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SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED

EDUCATION (OBE) FOR BACHELOR OF SCIENCE IN BUSINESS


ADMINISTRATION
Major in Operations Management (OM)
PROGRAM SPECIFICATIONS
I.

Program Description

1.1 Degree name:


The degree program herein shall be called Bachelor of Science in Business
Administration (BSBA). Higher Education Institutions (HEIs) offering the Bachelor of
Science in Commerce (BSC) shall likewise adopt the Bachelor Science in Business
Administration (BSBA). This sample curriculum is for BSBA program major in
Operations Management (OM).
a.

Bachelor of Science in Business Administration Major in Operations


Management
The Operations Management program prepares the students for the acquisition of
competencies and skills needed as managers in manufacturing and service
oriented businesses.
It focuses on managing the processes to produce and
distribute products and services.
Major overall activities often include product creation, development, production and
distribution. Operations Management covers all operations within the organization
and related activities including managing purchases, inventory control, quality
control, storage, logistics and evaluation. A great deal of focus is on efficiency and
effectiveness of processes.
Operations management often includes substantial measurement and analysis of
internal processes. Ultimately, the nature of how operations management is
carried out in an organization depends very much on the nature of products or
services in the organization.
The objectives of the program are:
1. Equip the students with concepts, principles and the theories of Operations
Management.
2. Prepare the students in organizing and managing activities in manufacturing and
service related businesses.
3. Develop the students competencies and skills as entrepreneurs and managers.
4. Prepare the students to pursue a teaching career or graduate studies in
business.

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

1.2 Nature of the Field of Study


The Business Administration program can be integrated approach and interrelationship
among the functional areas of business as well as sensitivity to the economics, social,
technological, legal and international environment in which business must operate. The
object of the program is not simply to impart basic business knowledge, but to instill and
nurture important qualities and skills in our students that are essential for future business
leadership and organization success.
It is an interdisciplinary and problem-focused program comprised of three integrated
elements: basic business, business core and professional courses. Each business
major consists of course designed to develop the critical thinking and analytical
information/communication technology skills, human relation, communication,
quantitative and computer skills needed by the graduates to successfully serve as
leaders in business organizations.
The program also addresses contemporary
organizational issues such as global competition, continuous quality improvement, good
governance, and the relationship between organizations and various environmental
forces which are key components of global economy.
A distinctive feature of the program is that the majority of upper-level courses include a
practical project component, offering the opportunity to apply the problem-solving
theories and concepts learned in the classroom to real situations.
Extensive
opportunities are available for students to meet business professionals and gain
practical experience.
1.3 Program Goals
Equip the students with complete understanding of the concepts, principles and the
theories of Financial Management.
Help the students to seek employment and assume entry-level jobs or positions of
responsibility as financial analyst, financial manager, or executive.
Prepare the students to pursue a teaching career or graduate studies in business.
1.4 Specific professions/career occupations for graduates
1.4.1 Entry-level jobs for Operations Management specialization
Operations Management
Management Trainee in Operations/ Production
Operations Management Assistant
Technical Staff
Warehouse Assistant
Inventory Assistant
Project Assistant
Logistics Management Personnel
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

Stock Personnel
Entrepreneur
1.5 Allied Fields
The Bachelor of Science in Business Administration is related to the Entrepreneurship,
Customs Administration, Office Administration, Hotel and Restaurant Management,
Accountancy, and other specialized business programs.

II. Program Outcomes


The minimum standards for the Bachelor of Science in Business Administration
program are expressed in the following minimum set of learning outcomes:
2.1 Common to all programs in all types of schools (Given)

The graduates have the ability to:


a. Discuss the latest developments in the specific field of practice.
(PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in
writing
c. Work effectively and independently in multi-disciplinary and multi-cultural
teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote Filipino historical and cultural heritage
(based on RA 7722)

2.2 Common to the general field of Business and Management


A graduate of a business or management degree should be able to:
a. Demonstrate Corporate and Social Responsibility
b. Implement the basic functions of management such as planning,
organizing, staffing, directing, leading and controlling
c. Use information and communication technology (ICT) effectively and
efficiently.
d. Work well with others
e. Use the proper decision tools to critically, analytically, and creatively
solve problems and drive results.
2.3 Specific to a Bachelor in Business Administration and major
a. Identify unmet or under-served ethical service and product needs of

specific customer groups and markets.


b. Specify the service and/or product value contributions of the
company which addresses identified needs of customers.

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

c.

Formulate organizational design and arrangements which


effectively delivers desired value contributions of the company while
ensuring humane working conditions.
d. Design wealth-sharing arrangements for participants in the value
chain, both external and internal.
e. Incorporate environment-protection considerations in planned
business operations.
f.
Plan for effective government compliance and engagement for the
business.
2.4 Common to a horizontal type as defined in CMO 46 s 2012
a. For professional institutions: a service orientation in ones profession
b. For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly in response to
the needs of the communities one serves
c. For universities: an ability to participate in the generation of new
knowledge or in research and development projects.
Graduates of State Universities and Colleges must, in addition, acquire the
competencies to support national, regional and local development plans. (RA
7722)
A PHEI, at its option, may adopt mission-related program outcomes that are
not included in the minimum set.

III. Sample Performance Indicators


Performance Indicators are specific, measurable statements identifying the
performance(s) required to meet the outcome, confirmable through evidence.

Table 1. Sample of Program Outcomes and Indicators common to all Graduates


of business or management degree:
Program Outcomes

Performance Indicators

Demonstrate corporate and Social


responsibility

Propose social responsibility strategies and


compliance action plan for a business.

Implement the basic functions of


management such as planning,
organizing, staffing, directing,
leading and controlling

Prepare Comprehensive strategic business


plan

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

Use information and


communication technology (ICT)
effectively and efficiently

Prepare a social media marketing plan.

Work well with others

Conduct a planning and problem solving


meeting to resolve issues related to a planned
business event.

Use the proper decision tools to


critically, analytically, and
creatively solve problems and
drive results

Apply appropriate quantitative tool to address a


business case problem

Table 2. Sample of Program Outcomes and Indicators for Graduates of BS Business


Administration
Program Outcomes
Identify unmet or under-served
ethical service and product needs of
specific customer groups and
markets.
Specify the service and/or product
value contributions of the company
which addresses identified needs of
customers.
Formulate organizational design and
arrangements which effectively
deliver desired value contributions of
the company while ensuring humane
working conditions.

Program Outcomes

Performance Indicators

Prepare market needs analysis

Prepare product/service specifications plan

Prepare organizational plan and human resource


policies

Performance Indicators

Design wealth-sharing arrangements


for participants in the value chain,
both external and internal.

Formulate compensation and incentive policies


Formulate supplier support policies

Incorporate environment-protection
considerations in planned business
operations.

Prepare environment impact and mitigation plan

Plan for effective government


compliance and engagement for the
business.

Formulate legal compliance procedure and issue


analysis

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

CURRICULUM
I. Curriculum Description
The curriculum for BSBA covers a balance treatment of functional areas in human
resource management, marketing, finance, operations and economics. It broadens the
knowledge and skills in both oral and international business environment.

II. Sample Curriculum


COURSES
I. General Education Courses

No. OF UNITS
LEC LAB
Total
51
21

1. Humanities Cluster
a. Communication Arts 1
b. Communication Arts 2
c. Filipino 1
d. Filipino 2
e. Philippines Literature
f. Humanities
g. Logic
2. Math, Computer and Natural Science Cluster
a. Business Math
b. Business Statistics
c. Physical Science
d. Biological Science
e. Basic Computer
3. Social Science Cluster
a. Philippine History, Government and Constitution
b. Economics (International Trade)
c. General Psychology
d. Society and Culture with Family Planning
e. Mandated Subject
Life and Works of Rizal

3
3
3
3
3
3
3

3
3
3
3
3
3
3

3
3
3
3
2

3
3
3
3
3

15

12
3
3
3
3

3
3
3
3

COURSES

No. OF UNITS
LEC LAB
Total
II. Business Core Courses
21
These courses consist of the four functional areas of business. A student of
business and management has to have basic knowledge on these four functional
areas. In addition to three Business Communication and Computer II should form
part of the Basic Business Core.
1. Management
a. Principles of Management
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

