Learning Goals and Learning Objectives Togar M. Simatupang School of Business and Management 22 April 2014

Overview • Assurance of Learning • Differences between LG and LO • An Example: Victoria University of Wellington Faculty of Commerce and Administration (FCA) • SBM ITB • Review • Assignment 2

Assurance of Learning (AOL)

3

Assurance of Learning: A Continuous Improvement Process Mission and Vision

“Closing the Loop!”

Program Learning Goals & Learning Objectives

Check results and design improvements

Assessment of learning

Curriculum Mapping and Course LO’s

Course delivery

4

Learning Goals and Learning Objectives

5

Goals and Objectives for Students • Goals express what we want our students to be. – Students will demonstrate the capacity… or.. the ability… or that they have… or they are… – Students have good communication skills. – Students are literate in… – Students are able to think critically…

• Objectives describe what we want our students to do. .....

• Objectives are indicators of goals.

6

What’s the difference? Learning Goals • Program level; general statements of what students will learn; broad, big picture, difficult to measure • Knowledge, skills, dispositions, behaviors, that faculty would like students to have developed upon completion of program requirements

Objectives • Indicators of LGs. • Course level; what, specifically, students will be able to do as a result of engaging in the learning activity; aligned with goals but more concrete and measurable • Objectives are SMART: Specific • Measurable, Actionable and aligned, Realistic, Time bound

7

LG and LO • Learning Goals Faculty use their disciplinary expertise as well as the mission of their program to guide development of student learning goals. These goals form the foundation of an academic program and determine which educational opportunities should be provided to students. Goals encompass the knowledge, skills, attitudes, dispositions, aspirations and behaviors that faculty expect their students to have developed upon completion of program requirements.

• Objectives What, specifically, will students know or be able to do as a result of participating in learning activities? These outcomes are outlined in course objectives. Course objectives are aligned with program goals but are more specific and concrete (i.e., defined in a way that makes them measurable). Course objectives are also sometimes called outcomes, competencies, aims, learning objectives or performance objectives. 8

Examples of broad versus specific wordings for course objectives • Philosophy – Broad: The student will be able to discuss philosophical questions. – More specific: The student is able to develop relevant examples and to express the significance of philosophical questions using appropriate analytical frameworks.

• General Education – Broad: Students will be able to think in an interdisciplinary manner. – More specific: Asked to solve a problem in the student’s field, the student will be able to draw from theories, principles, and/or knowledge from other disciplines to help solve the problem.

• Business – Broad: Students will understand how to use technology effectively. – More specific: Each student will be able to use word processing, spreadsheets, databases, and presentations graphics in preparing their final research project and report. 9

Examples of LG and LOs • •

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 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.

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Doctoral Program Learning Goals •

Goal 1: Comprehensive and Intensive Disciplinary Knowledge –



Goal 2: Comprehensive and Intensive Knowledge of Research Methods –



Students who earn a doctorate degree in business will be able to design, conduct, and communicate – in both written and oral formats – original research that makes a substantial contribution to a selected business discipline.

Goal 4: Evaluations of Disciplinary Research –



Students who earn a doctorate degree in business will be able to demonstrate a comprehensive and intensive knowledge of the research methods and analytical techniques applicable to a chosen business discipline.

Goal 3: Communication of Disciplinary Research –



Students who earn a doctorate degree in business will be able to demonstrate a comprehensive and intensive knowledge of the theories, concepts, frameworks, empirical findings, and controversies in a chosen business discipline.

Students who earn a doctorate degree in business will be able to evaluate research ideas and completed research projects critically, assessing their conceptual and methodological soundness and importance of contribution to existing knowledge in the field.

Goal 5: Teaching –

Students who earn a doctorate degree in business will be able to teach effectively in a selected discipline at the university level.

