JAKARTA \u2014 University curricula need to do more than keep pace with\nthe dynamic development of knowledge. They must also ensure that the\ncompetencies students acquire are genuinely relevant to the needs of\nbusiness and industry.<\/p>\n
That is the focus of the Management Programme in the Faculty of\nEconomics and Business at Universitas Bina Sarana Informatika (UBSI).\nThe university held a curriculum review on Wednesday (21 October 2026)\nat its Kramat 98 campus in Jakarta.<\/p>\n
The review formed part of UBSI\u2019s efforts to evaluate and refine the\nManagement Programme\u2019s curriculum so that it remains relevant to\ndevelopments in academic knowledge and technology, as well as changes in\nthe workplace. It was attended by lecturers from the Academic\nDevelopment Unit and programme administrators.<\/p>\n
Dr Dien Mardhiyah of the Department of Management at the Faculty of\nEconomics and Business, Universitas Airlangga (UNAIR), was the speaker.\nShe shared academic perspectives and good practices in developing\nhigh-quality higher-education curricula.<\/p>\n
The event was also attended by Dr Eka Dyah Setyaningsih, head of\nUBSI\u2019s Management Programme. The presence of programme leaders\ndemonstrated the institution\u2019s commitment to maintaining education\nquality on an ongoing basis.<\/p>\n
Dr Dien explained that a curriculum encompasses more than a list of\ncourses. It includes learning objectives, subject matter, teaching\nstrategies, assessment and evaluation, all of which are interconnected\nto ensure that graduates attain the required competencies.<\/p>\n
\u201cCurriculum evaluation therefore needs to be conducted\nsystematically, taking into account a range of inputs, from graduate\nemployers and alumni to tracer-study results, developments in knowledge,\nhigher-education policy and changing competency requirements in business\nand industry,\u201d Dr Dien said on Friday (23 October 2026).<\/p>\n
The discussion also highlighted the importance of aligning graduate\nprofiles with Programme Learning Outcomes (PLOs), or Graduate Learning\nOutcomes (CPL). These should be developed with reference to the\nIndonesian National Qualifications Framework (KKNI), the National\nStandards for Higher Education, the institution\u2019s vision and mission,\nand input from stakeholders.<\/p>\n
The links between graduate profiles, CPLs, subject matter and courses\nwere a key consideration in the revision process. Clear mapping is\nexpected to ensure that every course makes a measurable contribution to\nthe competencies students need to master.<\/p>\n
Dr Eka said the review also covered the adoption of student-centred\nteaching methods, alongside curriculum structure. Approaches under\nconsideration included case-based learning, project-based learning and\nrole-play.<\/p>\n
\u201cThrough case-based learning, students can practise analysing\nbusiness problems and developing possible solutions. Project-based\nlearning encourages them to build skills in planning and producing work.\nRole-play can be used to develop communication, negotiation and\ndecision-making skills,\u201d Dr Eka said.<\/p>\n
These methods need to be supported by assessment systems aligned with\nCPLs and Course Learning Outcomes (CPMK). Assessment may take the form\nof examinations, essays, reports, presentations or projects, depending\non the competencies being measured.<\/p>\n
\u201cAnother aspect discussed was the completeness of the curriculum\nredesign documentation. This should include an evaluation of the\nprevious curriculum, tracer-study results, stakeholder-needs analysis,\nacademic foundations, graduate profiles, CPLs, subject matter, course\nstructure and descriptions, teaching strategies, assessment and\nevaluation mechanisms,\u201d she explained.<\/p>\n
Semester Learning Plans (RPS) should also comprehensively demonstrate\nthe relationship between CPLs, CPMKs and Sub-CPMKs. In addition, they\nshould specify teaching methods, student learning experiences,\nachievement indicators, assessment criteria, grade weightings and\nsupporting references.<\/p>\n
An interactive discussion gave lecturers and other participants the\nopportunity to put questions, share views and offer feedback to the\nspeaker. Participants explored a range of issues to ensure the\ncurriculum would be practical in application.<\/p>\n
Topics included adapting the curriculum to industry needs, mapping\nCPLs to courses, applying case- and project-based learning, and\nconducting continuous curriculum quality evaluation. The constructive\nfeedback will inform the refinement of UBSI\u2019s Management Programme\ncurriculum.<\/p>\n
Planned follow-up measures include reviewing the curriculum\nstructure, mapping CPLs, revisiting subject matter, improving RPS\ndocuments, and strengthening teaching methods and assessment systems.\nThese steps are intended to achieve a high standard of education.<\/p>\n
Through the event, UBSI, which describes itself as a Creative Digital\nCampus, reaffirmed its commitment to academic quality through\ncollaboration between universities. It is also continuing efforts to\nstrengthen the connection between education and professional needs in\nthe workplace.<\/p>\n
The initiative is expected to help produce graduates who not only\nunderstand management concepts but can also apply their knowledge in\npractice. Graduates are also being prepared to adapt to change, uphold\nintegrity and meet the challenges of the modern business world.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/ubsi-management-programme-strengthens-curriculum-to-meet-workplace-needs-1792756349", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }