Fine – Tuning the MBA Goals
and Objectives
University Partnership in Business
Administration in KP Pakistan
September 16, 2013
https://Gatton.uky.edu/Pakistan
Learning Outcomes for this Session
At the end of this session you will be able to:
– Describe Tuning and Tuning Goals
– Understand where we are in the Tuning Process
& Next Steps
http://www.tuningusa.org/TuningUSA/tuningusa.publicwebsite/b7/b70c4e0d-30d5-4d0d-ba75-e29c52c11815.pdf
Historically education has been
teacher centered.
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Teacher’s talking
Lecture
Textbooks
Passive Students
Source: http://iwansyahril.blogspot.com/2010/11/spring-2007-reflection-characteristics.html
In recent years the focus has
shifted to student centered
education.
• Student knowledge
& skills.
• Active learning.
Student centered education considers
what students should know and be able
to do:
• Upon Completing a Degree
• Upon Completing a Class
• Upon Completing an Class
session
• Upon Completing a Class
Activity
Tuning specifies and aligns what students
should be able to know and do at the
program level.
Tuning was an invention of the EU’s Bologna
Process.
Every country defined a degree differently -to
act as whole, they needed to align their
curriculum.
Tuning is now occurring throughout the world.
The overarching goal of tuning is to
develop program learning outcomes.
Objective: to Win.
But it is not to tell individual
universities how to achieve
these goals.
Five Steps to Tuning Process
Define
Competencies
& LO
Map
Employers
Stakeholder
Input
Refine Competencies
& LO
Write degree
profiles
Step 1: Identify competencies
• General statements about what students need to know and do
• e.g.,: Oral and written competencies
Learning outcomes are measurable.
Competency: written communication
• Learning Outcome: Every
student completing an MBA
will complete a well
reasoned case analysis
employing insights from
accounting, marketing,
management, and finance.
Image source: http://www.tbs-sct.gc.ca/emf-cag/business-rentabilisation/bcg-gar/bcg-gar04-eng.asp
STEP 2: MAP EMPLOYERS
Where do students go following graduation?
Step 3: Gather stakeholder Input
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Faculty
Students
Employers
Alumni
Parents
Focus groups
Alltech Report
Step 4: Refine Learning Outcomes based
upon input.
A STATEMENT OF WHAT STUDENTS KNOW AND DO UPON GRADUATION
STEP 5: WRITE DEGREE PROFILE FOR
EACH UNIVERSITY
Tuning is an ongoing process
that has several benefits.
Purposeful
Student centered
Engages stakeholders
Focuses on knowledge, skills, & abilities to
make students successful employees
• Provides basis for quality assurance &
assessment
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Test: Can you?
• Describe Tuning and Tuning
Goals
• Identify key phases in the
Tuning process
Competency
Pakistan
Kentucky
• Students Should Be Able to Make
Collective and Effective Decisions
• Use critical thinking skills to
identify creative and strategic
solutions to complex business
problems.
• Communicate effectively and
professionally in business settings
using supporting documentation.
• Analyze and respond to cultural
dynamics in business and society.
• Identify and formulate
appropriate potential responses
to ethical issues in business and
society with an understanding of
the consequences of personal,
group, and organizational actions.
• Communicate Effectively and
Accurately in a Variety of
Contexts.
• Be able to think globally, act
locally.
• Students should understand and
apply Team Skills both as a
member and a leader of the
team.
Your Competencies
Competency 1: Students Should Be Able to
Make Collective and Effective Decisions
Learning Outcomes
• Explain various theories of decision making
and group dynamics
• Apply the appropriate theory and give logical
reasons for making that theory the favored
choice for the problem under consideration.
• Propose a creative solution to the problem
under consideration based on the decision
making theory chosen
Competency 2: Communicate Effectively and
Accurately in a Variety of Contexts
Learning Outcomes
• Apply effective business communication processes to
a variety of contexts.
• Interpret the verbal and non-verbal behaviors of
supervisors and subordinates.
• Employ verbal and non-verbal communication
effectively and accurately.
• Use appropriate methods of communication inside
and outside his or her organization.
• Demonstrate methods of building rapport with various
stakeholders.
Competency 3: Be able to think
globally, act locally
Learning Outcomes
• Identify global dynamics through using different
analytical techniques.
• Assess the effects of global dynamics on the local
economy.
• Modify business solutions based on the analysis of
global dynamics and entrepreneurial ventures around
the world.
• Describe aspects of culturally sensitive behavior.
Competency 4: Students should understand and apply
Team Skills both as a member and a leader of the team.
Learning Outcomes
• Analyze the formal and informal group roles and statuses in
order to impact group dynamics.
• Appreciate the significance of inter-team communication.
• Describe how self-awareness can improve one’s performance
on teams.
• Demonstrate leadership skills by evaluating the situation and
proposing the appropriate leadership style to achieve team
goals.
• Describe how emotional intelligence improves group
interaction.
Charge For Next Day
• Integrate Comments of Stakeholders to Revise
Competencies
• Consider
– the validity of the comments
– what comments were made several times
– what comments were more offhand remarks
– is this the job of the university
For example: additional competencies
suggested to IMSciences
• know how to write business reports.
• have knowledge to conduct market surveys.
• have good planning and negotiation skills.
• be comfortable with using software used for
presentations and report writing such as MS
Word, MS Excel, MS Power Point, Flash etc.
In sum…
Our goal for the next day is to refine the
competencies.
Prepare to begin the curriculum mapping
and assessment process.