Designing Innovative and Evolving Curriculum in Mission Centric ways
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The document discusses the need for innovative and mission-centric MBA curriculum designs to address criticisms and relevant changes in management education. It emphasizes the importance of aligning curricula with societal, environmental, and economic shifts, advocating for a focus on developing higher-order skills and a blend of evolving pedagogical approaches. The author proposes a framework for curriculum design that integrates feedback from various stakeholders, including students and industry professionals, to enhance learning outcomes and ensure the relevance of management education.
Designing Innovative and Evolving Curriculum in Mission Centric ways
- 1. Designing Innovative and Evolving MBA Curriculum in a Mission Centric Way Dr. A. K. Dey Professor, BIMTECH 22nd October 2019 AACSB Asia Pacific Conference, Seoul 1
- 2. The MBA trains the wrong people in the wrong ways with the wrong consequences Henry Mintzberg is Cleghorn Professor of Management Studies at McGill University in Montreal, Canada 2 How Business Schools Lost Their Way Warren Bennis and James O’Toole HBR, MAY 2005 ISSUE The End of Business Schools? Less Success Than Meets the Eye Jeffrey Pfeffer and Christina T. Fong AMLE, Volume 1, Number 1, September 2002 Criticism of Management Education 2
- 3. Criticism of Curriculum • All management experts were critical about curriculum – the most important element • Curriculum should be relevant to Businesses, students, society – all stakeholders • Mintzberg: Poor design of curriculum produces inefficient managers 3 Bad Management Theories Are Destroying Good Management Practices SUMANTRA GHOSHAL AMLE 2005, Vol. 4, No. 1, 75–91. 3
- 5. Inevitable changes in 21st Century • Need for new solutions in a rapidly changing world • Societies are changing rapidly and profoundly • Signaling imminent change in knowledge and skill set • Different mix of skill set will be needed in 2030 • Harvard Bus School also changed after 100 years of incremental changes in curriculum 5
- 6. Changes in Society: Env, Eco & Soc • Environmental – Climate change and the depletion of natural resources • Economic – Scientific knowledge is creating new opportunities and solutions that can enrich our lives, while at the same time fuelling disruptive waves of change – Financial interdependence at local, national and regional levels has created global value chains and a shared economy 6
- 7. Changes in Society: Env, Eco & Soc • Social – As the global population continues to grow, migration, urbanisation and increasing social and cultural diversity are reshaping countries and communities – In large parts of the world, inequalities in living standards and life chances are widening, while conflict, instability and inertia are eroding trust and confidence 7
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- 10. Curriculum Design Most important component of management education Poor Design results into inefficient managers Changes in curriculum should be relevant for • Students • Businesses • Society • All Stakeholders 10
- 11. Curriculum Design: Challenges How to make it current and relevant? How to evolve continuously in tandem with dynamic environment? How to meet changing expectations of students, businesses and society? All stakeholders? How to communicate the distinctive feature of the program? 11
- 12. Mission Centric Redesigning Mission Program learning goals Program intended learning objectives Course intended learning outcomes Redesigning in four aspects • Program structure • Program content • Course Content • Pedagogical approach 12
- 14. Innovative Curriculum What to teach? • Creative initiatives in curriculum planning and implementation processes by learners, teachers, academic leaders, and curriculum specialists affect the content How to deliver? • Flipped class room • Problem or work based learning • Blended learning • Student led learning, self paced 14
- 15. Degree of effects produced on Learning Experience Who Initiated the New? Incremental Improvement Radical Redesign Lead Actors Moderate High Supporting Actors Low Moderate Extent of Newness? Lead Actors: Recruiters, Students and Faculty Supporting Actors: All others 15
- 17. Dimensions of Innovation Aligning all activities with the vision and mission of the school Transforming the school from quality culture to impact culture Focusing on affective and behavioral attitudes Connect with the local community Focusing on leadership traits and the industry sector Producing entrepreneurs 17 To create uniqueness select a judicious mix of few. But not all at a time!
