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梅西商学院学科改革计划
这几天梅西商学院正在对2009 年始的学科改革计划做最后的调查. 我正在收集我们中国学生对现在的科目和在学习的过程的反映和提议. 并对这一计划中的改革方案的意见. 总的来说: 法律PAPER 将从必修的8门课中去掉, 增加市场学(marketing)和人际交流(Business and communication).
虽然对我们大多数来说,2009年的改革已无关紧要. 但是对后来的中国学生会很有用. 希望大家共做贡献. 前人种树,后人乘凉,是中华民族几千年来复兴之要缔.
详文如下:
Initial Report of the BBS Core Working Group
Purpose
The Working Group is charged with making a recommendation to the Pro Vice-Chancellor on an appropriate Core for the BBS for 2009 forwards. College Board will be asked to approve the final proposal in late October this year.
The agreed Terms of Reference are attached as Appendix 1. In essence, they predetermine that the Core shall consist of seven CoB papers plus Introductory Business Statistics. The Terms of Reference also require that the Core should “meet the needs of our general business students before they choose a major” and “should not necessarily be designed to serve as prerequisites for 200 level major papers”.
Process
The process the Working Group is following is to consult widely in the first instance, then draw up an initial proposal, consult again on that, and then arrive at a final proposal and recommendations. This document forms the initial proposal.
The initial phase of consultation involved sending a questionnaire to 100 recent BBS alumni, to about 50 potential employers, to the College Advisory Board, and to all faculty – some 300 people in total. The questionnaire included a list of about 40 topics, all of which were culled from our existing core papers or from the core papers of other, AACSB-accredited, institutions in Australasia. Thirty eight responses to the questionnaire were received, the majority being from faculty. The Working Group acknowledges the limitations that result from such a survey.
The Working Group has considered the aggregate of responses, paying particular attention to the aggregate of potential employer responses as a sub-set. We believe the survey indicated that:
1. Topics in the Core should be organised by discipline – faculty and alumni overwhelmingly preferred this; although employer and the members of the Advisory Board indicated a preference for organising teaching by “business stage”;
2. Preference for inclusion should be given to topics that will be of benefit to all BBS graduates, but where curriculum space permits a secondary preference is that topics should serve as foundation knowledge or skills for a particular subject/profession; and
3. No preference should be given to including topics because they would make it easier for students to transfer between Massey and other universities.
The Working Group also considered:
4. The list of general and management-specific knowledge and skills indicated by AACSB in Standard 15;
5. The foundation papers of general undergraduate business programmes at other institutions;
6. The historical organisation of the Core of the BBS; and
7. The following issues, problems, and constraints:
• That we have too many traditional disciplines to allocate a full paper to each.
• Service courses can become overly focussed on discipline-specific needs over time.
• Discipline silos are not conducive to integration of general business knowledge and skills.
• The Core currently appears to have insufficient general knowledge of the context, structure, and core processes of business.
• The Core needs to be linked to Learning Goals for the BBS.
• As other universities in NZ respond to the demands of accreditation, any distinctiveness that we may have had through our traditional core is being eroded.
• Overseas students may be discouraged from entering the BBS if it is difficult for them to get adequate recognition of their prior learning.
Proposed core structure
In the course of discussion, the Working Group arrived at a consensual agreement on a number of points which can be seen as design principles and/or recommendations.
1. Although Introductory Business Statistics is a full paper in the Core, the College should not shy away from suggesting changes to the paper.
2. More attention should be given to consistency, coherence, and integration of Core papers. Students should perceive that the Core is a unit.
3. All Core courses must be seen as the property of the College, not of the department(s) teaching them, and must be taught to a single College curriculum and delivery standard. The Programme Leader should maintain a dialogue with the lecturers concerned to assist in this.
4. The Core should employ at least one case study, of a (possibly hypothetical) NZ business which has expanded internationally, as the primary means of integration across all Core papers
5. A single paper coordinator should be appointed for an academic year; where a course is taught by two or more departments this should be by agreement between the HoDs concerned and the BBS Programme Leader. They should consult fully with all offering coordinators and the BBS Programme Leader during this process and during delivery of the course.
6. The Programme Leader should meet at least once per semester with the Paper Coordinators to review progress on and to plan for integration and consistency of delivery.
7. All Core papers must provide learning experiences in report writing, office applications/personal computer skills, ethics in business, and implications of the Treaty of Waitangi.
8. That some unprescribed curriculum space should be available in every core paper so that discipline leaders can link prescribed topics in their discipline to 200-level study, in necessary by adding additional topics.
Taking all factors into account, the Working Group recommends that:
1. The eight Core papers, assigned here a loose working title, incorporate the listed topics as mandatory content. Discipline areas are shown in the table to indicate which groups should be consulted in the development of the topic and/or should have responsibility for teaching it. We have not suggested responsible departments because the College structure is not final at the time of writing. All proposed papers have at least some cross-disciplinary flavour, and some papers may require collaboration between departments.
Topic Discipline areas
1. Working title "Accounting and Business"
Analysing financial statements accountancy, finance
Budgeting accountancy
Costing & pricing accountancy, marketing, economics
2. Working title "Business Finance"
Fin mkts/forex finance, economics
Time value of money finance
Capital budgeting finance
Valuing projects property, finance, IS, management
3. Working title "Business Organisations"
Individual decisions management, HRM, economics
Strategic & tactical planning management
Leadership management
Governance, ethics, and social responsibility management, accountancy
Team dynamics HRM, management
4. Working title "Business Interactions"
Interpersonal communications communications
Negotiation, conflict resolution HRM, law, dispute resolution
Employment law HRM, law
Contracts law
5. Working title "Marketing"
Appealing to customers marketing
Market research marketing
Consumer rights law, marketing
Branding marketing
6. Working title "Economics and Business"
Responding to economic conditions macro-economics
Supply & demand micro-economics
Competition micro-economics, management
7. Working title "Business Systems"
Data & knowledge mgt info systems
Trends in IT-impact of new technology info systems
Formalising processes and procedures info systems, management
Distribution channels and logistics marketing, management
8. "Statistics for Business"
Interpretation of quantitative data statistics
Presentation of quantitative data statistics, marketing
Probability statistics
Sampling, hypothesis testing statistics
2. That, for each topic, the disciplines indicated work together with the Programme Leader to develop one or two learning objectives and a teaching scheme for the topic – the learning objectives to be approved finally by College Board.
Chris Freyberg, Convenor
23rd August 2007 |
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发表于 2007-9-12 02:58:56
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晕~
狂晕~ 