Source: https://kelley.iu.edu/ICWEB/Assurance/ProgramLearningGoals/Bloomington/page25271.html

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Victoria University of Wellington

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Faculty of Commerce and Administration (FCA) FCA pursues and shares knowledge of business, economics and management, to develop capability and provide our stakeholders with a global perspective. And our Vision: To be the scholarly hub driving New Zealand’s capital development. 13

BCA Learning Goals Learning Goal 1: Critical and Creative Thinking Our graduates will demonstrate application of critical and creative thinking skills to practical and theoretical problems

Learning Goal 2: Communication Our graduates will be effective communicators

Learning Goal 3: Global and Multicultural Perspective Our graduates will have a global and multicultural perspective

Learning Goal 4: Leadership Our graduates will recognise, support and display leadership

Learning Goal 5: Major attributes Our graduates will develop specific knowledge and skills in at least one business, economics or public policy discipline area

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LG1 Learning Goal 1: Critical and Creative Thinking Our graduates will demonstrate application of critical and creative thinking skills to practical and theoretical problems Learning Objectives. They will be able to: a. analyse a complex situation which could be viewed from multiple perspectives; b. use/apply analytical techniques, models and/or frameworks appropriately in specific contexts; c. reflect critically on practical and theoretical issues; d. display creative thinking when faced with practical and/or theoretical problems. 15

LG2 Learning Goal 2: Communication • Our graduates will be effective communicators Learning objectives. They will bring creative skills to the research, analysis, planning, and writing stages of academic essays and other documents, and will be able to present it clearly and effectively to an audience. That will involve being able to: a. research, plan, and produce written assignments meeting academic standards; b. apply advanced written communication skills in a private or public sector ‘business’ context; c. deliver a professional quality presentation accompanied by appropriate technology; d. demonstrate oral communication skills by their participation in small group learning environments such as tutorials and workshops

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Course Codes ACCY 111 ECON 130 QUAN 102 MARK 101 INFO 101 MGMT 101 FCOM 111 BCA Core MGMT 202 MGMT 205 MGMT 206 MGMT Major HRIR 201 MGMT 202 HRIR Major M L L H H M M G G G G L G G M G H H M M M H L L

H G H G H G H G M G H G H G L G M G H G H G L G M G

H G H G H G M G M G H G M G L L L

L L M G

G L G L L L L G M M G M G G G M M G M G M G H G M L G H L G L G L L L G L H L H M H M M

L M

M G M G M G M H G L

M L L M G M G L M

M M L L M G M G M G H

L G L G L G M G M G M G

H G G M L

L G

L L H G

M G H G L

H

L

G H H G

Identify and describe the major differences between how Maori businesses operate compared to those of non-Maori.

L Identify issues and interactions between local and global employment relations and work environments

GA3

Apply HRM and IR competencies to contribute to organisational capability and worker welbeing

LG5 MGMT MA's

Critically analyse and solve workplace issues

Demonstrate knowledge of, and the implications of, different perspectives of the employment relationship

Demonstrate systems thinking in decision making and operations management

Behaviour in organisations

LG4 Leadership

Strategy

Holistically analyse complex and ambiguous organisational situations

LO4c Group work

LG3 Global and Multicultural Persectives

LO4b Ethical

LO4a Lead discussion

LO3e Multi-cultural

LO3d Cross-Cultural

LO3c Legis/Govt policy impacts

H M L Skill development GA2

LO3b Adapt strategy

LG2 Communication

LO3a Global environments

LO2d Oral skills

LO2c Presentation

LG1 Critical & Creative Thinking

LO2b Business Writing

BCA Programme Pathways GA1

LO2a Academic Writing

LO1c Reflect critically on practical and theoretical issues

LO1b Use/apply analytical techniques /models /frameworks appropriately in specific contexts

BCA Learning Goals

LO1a Analyse a complex situation which could be viewed from multiple perspectives

Learning Objectives

Section of BCA Curriculum Map G = Assessment for Grading GA 5 Major specific attri

LG 5 HRIR MA's

L L H

M L M

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G

SBM ITB

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Where do the goals come from? • The Business School Mission should be consonant with the Mission of your University • Different levels of goals / outcomes: – University, – Program, – Subject/Course

• Need consistency and coverage across levels

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Vision – Mission – Program

SBM

Study Program

Learning Goals

• Vision • Mission

• Mission • Learning Goals • Learning Objectives 20

ITB Vision and Mission • ITB Vision periode 2011-2015: “ITB menjadi Universitas Riset terpandang di Asia yang berfokus pada sains, teknologi dan seni dan berperan secara aktif dan nyata dalam meningkatkan daya saing bangsa.”

• ITB Mission: “Memandu perkembangan dan perubahan yang dilakukan masyarakat melalui kegiatan Tri Dharma perguruan tinggi yang inovatif, bermutu dan tanggap terhadap perkembangan global dan tantangan lokal.” 21

SBM Vision and Mission • SBM Vision: “Menjadi institusi kelas dunia yang mengilhami dan mengembangkan pemimpin-pemimpin baru yang berjiwa entrepreneur.”

• SBM Mission: – Mendidik dan mengembangkan generasi baru pemimpin yang inovatif dan berjiwa entrepreneur. – Menemukan, mengembangkan, dan menyebarkan pengetahuan di bidang Bisnis dan Manajemen – Terlibat aktif dan menjadi sebab dalam perbaikan kualitas hidup masyarakat. 22

Common LG: Leadership: Demonstrate a strong understanding of leader behaviors and characteristics

• Our graduating students should: – Demonstrate a strong understanding of leader behaviors and characteristics – Recognize leader traits, behaviors, and styles – Identify and describe challenges and issues leaders face – Evaluate and analyze how leadership behaviors and characteristics affect employees, businesses, situations and outcomes 23

Review

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Development of Learning Goals and Objectives AACSB Guidelines Undergrad • Bachelor of Management Committee • Bachelor of Entrepreneurship Committee

Masters • MBA Committee • MSM Committee

PhD • PhD Committee

• Faculty Board

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Program Study Sarjana Management No

Learning Goals

Learning Objectives

1

Memiliki kemampuan untuk memahami pentingnya berperilaku etis dalam kehidupan professional

1. Memahami konsepber perilaku etika dalam kehidupan professionalnya 2. Berkomitmen, berperilaku dan bertanggung –jawab terhadap pekerjaan 3. Menghargai dan menghormati perbedaan dan tidak diskriminasi

2

Memiliki kemampuan dalam memecahkan permasalahan, yang didukung oleh kemampuan analitis dan teknik kualitatif

1. Mampu mendifinisikan masalah-masalah yang berkaitan dengan bisnis 2. Mampu menganalisis masalah-masalah bisnis meggunakan pengetahuan yang sudah dipelajari 3. Mampu mengambil keputusan untuk memecakan masalah yang dihadapi

3

Memiliki kemampuan untuk berkomunikasi dan beradaptasi dalam permasalahan binis

1. Mampu menyampaikan ide dan pendapat secara terstruktur 2. Mampu melakukan presentasi secara professional 3. Mampu mendengarkan dan memberikan umpan balik terhadap hasilkerja dan pendapat

4

Memiliki pemahaman fungsi-fungsi dalam manajemen dan interaksinya

1. Menguasai pengetahuan mengenai fungsi-fungsi manajemen yang meliputi pemasaran, keuangan, manajemeninsani, operasi, kewirausahaan dan pengembilan keputusan 2. Menguasai teknik-teknik kuantitatif dan kualitatif 3. Mampu mengintegarasi fungsi-fungsi dalam keilmuan manajemen

5

Memiliki kemampuan untuk bersaingtingkat global

1. Menguasai bahasa inggris baik dalam membaca, mendengar, menulis dan berbicara 2. Mengetahui isu-isu global yang terjadi dalam bidang manajemen 3. Memiliki pengetahuan mengenai managemen gobal

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Program Study Sarjana Kewirausahaan No

Learning Goals

Learning Objectives

1

Memilik Kemampuan merancang sistem, model, dan rencana bisnis yang layak

1. 2. 3. 4.

Mampu memanfaatkan konsep-konsep dasar sistem usaha Mampu membuat perencanaan bisnis yang layak Mampu merancang suatu model bisnis dan mengaplikasikannya Melakukan analisis risiko terhadap rencana bisnis yang akan dilakukan

2

Memilik Kemampuan mengidentifikasi peluang usaha

1. Mengidentifikasi kebutuhan dan permasalahan di masyarakat 2. Menguasai teori inovasi untuk menciptakan suatu peluang usaha 3. Menggunakan teori kreativitas untuk menciptakan suatu produk/layanan yang baru 4. Melakukan penelitian, prioritas, dan kelayakan usaha 5. Menampilkan data dan informasi serta menggunakannya untuk melakukan uji kelayakan usaha 6. Menggunakan metodologi penelitian dalam bidang kewirausahaan

3

Memilik Kemampuan menjalankan bisnis yang beretika dan berorientasi moral dan lingkungan

1. 2. 3. 4.

4

Memilik Kemampuan membuat rencana pengembangan produk (Inovasi, NPD) ataupun pengembangan usaha (merger, akuisisi, franchise, dan lain sebagainya)

1. Memanfaatkan teori inovasi untuk melakukan pengembangan produk atau jasa 2. Menganalisis seluruh risiko yang mungkin timbul ketika usaha dijalankan dan dikembangkan 3. Memanfaatkan "Growth theory" untuk mengembangkan bisnisnya 4. Melakukan rencana pengembangan bisnisnya

5

Memilik Kemampuan memiliki kemampuan komunikasi dan negosiasi

1. Memanfaatkan teori negosiasi dalam menjalankan bisnisnya 2. Menggunakan konsep-konsep dalam ilmu sosial untuk pendekatan humanistik 3. Mengerti dan memanfaatkan kemampuan berkomunikasi dalam menjalankan bisnisnya.

Membuat rencana dan strategi pemasaran dan penjualan Memanfaatkan teori perencanaan untuk menjalankan usaha baru Membuat rencana produksi dan distribusi Mengidentifikasi, mengalokasi, dan mencari sumber daya dan keuangan untuk menjalankan bisnisnya 5. Memanfaatkan ilmu manajemen untuk menjalankan bisnisnya 6. Mengerti dan menjalankan etika dalam berbisnis

27

Program Study MBA Young Leadership and Young Executive No

Learning Goals

Learning Objectives

1

Memiliki kompetensi manajemen fungsi bisnis yang sesuai dengan perkembangan jama

1. 2. 3. 4. 5.

Memiliki pengetahuan tentang riset bisnis Memiliki kemampuan untuk mendesign riset bisnis Mampu melaksanakan desain riset yang telah disusun Mampu menganalisa hasil riset bisnis Mampu membuat laporan hasil riset bisnis

2

Memiliki kompetensi manajemen fungsi bisnis yang sesuai dengan perkembangan jaman

1. 2. 3. 4.

Mampu mengelola fungsi pemasaran Mampu mengelola fungsi operasi Mampu mengelola fungsi keuangan Mampu mengelola fungsi sumber daya manusia

3

Memiliki kemampuan untuk memecahkan masalah secara multi perspektif di tingkat unit bisnis dan divisi

1. Mampu menentukan isu bisnis yang tepat 2. Mampu mengembangkan kerangka berpikir yang komprehensif untuk mengeksplorasi isu bisnis 3. Mampu menganalisis dan menentukan akar masalah menggunakan kerangka berpikir yang sudah dikembangkan 4. Mampu menentukan alternatif solusi 5. Mampu mengidentifikasi resiko yang mungkin timbul 6. Mampu memberikan rekomendasi penyelesaian isu bisnis 7. Mampu mengalokasikan sumber daya dari berbagai fungsi manajemen untuk mengelola isu bisnis yang ada

4

Memiliki kompetensi kepemimpinan bisnis

1. Memiliki 5 traits pemimpin 2. Mampu menetapkan visi dan misi 3. Mampu melakukan perencanaan sumber daya

5

Memiliki kompetensi pengembangan usaha baik di tingkat lokal dan nasional

1. Mampu mengeksplorasi potensi bisnis 2. Mampu mengidentifikasi resiko yang mungkin timbul dari pengembangan usaha 3. Mampu menentukan langkah strategis untuk pengembangan usaha

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Program Study MBA CCE No

Learning Goals

Learning Objectives

1

Mampu mengidentifikasi dan 1. Mampu membaca dan memprediksi kondisi dan tren pasar menilai peluang bisnis yang 2. Menguasai dasar-dasar ilmu sosial seperti sosiologi, ekonomika, psikologi, antropologi dalam memahami kelembagaan dan lingkungan bisnis. memberikan nilai tambah 3. Mengembangkan pengetahuan dan keterampilan sebagai pemimpin bisnis yang memiliki pola pikir yang besar kewirausahaan yang tinggi 4. Mampu menciptakan inovasi dalam produk atau jasa yang diciptakan sebagai solusi terhadap masalah yang dihadapi oleh pasar

2

Mampu mengembangkan rencana dan model bisnis

1. 2. 3. 4.