- 19. Curriculum Framework • Based on – Characteristics of the student – Learning styles • A student can apply a learning style depending on – Interest, capability – Facilitated by pedagogy • Six layered, inside‐out – Gen Bus Mgmt Knowledge, Master level knowledge, Skills, Values, Innovative & Evolving, Unique Design 19
- 20. Knowledge: General & Master’s Level • Next two stacks are management knowledge – General graduate level & master’s level • Bouquet of courses to be offered is decided by the knowledge areas • Appropriate pedagogy to be selected to maintain proper mix of knowing, doing and being 20
- 21. Skill, Values, Innovative & Evolving • Next three layers Skill set • Communication, Ethics, Analytical, Use of IT, Inter Personal, Multicultural, Application orientation – Values and Ethical conduct (Next slide) – Innovative and Evolving design • Benchmark, Academia – Industry Connect & Strategic Intent • Align with VMV, Quality to Impact, Focus on behaviour and attitude, Connect Local Community, Leadership Trait and Produce Entrepreneurs 21
- 22. Differentiated & Lean • Final layer is for building differentiation in the curriculum • Differentiate by focusing on – Content, Delivery, Evaluation & Feedback • Supply chain of knowledge delivery, skill set building and inculcating values can be made lean by gradual removal of wasteful activities 22
- 23. Values: Which? How? • Among knowledge, skills, attitudes, and values, the last item is sparsely discussed in management literature • For higher education values are 1. Freedom of thought and expression 2. Share knowledge 3. Reasoned, an evidence‐based, rigorous argument to reach a conclusion 4. Respect for diverse and often contradicting views 5. Pursuit of truth 6. Concern for empathy 7. Adherence to ethical practices 23
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- 25. Ethics for Business Leaders • AACSB: Four areas are cornerstones of a comprehensive and viable ethics education – RESPONSIBILITY OF BUSINESS IN SOCIETY – ETHICAL LEADERSHIP – ETHICAL DECISION‐MAKING – CORPORATE GOVERNANCE • The curriculum should sensitize students through live examples 25
- 26. Aligning with input variety • For Institute – Students’ educational background and aspirations – Can be met with bouquet of core and electives • For the higher management sector – Institutes deploy varying degree of resource intensity – Based on the respective positioning in the minds of stakeholders, an institute is able to attract a particular category of students, faculty, recruiters – The design must have built‐in flexibility and depth in terms of rigour 26
- 27. Three levels of rigour in curricula • Immersive Curriculum – The curriculum gives an immersive feeling so that the students and faculty feel completely involved in the delivery of management education (Knowing) • Experiential Curriculum – Such a curriculum is designed with higher content of observing and experiencing the application of management concepts (Knowing & Doing) • Evolving Curriculum – With periodic and structured inputs of industry experts (via Academic Advisory Board, Academic Council etc.); benchmarking results with peer group of institutions (at least one International and one Indian) and strategic inputs of the institute, this type of curriculum retains its innovative flavour and evolves into a more customer (students and recruiters) centric process (Knowing, Doing, Being) 27 27
- 28. Summary • Presentation started with criticism of management education and curriculum • Understood the rapid changes • Defined Curriculum, design, and redesign • Conceptualized role and effects of Innovative curriculum • How to design an innovative curriculum • Proposed a framework • Values of higher education • How ethics can be operationalized in a curriculum • Three levels of rigour in curriculum to address diversity 28 28
- 29. 29 Dr. A. K. Dey ak.dey@bimtech.ac.in M: +919810387104 LinkedIn: linkedin.com/in/ajoy‐k‐dey‐b3520115 Twitter: https://twitter.com/AjoyKumarDey Facebook: https://www.facebook.com/profile.php?id=1179184939 BIMTECH: https://www.bimtech.ac.in/faculty‐directory/9/akdey
- 30. Thank you 30 30