UNIVERSITY OF ECONOMICS AND LAW
FACULTY OF ECONOMICS
Summary On Differences Of Public Economics And Management’s Curriculum In The Recent Years
The expected learning outcomes (ELOs) and program structure of Bachelor of Public Economics and Management (BPEM) were firstly constructed based on the reference of training programs in Public Policy, Public Management, Public Economics and Management in advanced countries, the educational philosophy of UNESCO and FE, the vision and mission of UEL and FE as well as the society’s demand and MOET’s program framework.
The Faculty periodically revised and adjusted ELOs and program structure every 2 years according to CDIO approach, consultation of lecturers and experts, feedback from stakeholders (employers, alumnus, lecturers and students).
Summary on dominant differences of BPEM after the process of revision and adjustment:
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Content
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Bachelor of Public Economics and Management
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Reasons
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2017
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2015
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2013
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Expected
Learning
Outcomes
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- ELOs were described more clearly and easier to understand
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- 4 blocks:
+ Professional Knowledge and Reasonings;
+ Professional Skills;
+ Communication and Teamwork Skills;
+ Personal Qualities and Professional Ethics
- ELOs consisted of 34 criterion specified at the level 3
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- 3 blocks:
+ Knowledge;
+ Skill;
+ Attitude
- ELOs consisted of 19 criterion specified at the level 2
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CDIO approach
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- ELOs were measured under the Bloom Scale - ELOs matrix showed the scale of ELOs in each course
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- ELOs matrix was professional conducted
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- ELOs matrix was basicly formed
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Calculation from the surveys’ report
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Program Structure
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- The number of credits decreased from 135 to 130 credits
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Regulations of Higher Education under the credit system
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- Credits of Fundamental Knowledge increased from 21 to 27 credits
- Credits of Specialized Knowledge decreased from 53 to 47 credits
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- Curriculum was distributed into:
+ 46 credits of General; Knowledge;
+ 21 credits of Fundamental Knowledge;
+ 53 credits of Specialized Knowledge;
+ 10 credits of Internship and Final Reseach Reports
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General and periodical revision and adjustment of UEL
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- Microeconomics and Macroeconomics were transferred to the 1st year
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- Early approach to economic courses and participation in scientific research with upper-level students from the 1st year
- Assurance of the compatibility both in time sequence and in parallel
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Economics of Natural Resources and Environment was transferred from 4th semester to 6th semester
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Specialized Module 1, 2 were retransferred to 8th semester
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Specialized Module 1, 2 were transferred from 8th semester to 7th semester
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Planning and Economic Policy, Local Marketing were transferred from compulsory course to optional course
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- Enhancement of knowledge closed to the major at the degree of bachelor
- Reduction of the proportion of courses in the general knowledge, increase of courses in the professional and specialized knowledge
- Feedback of learners about the neccessary of courses for their job
- Connection with the economic-social issues
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Economics of Natural Resources and Environment was transferred from optional course to compulsory course
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Public Policy was increased from 3 to 4 credits
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Development Economics was increased from 3 to 4 credits
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Business Information System was added as a compulsory course
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Teamwork skills was added as an optional course
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Improvement of studying efficiency
Enhancement of working skill in the future
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Public Economics was devised into 2 modules and mastering in 2 consecutive semesters
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Reduction of studying pressure and enhancement of studying efficiency
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Introduction to BPEM was supplemented in the 1st semester
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- Enhancement in understanding clearly about ELOs and program structure
- Orientation clearly about careers and studying strategies
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Generally, according to the objectives of BPEM, the ELOs have been constructed in the standardized way as CDIO approach since 2015 and measured under Bloom Scale since 2017.
- The ELOs are formally identified through a weighted average of the four stakeholder groups.
- Based on the survey of stakeholders, experience of lecturers and feedback from experts, courses are added in or removed out the program, changed credits or transferred in the semesters:
+ Credits of courses or program were adjusted to assure the MOET’s program framework and regulations on Higher Education.
+ Most of the deleted courses were optional ones with the same ELO, students’ low rate of registration, and stakeholders’ low rank from the surveys.
+ The added courses and credits were aimed at enhancing fundamental and specialized knowledge (Development Economics, Public Policy and Bussiness Information System), improving skills (Teamwork Skills), orienting the career and studying strategies (Introduction to BPEM).
+ The transference between compulsory and optional courses was aimed at assuring the knowledge and skills closed to the BPEM (Planning and Economic Policy, Local Marketing, Economics of Natural Resources and Environment) connecting with the economic-social issues (Development Economics, Public Policy and Business Information System).
+ The transference among semesters lead to assure the balance of program structure, the compatibility both in time sequence and in parallel (Micro and Macroeconomics, Economics of Natural Resources and Environment), improvement of studying and researching (Public Economics).
As a result, the assessment from stakeholders about the BPEM showed that they were satisfied with the training program, especially the structure of program as well as the depth and the width of knowledge.
FACULTY OF ECONOMICS