3

Mampu mengidentifikasi dan menilai peluang bisnis di bidang kreatif dan budaya yang memberikan nilai tambah yang besar di bidang kreatif dan budaya

1. 2. 3. 4. 5.

Mampu mengimplementasikan rencana bisnis yang dibuat Memiliki kemampuan manajerial dalam menjalankan bisnis Mampu menyusun strategi yang tepat untuk mengembangkan bisnis yang dijalani Mampu menjalankan bisnis mulai dari persiapan pasar dan hubungan pelanggan, peluncuran produk, pengelolaan,produksi dan pemasok, sumber daya manusia, dan keuangan dengan mengelola risiko-risiko yang berkaitan dengan bisnis mula dan pengembangannya. 5. Mengembangkan bisnisnya menjadi stabil dan bertumbuh baik dari sisi keuangan, penjualan, dan operasional. 6. Mampu menilai keberhasilan pelaksanaan rencana bisnis 7. Mampu mengembangkan atau menciptakan model baru (baik alat ukur, indikator atau parameter) yang dapat menggambarkan fenomena maupun permasalahan kewirausahaan. Mampu mengindentifikasi potensi budaya yang dimiliki indonesia Mampu memanfaatkan potensi budaya Indonesia menjadi sebuah peluang bisnis Mampu mengembangkan budaya dan kreativitas lokal Mampu membaca dan memprediksi kondisi dan tren pasar di bidang industri kreatif dan budaya Memahami dan mampu memecahkan masalah yang dihadapi oleh pasar di bidang kreatif dan budaya melalui inovasi

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Program Study MBA CCE (lanjutan) No 4

Learning Goals Mampu mengembangkan rencana dan model bisnis

1. 2. 3. 4.

5

Mampu menjalankan rencana dan model bisnis di bidang kreatif dan budaya

Learning Objectives Mampu menciptakan sistem bisnis yang berkelanjutan (produksi, pemasaran dan keuangan ) Mampu membangun ekosistem bisnis yang berkelanjutan di bidang industri kreatif dan budaya Mampu memvisualisasikan model bisnis kedalam suatu perencanaan bisnis Mampu merumuskan model-model dalam kerangka aplikasi konsep kewirausahaan dalam pengembangan dan pertumbuhan bisnis.

1. Mampu mengimplementasikan rencana bisnis yang dibuat 2. Memiliki kemampuan manajerial dalam menjalankan bisnis 3. Mampu menjalankan bisnis mulai dari persiapan pasar dan hubungan pelanggan, peluncuran produk, pengelolaan,produksi dan pemasok, sumber daya manusia, dan keuangan dengan mengelola risiko-risiko yang berkaitan dengan bisnis mula dan pengembangannya. 4. mengembangkan bisnisnya menjadi stabil dan bertumbuh baik dari sisi keuangan, penjualan, dan operasional. 5. Mampu menyusun strategi yang tepat untuk mengembangkan bisnis yang dijalani 6. Mampu menilai keberhasilan pelaksanaan rencana bisnis 7. Mampu mengembangkan atau menciptakan model baru (baik alat ukur, indikator atau parameter) yang dapat menggambarkan fenomena maupun permasalahan kewirausahaan di bidang industri kreatif dan budaya.

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Master of Science in Management No.

Learning Goals

Learning Objectives

1

Develop graduates with advance conceptual, analytical and systemic thinking to deal with global and challenging management problems

1: Understand a broad knowledge management problem 2 : Identify the focal critical factors in a management setting. 3: Build action plan, business model, or prototype.

2

To have the ability and deep understanding on doing research

1: Identify problem in management 2: Choose appropriate methodology to approach the problem 3: Choose appropriate instrument to do the methodology 4: Synthesize the research

3

Develop graduates with ability to think critically and creatively, to solve the contextual problem and contribute to the science

1: propose different point of view to approach the problem 2: transcontextualization of the theory and methodology (deconstructualization and re-constructualization)

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Master of Science in Management (Cont.) No. 4

Learning Goals

Learning Objectives

Develop graduates with the ability to communicate their result both verbally and writing form in journal publication –national and international scope.

1. 2. 3.

5

To have scholarly attitude –ethics and professionals.

1. 2. 3.

6

To have ability to work in the team with interdisciplinary field.

1. 2.

Write in English that are coherent, organized, concise, grammatically correct and well presented Oral presentations that are coherent, organized, concise, grammatically correct and well presented Disseminate research results to specialist and nonspecialist audiences effectively, national and international scope Apply ethical theory to resolve dilemmas in business problems Perceive and effectively deal with ethical issues associated with business problem Honest, responsible, creative, innovative and persistent in daily life as an attitude Build effective teamwork to solve problem Capitalize on diversity when leading people in interdisciplinary field

32

Ph.D. in Management Science No. Learning Goals

Learning Objectives

1

Develop graduates with advance conceptual, analytical and systemic thinking to deal with global and challenging management problems

1: Understand a broad knowledge management problem 2 : Identify the focal critical factors in a management setting. 3: Build action plan, business model, or prototype.

2

To have the ability and deep understanding on doing research with original contribution.

1: Identify problem in management 2: Choose appropriate methodology to approach the problem 3: Choose appropriate instrument to do the methodology 4: Synthesize the research 5: Show original and state of the art of the research

3

Develop graduates with ability to think critically and creatively, to solve the contextual problem and contribute to the science.

1: propose different point of view to approach the problem 2: transcontextualization of the theory and methodology (deconstructualization and re-constructualization)

33

Ph.D. in Management Science (Cont.) No. Learning Goals 4

Develop graduates with the ability to communicate their result both verbally and writing form in journal publication –national and international scope and also deliver knowledge in the manner of teaching

Learning Objectives 1. 2. 3.

4. 5

To have scholarly attitude –ethics and professionals.

1. 2. 3.

6

To have ability to work in the team with interdisciplinary field.

1. 2.

Write in English that are coherent, organized, concise, grammatically correct and well presented Oral presentations that are coherent, organized, concise, grammatically correct and well presented Disseminate research results to specialist and nonspecialist audiences effectively, national and international scope with original contribution to knowledge Teach effectively and systematically Apply ethical theory to resolve dilemmas in business problems Perceive and effectively deal with ethical issues associated with business problem Honest, responsible, creative, innovative and persistent in daily life as an attitude Build effective teamwork to solve problem Capitalize on diversity when leading people in interdisciplinary field

34

Pak Bill’s Notes 1.

2.

The examples of LG are very good. Everything is set out clearly. It seems to me that we can follow this model very closely and that if we assign to each Kaprodi the duty of completing the format for each programme in an identical manner to the model, but of course changing the content to conform to what we do, then we should be able to have all the documents ready by the end of May. Each Kaprodi would need some administrative assistance of course and would need to know precisely the assessment system (and the rationale) of each course but that should not be too difficult for assistants to find. The important thing will be to explain to each Kaprodi what needs to be done and show the model document to him. In the Siklus Akademik document much more in my opinion needs to be said about the role of the CLT. The need for mention of CLT is because: – – –

3. 4. 5. 6. 7.

CLT is the only body in SBM which has proper student representation (SR). SR is considered very important these days in monitoring performance and creating conditions for constant improvement. It is through CLT that students become aware that the loop has been closed when they make comments on their student evaluation report. In relation to student complaints the CLT is often the most effective body for voicing complaints and having them attended to quickly - see the Minutes of the CLT for some examples.

In relation to the above we need to make more effort to persuade students to become representatives and there should be a place in our documentation which mentions this. I think it is absolutely essential when we carry out annual or semester review of the kind mention in the document "Examples of LG.." that we have an external examiner taking an objective view of our procedures and results. The LGs and LOs of the MSM and DSM programmes as they now stand are almost identical. The first and second goals of the MBA programme are exactly the same. A lot of the Indonesianized English words need to be changed - for example memvisualisasikan.

35

Today’s Agenda

36

What will we do today? • Reviewing – Learning Goals and Learning Objectives for each study program

• Translate into English • Presenting them in an attractive way

37

Thank You

38

Learning Goals and Learning Objectives

Apr 22, 2014 - to guide development of student learning goals. These goals ... Our students will know the professional code of conduct within their discipline.

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