3
6

b. Human Behavior in Organization (HBO)


3
2. Marketing
3
Principles of Marketing
3
3. Accounting
Accounting I
3
3
4. Business Communication
3
3
5. Finance
Principles of Finance
3
3
6. Computer II
(Computer Application)
2
1
3
III. Business Education Core
21
These courses consist of advanced knowledge in functional areas and application
in business.
1. Basic Microeconomics (Eco)
3
3
2. Accounting II
3
3
3. Business Law (Obligations and Contracts)
3
3
4. Taxation (Income Taxation)
3
3
5. Total Quality Management
3
3
6. Human Resource Management
3
3
7. Social Responsibility and Good Governance
3
3

COURSES
4. Operations Management
Operations Management
Inventory Management and Control
Project Management
Cost Accounting
Logistics Management
Productivity and Quality Tools
Facilities Management
Strategic Operations Management
Suggested Electives
Marketing Management
Managerial Accounting
Entrepreneurial Management
Balanced Scorecard
Global/International Trade
Financial Management
Environmental Management
Operations Research
Configuration Management
Feasibility Study
Special Topics in Operations Management
Management Information System
Enterprise Resource Planning
Practicum/Work Integrated Learning
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

No. OF UNITS
LEC LAB
Total
24
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

3
3
3
3
3
3
3
3
3
3
3
3
3

15
3
3
3
3
3
3
3
3
3
3
3
3
3
6
7

III. Sample Program of Study


FIRST YEAR

FIRST YEAR
Semester 1
Communication Arts - English1
Communication Arts - Filipino1
Mathematics I
Natural Science I
Social Science I (Psychology)
Management 1
PE 1
NSTP
Sub Total
Semester 2
Communication Arts English 2
Communication Arts - Filipino2
Mathematics II (Statistics)
Natural Science II
Marketing I
Computer I
PE 2
NSTP
Sub Total

Lecture
3
3
3
3
3
3
(2)
(3)
18
Lecture
3
3
3
3
3
3
(2)
(3)
18

Laboratory

Units
3
3
3
3
3
3
(2)
(3)
18
Laboratory Units
3
3
3
3
3
3
(2)
(3)
18

Lecture
3
3
3
3
3
3
(2)
18
Lecture
3
3
3
3
3
3
(2)
18

Laboratory Units
3
3
3
3
3
3
(2)
18
Laboratory Units
3
3
3
3
3
6
3
(2)
18

SECOND YEAR
Semester 1
Accounting I
Social Science II
Computer II
English III (Business Communication)
Humanities I
Finance I
PE 3
Sub Total
Semester 2
Accounting II
Micro Economics
Social Science III
HBO
Humanities II
Good Governance and Social Responsibility
PE 4
Sub Total

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

THIRD YEAR
Semester 1
Humanities III
Social Science IV
Business Taxation
Professional Subject 1
Professional Subject 2
Human Resource Management
Sub Total
Semester 2
Business Law I
Life and Works of Rizal
Total Quality Management
Professional Subject 3
Professional Subject 4
Elective 1
Sub Total

Lecture
3
3
3
3
3
3
18
Lecture
3
3
3
3
3
3
18

Laboratory Units
3
3
3
3
3
3
18
Laboratory Units
3
3
3
3
3
3
18

Lecture
3
3
3
3
3
15
Lecture
3
3
3

Laboratory Units
3
3
3
3
3
15
Laboratory Units
3
3
3
6
6
6
15

FOURTH YEAR
Semester 1
Professional Subject 5
Professional Subject 6
Professional Subject 7
Elective 2
Elective 3
Sub Total
Semester 2
Professional Subject 8
Elective 4
Elective 5
Practicum/Work Integrated Learning
Sub Total

IV.

