Abstract
With the resumption to normal life peering at the end of the tunnel, one cannot help but pause and ponder what the future of business education will look like in a post COVID world. Based on the evolution of the professional business context that goes beyond basic disciplinary knowledge, this chapter caters to the current and future needs of this discipline and presents an innovative framework and roadmap for Business schools to follow using the Conceive-Design-Implement-Operate (CDIO) adjusted Business Syllabus and applying standards that go hand in hand. Moreover, the chapter includes a Business Generic Management Curriculum that includes the required knowledge, skills, and attributes needed for successful business graduates.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Reynolds R, Rizvi A (2019) Dubai university figures shows nearly half study business degrees, as science lags behind. The National Gulf, UAE. https://www.thenationalnews.com/uae/education/dubai-university-figures-show-nearly-half-study-business-degrees-as-science-lags-behind-1.867847
Riccoboni A (2010) Who invented the Business School. Business Because. https://www.businessbecause.com/news/mba-degree/352/who-invented-the-business-school
James E (2019) As business needs evolve, so should business education, says Goizueta’s dean. Bus J Atlanta Bus Chronicles. https://www.bizjournals.com/atlanta/news/2019/04/15/as-business-needs-evolve-so-should-business.html
Tanuja A (nd) Classification of management theories: 4 schools of thought. Business Management Ideas. https://www.businessmanagementideas.com/management/theories-management/classification-of-management-theories-4-schools-of-thought/4679
Azana G, Grama S, Bono G (2017) Entrepreneurship education in business schools: Best Practices and Recommendations. Equal Report for Orientation of Entrepreneurship Activity on Business Schools in Europe. https://equal.network/wp-content/uploads/2018/10/1.-Entrepreneurship-Education-in-Business-Schools_Project-report-Spain.pdf
Amour M (2020) Faculty face uphill adapting to needs of today’s students. Insider Higher Ed, Washington DC. https://www.insidehighered.com/print/news/2020/04/03/faculty-face-uphill-battle-adapting-needs-todays-students
Comevo (2020) The changing student demographics in 2020. https://comevo.com/the-changing-student-demographics-in-2020/
Seale S (2021) How higher education institutions can “future-proof” against the demographic cliff. Higher Ed Connects. https://higheredconnects.com/futureproofing-against-demographic-cliff/
Hittepole C (nd) Nontraditional students: supporting changing student population. University of Denver, US. https://naspa.org/images/uploads/main/Hittepole_NASPA_Memo.pdf
Chen JC (2017) Nontraditional Adult learners: the Neglected Diversity in Postsecondary Education. SAGE J. https://journals.sagepub.com/doi/https://doi.org/10.1177/2158244017697161
Powell A (2020) Lockdown has a lot to answer for: the mature students going back to university. The Guardian, International Edition. https://www.theguardian.com/education/2020/jun/15/lockdown-has-a-lot-to-answer-for-the-mature-students-going-back-to-university
Sledge L, Fishman TD (2014) Reimagining Higher Education. Deloitte University Press, NYC, Deloitte Development LLC. https://www2.deloitte.com/us/en/insights/industry/public-sector/reimagining-higher-education.html
Elliot KM, Healy MA (2001) Key factors influencing student satisfaction related to recruitment and retention. J Mark High Educ. https://doi.org/10.1300/J050v10n04_01
Vidalakis C, Sum M, Papa A (2013) The quality and value of higher education facilities: a comparative study. Facilities 31(11):489–504. https://doi.org/10.1108/F-10-2011-0087
Higa K, Vel J (2016) Designing innovative campuses for tomorrow’s students. Plan Higher Educ J 44(4). Designing Innovative Campuses for Tomorrow's Students - ProQuest
Rullman L (2018) Lazy rivers and learning. Insider Higher Ed, Washington DC. https://www.insidehighered.com/views/2018/01/17/improving-value-campus-facilities-opinion
Abele E, Metternich J, Tisch M, Chryssolouris G, Sihn W, ElMaraghy H, Hummel V, Ranz F (2015) Learning factories for research, education, and training. In: Proceedings from the 5th conference on learning factories 2015, science direct. https://doi.org/10.1016/j.procir.2015.02.187
APPA Thought Leader Series (2015) Facilities and Technology: the transformation of campus. https://eric.ed.gov/?id=ED581273
Hanssen TS, Solvoll G (2014) The importance of university facilities for student satisfaction at a Norwegian university. University of Nordland, Bodo, Norway. https://www.emerald.com/insight/content/doi/https://doi.org/10.1108/F-11-2014-0081/full/html
University of Jordan (2020) Faculty for factory. http://sites.ju.edu.jo/ar/fff/EnHome.aspx
Canals J (2009) Seeking a greater impact: new challenges for business schools. IESE Business School-University of Navara, working paper. https://media.iese.edu/research/pdfs/DI-0838-E.pdf
Avolio B, Benzaquen J, Pretell C (2019) Global challenges for business education and the new educational agenda: graduate attributes and teaching methods. E-J Bus Educ Sch Teaching 13(2):80–99. https://files.eric.ed.gov/fulltext/EJ1250465.pdf
