIATE – DISCUSS

CATEGORY OF OUTCOMES • Subject specific outcomes – relate to subject discipline and knowledge/skills particular to it • Generic/transferable skills/competencies – relate to any/all disciplines – teamwork – problem-solving – communication skills – ethical reasoning

LEVELS OF LEARNING: REVISED BLOOM’S TAXONOMY – ACTIONS AND VERBS CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING Build, change, create, adapt, improve, modify agree, appraise, assess, criticize, evaluate, judge, justify, recommend analyze, categorize, classify, examine, conclude, infer, simplify apply, develop, compute, utilize, construct, plan, utilize, solve Classify, explain, discuss, compare, contrast, summarize, illustrate, relate, extend REMEMBERING Choose, define, find, recall, select, show, what, where, when, how, why, which, who, relate

GOALS • Goals are usually considered to be broad statements about what a university, college, program, or instructor would like students to achieve, typically over a lengthier span of time. These are often found in strategic plans or in course descriptions within university catalogs, handbooks, or websites. • Examples: – Strategic Plan. Give students the knowledge and skills that are increasingly important in today’s interconnected world, including interpersonal, professional, and visual communications skills; collaboration and teamwork, especially with diverse others; empathy and concern for the welfare of others; and organizational and leadership skills.

PROGRAM OUTCOMES • Program outcomes are statements of what faculty expect graduates should be able to do after completing their programs of study. These statements should be written in specific, demonstrable (measurable), and student-centered terms.

EXAMPLES OF PROGRAM OUTCOMES • Graduates of the program should be able to: – Identify, explain, and use economic concepts, theories, models, and data-analytic techniques. – Use knowledge and skills of economics, mathematics, statistics, and computing flexibly in a variety of contexts. – Apply economic tools to formulate positions on a wide range of social and economic problems and engage effectively in policy debates. – Use investigate skills necessary for conducting original economic research and participating effectively in project team. – Deliver effective presentations in which they combine visual communication design with oral arguments and/or written word.

LEARNING OUTCOMES LEARNING GOALS LEARNING OBJECTIVES BROAD LEARNING GOAL: LEADERSHIP LEARNING GOAL: PROBLEM SOLVING SKILLS LEARNING OBJECTIVE LEARNING GOAL: EFFECTIVE COMMUNICATOR LEARNING GOAL: UNDERSTANDING THE IMPORTANCE OF ETHICAL BEHAVIOR

LEARNING GOALS LEARNING OBJECTIVES § LEARNING GOAL: § OUR GRADUATES WILL UNDERSTAND THE IMPORTANCE OF BEHAVING ETHICALLY IN THEIR PROFESSIONAL LIVES (I. E. , HAVE AN ETHICAL PERSPECTIVE). § CORRESPONDING OBJECTIVES: § OUR STUDENTS WILL KNOW THE PROFESSIONAL CODE OF CONDUCT WITHIN THEIR DISCIPLINE. § OUR STUDENTS WILL IDENTIFY THE ACTIVITIES/ISSUES IN THEIR CHOSEN PROFESSION THAT MAY PRESENT ETHICAL CHALLENGES, AND WILL ARTICULATE THE CONSEQUENCES ASSOCIATED WITH UNETHICAL BEHAVIOR. § OUR STUDENTS WILL IDENTIFY AN ETHICAL DILEMMA IN A SCENARIO CASE AND APPLY AN ETHICS MODEL OR FRAMEWORK TO PROPOSE AND DEFEND A RESOLUTION.

LEARNING GOALS LEARNING OBJECTIVES § LEARNING GOAL: § OUR GRADUATES WILL DEMONSTRATE PROBLEM SOLVING SKILLS, SUPPORTED BY APPROPRIATE ANALYTICAL AND QUANTITATIVE TECHNIQUES. § CORRESPONDING OBJECTIVE: § IN A CASE SETTING, STUDENTS WILL USE APPROPRIATE ANALYTICAL TECHNIQUES TO IDENTIFY A BUSINESS PROBLEM, GENERATE AND COMPARE ALTERNATIVES, AND DEVELOP A SOLUTION. § IN A CASE SETTING, STUDENTS WILL RECOGNIZE AND ANALYZE ETHICAL PROBLEMS, CHOOSE, AND DEFEND A SOLUTION.

LEARNING GOALS LEARNING OBJECTIVES § LEARNING GOAL: § OUR GRADUATES WILL BE EFFECTIVE COMMUNICATORS. § CORRESPONDING OBJECTIVES: § OUR STUDENTS WILL PRODUCE PROFESSIONAL QUALITY BUSINESS DOCUMENTS. § OUR STUDENTS WILL DELIVER A PROFESSIONAL QUALITY PRESENTATION ACCOMPANIED BY APPROPRIATE TECHNOLOGY. § OUR STUDENTS WILL DEMONSTRATE EFFECTIVE INTERPERSONAL COMMUNICATION SKILLS IN A TEAM SETTING.

LEARNING OUTCOME STATEMENTS • Learning outcomes statements are typically characterised by the use of active verbs expressing knowledge, comprehension, application, analysis, synthesis, evaluation, creation etc. • Statements of what a student is expected to know, understand and/or be able to demonstrate after completion of a process of learning • They have implications for qualifications, curriculum design, teaching, learning and assessment, as well as quality assurance.