Sample Curriculum Map

1. Apply management theories, methods to various types of organizations


2. Analyze, evaluate, and solve problems using methods of management science
3. Make decisions and act within social and ethical dimensions
4. Develop the capacity for learning new knowledge and skills
5. Use interpersonal & communication skills to be an effective leader
6. Plan for self-development while managing ones self
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

Accounting 101

Business Statistics

Marketing 101

Finance 101

Phil. Bus. Law

Org. Behavior

Financial Mgt

Operations/Prod

Strategic Management

Practicum

Courses/

Subjects

Maps out courses vs. program outcomes


Used to validate if there is a match between desired outcomes (competencies)
and the content of programs
Indicates whether the courses:
L Facilitate LEARNING of the competencies (input is provided and
competency is evaluated)
P Allow student to PRACTICE competencies (no input but competency
is evaluated)
O Provide OPPORTUNITY for development (no input or evaluation, but
there is opportunity to practice the competencies)

V. Sample Means of Curriculum Delivery


5.1

Lecture - Presentation segments with embedded interactive experiences


such as question and answer sessions.

5.2

Demonstration - Faculty members show how a skill should be performed


after which students are observed as they perform a learning outcome.

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

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5.3

Discussion - Formal or informal interaction on selected topics, usually


primed by leading and/or open-ended questions.
a. Class discussion: The faculty member serves as facilitator, prompting and
probing to ensure the discussion remains focused and objectives are
met.
b. Discussion Panel: Students or experts focus on one issue and varying
views or aspects are raised.

5.4

Management Games - Competitive activity based on course content.


Moderate competition enhances performance. Often used for content
reinforcement and skill practice. Can also be used to strengthen critical
thinking in games where strategies must be developed to solve problems.

5.5

Collaborative Learning - Students work in small groups to complete a


specific task or to work together over time to complete various assignments.
The most productive collaborations involve a fair division of labor and relevant
and complex projects that cannot be completed by an individual alone.
Interdependence is required.

5.6

Literature Review - Students read and reflect on articles in the professional


journals in order to become familiar with the current research.

5.7

Student Presentations - Research shows peer teaching is an active learning


strategy that results in significant gains in learning. Students practice
professional roles and improve communication skills.

5.8

Case Study /Discussion Method - An open ended story or case study


provides a vehicle for analysis, criticism, and reaching conclusions.

5.9

Multimedia Instruction - Integrating varying formats such as lecture, text,


graphics, audio, video, Web resources, projection devices, and interactive
devices in a lesson. Increases motivation, alertness, and can improve the
quality of student responses. Simultaneous presentation using multiple
formats allows students to learn using multiple senses.

5.10

Problem Solving - Problems common to a discipline are integrated in


scenarios to allow students to strengthen creative and critical thinking.
Problem solving is the most independent of learning methods that empowers
the students to initiate their own learning. The learner sequences action steps
that will lead to the correct solutions. The teacher therefore must assume the
role of the facilitator, and be prepared to provide students with feedback
rather than solutions
a. Brainstorming - Used most often with groups, brainstorming is a
technique for refining the definition of a problem, generating multiple
solutions to a problem or multiple designs for developing something

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

11

b.

new, and to identify possible threats to the solutions and designs. It


promotes creative and critical thinking.
Change the Rules - Rarely do circumstances stay the same for long in
the real world. Integrating changes in a problem scenario during the
solution timeframe provides necessary experience with responding to
new information.

5.11 Simulation
a. Computer-based - Interactive: Computerized model or scenario.
b. Role Plays - Students assume one of the characters in a simulated
situation in order to experience different points of view or positions.
5.12

Role-Playing - Each student takes the role of a person affected by an issue


and studies the impacts of the issues on human life and/or the effects of
human activities on the world around us from the perspective of that person.
More rarely, students take on the roles of some phenomena, such as part of
an ecosystem, to demonstrate the lesson in an interesting and immediate
manner. The instructor needs to decide the context for the exercise and the
role(s) that the students will play. If the students are taking human roles, the
context is generally a specific problem such as global warming or dealing with
an active volcano.

5.13

Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify


processes with flow charts. Implementation Suggestions:
a. useful as part of lectures
b. useful as a student assignment to verify their understanding of
complex learning.

5.14

Immersion Environments - Students are placed within a setting or situation


in which they exclude all else from their experiences. If they are immersed in
a language, they speak, hear, write, and read only that language. If they are
immersed in a work setting and assigned a role there, they become that role
and their communications and actions comply with that role.

5.15

Portfolio - Collecting, organizing, reflecting upon and publishing a variety of


student work including papers, presentations, videos, and images.
ePortfolio - Collecting materials (artifacts/evidence) in a digital file.