Vieira H (2017) Why much of academic business research remains irrelevant for business. LSE Business Review. The London School of Economic and Political Sciences. https://blogs.lse.ac.uk/businessreview/2017/11/21/why-much-of-academic-business-research-remains-irrelevant-for-business/
Derkach AA (2004) Akmeologicheskie osnovy razvitiya professionala: Acmeological Basis of Professional Development. Voronezh Publ. Derkach A.A. Akmeologicheskie osnovy razvitiya professionala./DERKACH A.A. Akmeologicheskie of of professional., 2004, Voronezh by n/a - 2004 (biblio.com)
Slastenin VA, Podymova LS (2007) Readiness of the teacher for innovative activity. Siberian Pedagogical J (1):42–49 (in Russian). https://elibrary.ru/item.asp?id=11687141
Walters N (2015) McDonald’s hamburger university can be harder to get into than Harvard and is even cooler than you’d imagine. Business Insider India. https://www.businessinsider.in/McDonalds-Hamburger-University-can-be-harder-to-get-into-than-Harvard-and-is-even-cooler-than-youd-imagine/articleshow/49517893.cms
Marquardson J, Elnoshokaty A (2019) Skills, certifications, or degrees: what companies demand for entry-level cybersecurity jobs. Inf Syst Educ J. https://files.eric.ed.gov/fulltext/EJ1246234.pdf
Hill C (2019) You don’t need a 4-year college degree for these high-paying jobs at Google, Apple, Netflix. Market Watch. https://www.marketwatch.com/story/you-dont-need-a-4-year-college-degree-for-these-high-paying-jobs-at-google-apple-netflix-2019-04-08/
Flavin M (2012) Disruptive technologies in higher education. Res Learn Technol. https://www.semanticscholar.org/paper/Disruptive-Technologies-in-Higher-Education-Flavin/ae28f9aa228c1321424ae5b7f095c2c5b027dda6
Marsick V (2009) Toward a unifying framework to support informal learning theory, research and practice. J Workplace Learn 21(4):265–275. https://www.emerald.com/insight/content/doi/https://doi.org/10.1108/13665620910954184/full/html
Illeris K (2009) Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside the schools be bridged? Int J Lifelong Educ 28(2):137–148. https://doi.org/10.1080/02601370902756986
OECD (2019) The future of education and skills: Education 2030. https://www.oecd.org/education/2030-project/contact/E2030%20Position%20Paper%20(05.04.2018).pdf
Chandler N (2010) Reasons and forms of organizational resistance to change in the higher education sector. Pract Theory Syst Educ 5(1):87–104. https://www.researchgate.net/publication/266287738_REASONS_AND_FORMS_OF_ORGANIZATIONAL_RESISTANCE_TO_CHANGE_IN_THE_HIGHER_EDUCATION_SECTOR_Reasons_for_change_in_Higher_Education
Brennan J, Ryan S, Ranga M, Broek S, Durazzi N, Kamphuis B (2014) Study on innovation in higher education: final report. European Commission Directorate for Education and Training Study on Innovation in Higher Education, Publications Office of the European Union, Luxembourg. ISBN 9789279350818. http://eprints.lse.ac.uk/55819/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_Durazzi%2C%20N_Study%20innovation_Durazzi_Study%20innovation_2014.pdf
Sester B, Morris H (2015) Building a culture of innovation in higher education: design and practice for leaders. In partnership 2Revolutions & Educause. https://library.educause.edu/-/media/files/library/2015/4/ngt1502-pdf.pdf
UNESCO IBE (2021) Curriculum (plural curricula). http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-plural-curricula
Zhao N (2006) Four pillars of learning for the reorientation and reorganization of curriculum: reflections and discussions. UNESCO IBE. http://www.ibe.unesco.org/fileadmin/user_upload/archive/cops/Competencies/PillarsLearningZhou.pdf
Jacques D (1996) Learning: the treasure within; report to UNESCO of the International Commission on Education for the twenty-first century (highlights). UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000109590
Griffith University (2021) Principles to promote excellence in learning and teaching practices at Griffith University. https://www.griffith.edu.au/__data/assets/pdf_file/0014/370400/PrinciplesLandT.pdf
CDIO (2021) About CDIO. http://www.cdio.org/about
Zabalawi I (2018) Engineering education for future world: the CDIO approach. In: 28th Arab engineering conference, December 11–13. http://www.cdio.org/files/document/file/Engineering%20Education%20for%20the%20Future%20World%20-%20The%20CDIO%20Approach.pdf
Crawley EF, Brodeur DR, Soderholm DH (2008) The education of future Aeronautical engineers: conceiving, designing, implementing, operating. J Sci Educ Technol 17(2):138–151. https://doi.org/10.1007/s10956-008-9088-4
Crawley EF (2001) The CDIO syllabus: a statement of goals for undergraduate engineering education. CDIO. http://www.cdio.org/files/CDIO_Syllabus_Report.pdf
Crawley EF, Malmqvist J, Lucas WA, Brodeur DR (2011) The CDIO syllabus v2.0: An updated statement of goals and engineering education. In proceedings of the 7th Int. CDIO conference, Technical University of Denmark, Copenhagen, June 20–23. http://www.cdio.org/files/document/file/crawleyetalcdiosyllabus2.0paper_29may2013_0.pdf
The CDIO standards v.2.0 (with customized rubrics) (2010) CDIO. http://www.cdio.org/files/standards/CDIOStds&Rubricsv2.0_2010Dec8.pdf
Malmqvist J, Kwee Huay HL, Kontio J, Thi Minh TD (2016) Application of CDIO in non-engineering programs- motives, implementation and experiences. In: Proceedings of the 12th Int. CDIO conference, Turku University of Applied Sciences, Turku, June 12–16. http://rocketship.cdio.org/files/document/cdio2016/76/76_Paper_PDF.pdf
