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.

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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

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 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.

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 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 one’s 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 Propose social responsibility strategies and

responsibility compliance action plan for a business.

Implement the basic functions of Prepare Comprehensive strategic business

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

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 Use information and Prepare a social media marketing plan.
communication technology (ICT)
effectively and efficiently
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 Apply appropriate quantitative tool to address a
critically, analytically, and business case problem
creatively solve problems and
drive results

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

Administration

Program Outcomes Performance Indicators

Identify unmet or under-served

ethical service and product needs of Prepare market needs analysis
specific customer groups and
markets.
Specify the service and/or product
value contributions of the company Prepare product/service specifications plan
which addresses identified needs of
customers.
Formulate organizational design and
arrangements which effectively Prepare organizational plan and human resource
deliver desired value contributions of policies
the company while ensuring humane
working conditions.

Program Outcomes Performance Indicators

Design wealth-sharing arrangements Formulate compensation and incentive policies

for participants in the value chain, Formulate supplier support policies
both external and internal.

Incorporate environment-protection Prepare environment impact and mitigation plan

considerations in planned business
operations.

Plan for effective government Formulate legal compliance procedure and issue
compliance and engagement for the analysis
business.

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 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

No. OF UNITS
COURSES LEC LAB Total
I. General Education Courses 51
1. Humanities Cluster 21
a. Communication Arts 1 3 3
b. Communication Arts 2 3 3
c. Filipino 1 3 3
d. Filipino 2 3 3
e. Philippines Literature 3 3
f. Humanities 3 3
g. Logic 3 3
2. Math, Computer and Natural Science Cluster 15
a. Business Math 3 3
b. Business Statistics 3 3
c. Physical Science 3 3
d. Biological Science 3 3
e. Basic Computer 2 1 3
3. Social Science Cluster 12
a. Philippine History, Government and Constitution 3 3
b. Economics (International Trade) 3 3
c. General Psychology 3 3
d. Society and Culture with Family Planning 3 3
e. Mandated Subject
Life and Works of Rizal 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 3 3

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 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 No. OF UNITS

LEC LAB Total
4. Operations Management 24
Operations Management 3 3
Inventory Management and Control 3 3
Project Management 3 3
Cost Accounting 3 3
Logistics Management 3 3
Productivity and Quality Tools 3 3
Facilities Management 3 3
Strategic Operations Management 3 3

Suggested Electives 15
Marketing Management 3 3
Managerial Accounting 3 3
Entrepreneurial Management 3 3
Balanced Scorecard 3 3
Global/International Trade 3 3
Financial Management 3 3
Environmental Management 3 3
Operations Research 3 3
Configuration Management 3 3
Feasibility Study 3 3
Special Topics in Operations Management 3 3
Management Information System 3 3
Enterprise Resource Planning 3 3
Practicum/Work Integrated Learning 6

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III. Sample Program of Study

FIRST YEAR

FIRST YEAR
Semester 1 Lecture Laboratory Units
Communication Arts - English1 3 3
Communication Arts - Filipino1 3 3
Mathematics I 3 3
Natural Science I 3 3
Social Science I (Psychology) 3 3
Management 1 3 3
PE 1 (2) (2)
NSTP (3) (3)
Sub Total 18 18
Semester 2 Lecture Laboratory Units
Communication Arts – English 2 3 3
Communication Arts - Filipino2 3 3
Mathematics II (Statistics) 3 3
Natural Science II 3 3
Marketing I 3 3
Computer I 3 3
PE 2 (2) (2)
NSTP (3) (3)
Sub Total 18 18

SECOND YEAR

Semester 1 Lecture Laboratory Units

Accounting I 3 3
Social Science II 3 3
Computer II 3 3
English III (Business Communication) 3 3
Humanities I 3 3
Finance I 3 3
PE 3 (2) (2)
Sub Total 18 18
Semester 2 Lecture Laboratory Units
Accounting II 3 3
Micro Economics 3 3
Social Science III 3 3
HBO 3 3
Humanities II 3 3 6
Good Governance and Social Responsibility 3 3
PE 4 (2) (2)
Sub Total 18 18

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 THIRD YEAR

Semester 1 Lecture Laboratory Units

Humanities III 3 3
Social Science IV 3 3
Business Taxation 3 3
Professional Subject 1 3 3
Professional Subject 2 3 3
Human Resource Management 3 3
Sub Total 18 18
Semester 2 Lecture Laboratory Units
Business Law I 3 3
Life and Works of Rizal 3 3
Total Quality Management 3 3
Professional Subject 3 3 3
Professional Subject 4 3 3
Elective 1 3 3
Sub Total 18 18

FOURTH YEAR

Semester 1 Lecture Laboratory Units

Professional Subject 5 3 3
Professional Subject 6 3 3
Professional Subject 7 3 3
Elective 2 3 3
Elective 3 3 3
Sub Total 15 15
Semester 2 Lecture Laboratory Units
Professional Subject 8 3 3
Elective 4 3 3
Elective 5 3 3
Practicum/Work Integrated Learning 6 6
Sub Total 9 6 15

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 one’s self

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 1 2 3 4 5 6
Courses/ Subjects

Accounting 101 L L O P O O

Business Statistics
L L O P O O

Marketing 101 L L O P O O

Finance 101 L L O P O O

Phil. Bus. Law L L O P O P

Org. Behavior L L O P O O

Financial Mgt L L O P O O

Operations/Prod L L O P P O

Strategic Management L L P P P O

Practicum L L P L P P

• 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.

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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

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 new, and to identify possible threats to the solutions and designs. It
promotes creative and critical thinking.
b. 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.

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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

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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

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 I. DETAILED COURSE OUTLINE

PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING ASSESSMENT

INDICATORS LEARNING METHODS
ACTIVITIES (TLAs)
Propose social 1. Apply management Nature, Scope, Lectures Written and
Demonstrate responsibility theories, methods to Functions and Discussion etc. Oral
corporate citizenship strategies and various types of Importance of (see Sample Examinations
and social compliance action organizations Production and Means of Reporting, etc
responsibility plan for a business 2. Analyze, evaluate, Operations Curriculum
and solve problems Management in Delivery)
Prepare using methods of Business
Implement the basic Comprehensive management discussions on
functions of strategic business science Productivity,
management such as plan 3. Make decisions and Competitiveness
planning, organizing, act within social and and Strategy,
staffing, directing, Conduct a ethical dimensions Forecasting,
leading and planning and 4. Develop the Production System
controlling problem solving capacity for learning Design, Process
meeting to resolve new knowledge and Selection and
Use information and issues related to a skills Capacity Planning
communication planned business 5. Use interpersonal & Facilities Layout,
technology (ICT) event. communication skills Design of Work
effectively and to be an effective Systems.
efficiently Prepare leader Quality, Scheduling
organizational plan 6. Plan for self- and Just-in-Time
Work well with others and human development while Manufacturing
resource policies managing one’s self Systems.
Use the proper
decision tools to
critically, analytically,
and creatively solve
problems and drive
results
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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

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