THE ABCD MODEL FOR WRITING OBJECTIVES • Objectives will include 4 distinct components: – Audience: Who the learners are – Behavior: What they do – Condition: What they use to do it – Degree: How well thet do it • Objectives must be both observable and measurable to be effective.

THE ABCD MODEL FOR WRITING OBJECTIVES • Learning Outcome Statements can be written using the ABCD (audience, behavior, condition, and degree) method. • While the method is often directed at learning objectives, it can also be used to write learning outcomes.

AUDIENCE CONDITION BEHAVIOR DEGREE

CURRICULUM MAP

PETA KURIKULUM: MATA KULIAH/KEGIATAN PEMBELAJARAN DAN CAPAIAN PEMBELAJARAN LO 1 MK 1 VVV MK 4 V MK 7 MK 8 MK 9 LO 4 LO 5 V VV MK 3 MK 6 LO 3 V MK 2 MK 5 LO 2 VV V V V V

PETA KURIKULUM: MATA KULIAH/KEGIATAN PEMBELAJARAN DAN LEVEL PEMBELAJARAN REMEMBERING MK 1 MK 2 MK 3 MK 4 MK 5 MK 6 MK 7 MK 8 MK 9 UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING

STUDY PROGRAM LEVELS

Tujuan Umum dan Esensi Pendidikan S 1 Broad education MM Problem solvers Operational problems What? How to do? Sedikit Why? What? How it works? How can it work better? Why not? MSi S 3 Teaching and research Knowledge development Problem oriented Knowledge developers Problem solvers utk masalah yang tidak biasa ditemukan Problem oriented What? How it Works? Why is it like that? What about other things? What? How it works? Why is the working? The principles of the working? Any new other things that may take place?

Tujuan Umum dan Esensi Pendidikan S 1 Foundation subjects Basic (management) knowledge Interpersonal skills Basic abilities Techniques of doing Generalis dg spesialisasi terbatas MM Understanding and applying knowledge Msi Mastering knowledge Developing managerial wisdom Testing knowledge More specialized Teaching capabilities Decision making and problem solving Techniques of doing Generalis dg spesialisasi terbatas, generalis S 3 Customized Flexible Originality Finding new principles Research methods in detail on different Generalis dg issues and conditions spesialisasi terbatas Spesialisasi

Tujuan Umum dan Esensi Pendidikan S 1 Acquiring basic knowledge and managerial skills Developing interpersonal skills and basic abilities Developing attitude MM Understanding and applying knowledge Developing managerial wisdom (judgments) and skills Acquiring more specialized skills Developing decision making and problem solving skills MSi S 3 Mastering knowledge Developing research skills and teaching capabilities Enhancing research competencies Problem solvers utk masalah yang tidak biasa ditemukan

Metode Pembelajaran Dimensi S 1 MM MSi S 3 Riset – Praktik Sedikit riset praktik Konsep dasar Riset Art – Science Art: 30% Science: 70% Art: 40% Science: 60% Art: 5% Science: 95% Independensi - Dependesi Indep: 20% Dep: 80% Indep: 40% Dep: 60% Indep: 4% Dep: 60% Indep: 80% Dep: 20%

Penjenjangan Riset S 1 MM MSi S 3 Tujuan Pembelajaran Riset Mahasiswa mendapat pengalaman riset sederhana dengan benar Mahasiswa memberi kontribusi intelektual pada dunia praktik melalui pengambilan keputusan dan pemecahan masalah berdasar hasil penelitiannya Mahasiswa memberi kontribusi intelektual pada sains melalui telaah kritis literatur dan penelitian terdahulu melalui kegiatan penelitiannya Mahasiswa memberi kontribusi intelektual pada sains melalui temuan orisinal dari penelitiannya Pendekatan Riset Terutama deduktif Single-Method Deduktif Induktif Terutama Single. Method Deduktif Induktif Disarankan Mixed. Method Prosedur Riset Kontrol rendah Validitas internal atau eksternal riset rendah Kontrol sedang Validitas internal atau eksternal riset sedang Kontrol tinggi Validitas internal atau eksternal riset tinggi Kontrol sangat tinggi Validitas internal atau eksternal riset sangat tinggi Tuntutan Publikasi Tidak ada Dikembangkan menjadi kasus bisnis Publikasi di jurnal ilmiah terindeks Publikasi di jurnal profesional

ASSURANCE OF LEARNING SYSTEM

Step 8: Revise the Assessment Plan and Continue the Loop Step 1: Identify Program Goals Step 7: Close the Loop (Use the Results) Step 6: Report Findings And Conclusions Cycle of Assessment Step 2: Specify Intended Learning Outcomes (Objectives) Step 3: Select Assessment Methods Step 5: Analyze and Interpret the Data: (Make Sense of It All) Step 4: Implement: Data Collection

Ao. L Data Prodi UJM Masukan dari Ao. L dan UJM Penugasan Fakultas Siklus Asesmen Pertimbangan dan Pengesahan Senat Tim AACSB KK Analisis hasil Pengukuran Review dan rekomendasi Prodi Laporan Usulan perubahan Fakultas Persetujuan PROSES DIKOORDINASI OLEH FAKULTAS DAN DEPARTEMEN

TERIMA KASIH THANK YOU