5.16

Podcasting
a. Audio: Using mp3 compression to make audio files small enough to be
broadcast, downloaded, or emailed by instructors and students. Files
may include lectures or verbal feedback regarding assignments.
b. Enhanced: Combining images, such as PowerPoint, and audio, such
as instructor voice over, which are compressed and viewable on a
computer or photo/video iPod.

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

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c. Video: Digital video, such as classroom lectures or interviews with

experts, which are compressed and viewable on a computer or video


iPod.
5.17

Video-conferencing Point-to-point or point-to-multipoint discussions using


a digital format.

5.18 Web-based Instruction - Using Web resources to support learning.


a. blogs
b. building a Website
c. discussion boards
d. online testing and quizzes
e. research
f. virtual tours
g. web-streaming
h. wikis
VI. Sample Syllabi for Selected Core Business Administration Courses
The teaching and learning activities and assessment tasks should be
constructively aligned towards the attainment of the course outcomes. Course
outcome refers to what learners are expected to know and be able to do at end
of the course. Teaching and learning activity refers to an activity or set of
activities that will engage the student in achieving the course outcome.
Assessment task refers to a tool that determines how well the student has met
the course outcome.
The OBE-compliant course syllabus should contain at least the following
components:
a) General course information (title, description, credit units, prerequisite
requirements)
b) Course outcomes and their relationship to the program outcomes
c) Course coverage that relates the course outcomes to topics covered,
teaching and learning activities and assessment methods.
d) Other information such as learning resources, classroom policies, grading
system, etc.

Sample Outcomes-Based Syllabus


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION
Course Syllabus in Operations Management
Course Description
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

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This course tackles the nature, scope, functions and importance of production
and operations management in business. It includes discussions on productivity,
competitiveness and strategy, forecasting, production system design, process selection
and capacity planning, facilities layout, design of work systems, quality, scheduling and
just-in-time manufacturing systems, Cases will also be used to illustrate and apply the
basic production and operations concepts and tools commonly used in business firms.
Prerequisite : Principles of Management
Co-requisite: None

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

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I.

DETAILED COURSE OUTLINE

PROGRAM OUTCOMES

Demonstrate
corporate citizenship
and social
responsibility

Implement the basic


functions of
management such as
planning, organizing,
staffing, directing,
leading and
controlling
Use information and
communication
technology (ICT)
effectively and
efficiently
Work well with others

PERFORMANCE
INDICATORS

COURSE OUTCOMES

Propose social
1. Apply management
responsibility
theories, methods to
strategies and
various types of
compliance action
organizations
plan for a business 2. Analyze, evaluate,
and solve problems
Prepare
using methods of
Comprehensive
management
strategic business
science
plan
3. Make decisions and
act within social and
Conduct a
ethical dimensions
planning and
4. Develop the
problem solving
capacity for learning
meeting to resolve
new knowledge and
issues related to a
skills
planned business
5. Use interpersonal &
event.
communication skills
to be an effective
Prepare
leader
organizational plan 6. Plan for selfand human
development while
resource policies
managing ones self

Use the proper


decision tools to
critically, analytically,
and creatively solve
problems and drive
results
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

COURSE TOPICS

TEACHING
LEARNING
ACTIVITIES (TLAs)

Lectures
Discussion etc.
(see Sample
Means of
Curriculum
Delivery)

Nature, Scope,
Functions and
Importance of
Production and
Operations
Management in
Business
discussions on
Productivity,
Competitiveness
and Strategy,
Forecasting,
Production System
Design, Process
Selection and
Capacity Planning
Facilities Layout,
Design of Work
Systems.
Quality, Scheduling
and Just-in-Time
Manufacturing
Systems.

15

ASSESSMENT
METHODS

Written and
Oral
Examinations
Reporting, etc

II. Suggested Learning Resources (e.g. textbooks and references):


III. Course Assessment
Aside from academic deficiency, other grounds for a failing grade are:
Grave misconduct and / or cheating during examinations
Unexcused absences of more than 20% of required number of meetings per term
A failing academic standing and failure to take graded exams

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR


BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

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