The Department of Management has recently completed a major curriculum revision process on general management. Several circumstances impelled an intense review of the existing degree offerings, and resulted in changes to the curriculum that had been essentially unchanged for some years.
Revising and developing this curriculum was driven by the following key objectives. The foremost of these was an interest in providing a curriculum that would meet stakeholders’ needs. An additional factor was an expressed interest on the part of Universities and government to maintain or increase enrollment on an aggregate basis. This naturally trickled down through the various universities’ organs and was reflected in this response.
With the implementation of the new Educational Policy of the country, starting in the 2003/2004 academic year, three year curriculum has been developed and it is being offered to students that have been admitted from preparatory programs. In the preparation of the curriculum, as per the instruction of the Universities and Ministry of Education, a discussion was made with universities that offer education on management filed.
When the current management curriculum was designed, attempt was made to integrate suggestions from various stakeholders. Suggestions from these sources indicated that new courses emphasizing computer skills, human resource management knowledge, communication skills, and leadership skills would be desirable.
The rationale behind developing nationally standardized Management curriculum was thoroughly explained as follows.
Firstly, Management is a crucial element in economic growth of a country. It brings together the factors of production: money, machinery, men, methods, markets and material to enable the country to experience economic development. A country with enough capital, manpower and other natural resources can still be poor if it does not have competent managers to combine and coordinate the resources. In the words of Drucker “without management country’s resources of production remain resources and never become products”. Management is important for learners because of many reasons. Of which these are some:
Second, Managers create jobs on one hand and products and services on the other hand.
In light of the conditions stated above, contents of this curriculum have been determined on the basis of previously done curricula, based on survey, benchmarking and information inputs gained from resources provided by the Ministry of Education on curriculum development ( specially, Bologna countries).
Among the lessons acquired through benchmarking is the development of curriculum by using the Balanced Scorecard (BSC) Model developed by Kaplan and Norton (1996), and curriculum design based on The Association to Advance College Schools of Business (AACSB) requirement.
The BSC addresses four value drivers of organizational performance which graduates are expected to manage in the future, namely:
Through its programs the department has the objective of producing:
The program is aimed at producing graduates that can have adequate knowledge, skill and attitude towards application of management concepts. Specifically:
The management program should enable the graduate to acquire both theoretical knowledge and practical know-how pertinent to management profession so that they will be competent nationally and internationally. It should transfer employability skill in an ethical manner that can be mirrored through the cognitive ability, interpersonal skill, numeric skill and research working skill of the graduate.
The program prepares students to become professional managers capable of executing Human Resources Management, Information System Management, Marketing Management, Operations Management, Materials Management and Financial Management and other managerial functional areas. The program will: