The BAFS Curriculum: Business Management Module

1
The BAFS Curriculum Business Management Module

• Dr. Thomas Man
• Department of Information Applied Technology
• The Hong Kong Institute of Education

2
Learning Targets

• Upon completion of the module, students will
  possess the essential knowledge, skills, values,
  and attitudes for formulating effective
  management strategies for an organisation
• Students are expected to
• Demonstrate knowledge and understanding of the
  role, principles and strategies of effective
  management for business
• Apply financial management principles and
  techniques to safeguard the financial resources
  of an organisation
• Apply motivation theories and human resources
  strategies to create a productive organisation
• Formulate effective marketing strategies to
  enhance the profitability of a business and
  consumer satisfaction
• (2nd draft of BAFS Curriculum)

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Three Key Areas
Financial Management Financial analysis Source of
financing Capital investment Working capital
management Risk management
Human Resource Management Manpower
planning Staffing Performance management Compensat
ion benefit Training development Employee
relations Motivation group dynamics Employee
law HRIS
Marketing Roles of marketing Marketing
research Customer behaviour Marketing strategies
for goods services Consumerism ICT application
in marketing
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Comparison with Current AL Business Studies

• Re-packaging of some topics in Financial
  Management
• Incorporation of risk management within Financial
  Management
• Addition of new topics of employment Law, HRIS in
  HRM
• Addition of new topics of CRM and ICT application
  in Marketing
• Disappearance of the topic of International
  Marketing
• Removal of the area of Production Management

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Evaluation of the Curriculum

• What are the expected outcomes for this part of
  the curriculum?
• Is the content practical, contextual or
  theoretical oriented?
• What are the expectation on teaching and learning?

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Expected Outcomes Analysis of Learning
Objectives

• Cognitive Dimension
• Demonstrate knowledge and understanding (3)
• Describe (4)
• Explain, Discuss
• Select, Apply, Develop
• Affective Dimension
• Be aware of
• Appreciate
• Recognise
• Skill Dimension
• ?

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Content Orientation

• Practical issues, knowledge and skills
• Limited scope
• Mainly in HRM and marketing
• Development of soft skills?
• Contextual understanding
• Limited scope
• Mainly in HRM and marketing
• Not integrated with local or international
  context?
• Concepts and theories
• Substantial
• Incorporation of some new elements
• But how about logistics, information management?

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Expectation on Teaching Learning

• Authentic
• Business exposure, simulated tasks, extended
  activities, field visits
• Integrated
• Among the three specialisations
• With moral, civic education and contemporary
  issues
• Case study
• Integrated project learning
• Interactive and Student-centred
• Group discussion, debate, role-play etc..

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Key Challenges of Implementation

• Demand for higher cognitive abilities for
• Students with more diversified (lowered average)
  ability
• Lowered age group
• Necessary for integrating student-centred
  learning with the learning objectives
• High demand of TL resources
• Class size problem
• Unfamiliar for teachers of Commerce

10
Suggested Approaches

• Centred upon one or more of the following roles
  entrepreneur, employee or consumer
• Partnering with voluntary and educational
  institutions
• Sharing of resources and knowledge