Crawley EF, Malmqvist J, Östlund S, Brodeur DR, Edström K (2014) Rethinking engineering education: the CDIO approach, 2nd edn. Springer International Publishing. https://link.springer.com/book/https://doi.org/10.1007/978-3-319-05561-9
Froyd J, Pchenitchnaia L, Fowler D, Simpson N (2007) Systems thinking and integrative learning outcomes. American Society for Engineering Education. https://peer.asee.org/systems-thinking-and-integrative-learning-outcomes.pdf
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendices
Appendix 1
The below curriculum is designed for Business Management Studies which is mapped to the CDIO Syllabus. The flexibility is embedded, and the program is adapted to the four principles of CDIO (Conceiving, Designing, Implementing, Operating). The program (4 years) is targeted to equip business students with graduate attributes that are applicable in real-life job market. With sub-major specific course modifications, this program can be applied to other majors under the business umbrella.
Business Management Curriculum—Diploma (Two years)
Semester 1
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Business Computer Applications | 1.1 General Knowledge |
English for Business | 1.3 Basic Knowledge |
Marketing Principles | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Management Principles | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Business Math | 1.2 Math and Social Sciences |
Semester 2
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Principles of Economics | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Business Communications | 1.2 Math and Social Sciences 3.2 Communication |
Accounting Principles | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Business Law | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Foundation of Management Information System | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Semester 3 (Includes 2 PBL Courses)
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Event Management (PBL) | 2.3 Systematic Thinking 4.5 Implementing Business Plan/Project |
Business Ethics | 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes |
Principles of Finance | 1.3 Basic Knowledge 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) |
Business Planning (PBL) | 2.2 Research and Knowledge Discovery 4.4 Designing Economics/Business Plan/Project |
Electives (humanities, social skills, arts, drama, music) | 1.1 General Knowledge 4.1 External and Societal Context |
Semester 4 (Includes 2 PBL Courses)
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Business Leadership | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 2.1 Business Reasoning & Problem Solving 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication |
Change Management | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.2 Communication 3.3 Communication In Foreign Languages 4.1 External and Societal Context |
Innovation and Entrepreneurship (PBL) | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving Business Ideas 4.4 Designing Economics/Business Plan/Project 4.5 Implementing Business Plan/Project |
Business Research (PBL) | 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving Business Ideas 4.4 Designing Economics/Business Plan/Project |
Operations Management | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Summer Internship I: Covering all aspects of CDIO Syllabus (applying theory to practice)
Business Management Curriculum—Bachelor (2 years after the Diploma, in total 4 years)
Semester 1
Unit Name | Mapping to CDIO Syllabus |
|---|---|
HR in Organizations | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) 2.4 Personal Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context |
Managerial Accounting | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) 2.1 Business Reasoning & Problem Solving 2.3 Systematic Thinking |
Organizational Behavior | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 2.1 Business Reasoning & Problem Solving 2.3 Systematic Thinking 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.2 Enterprise and Business Context |
Customer Service | 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Elective (Humanities) | 1.1 General Knowledge 4.1 External and Societal Context |
Semester 2 (Includes 2 PBL Courses)
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Managerial Economics | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) 2.1 Business Reasoning & Problem Solving 2.3 Systematic Thinking 4.1 External and Societal Context |
Business Data Analysis (PBL) | 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 4.3 Conceiving Business Ideas 4.4 Designing Economics/Business Plan/Project |
Market Research (PBL) | 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving Business Ideas 4.4 Designing Economics/Business Plan/Project |
International Business | 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Strategic Management | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 2.3 Systematic Thinking 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Semester 3 (Includes 2 PBL Courses)
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Wealth Management (Investment Simulation) | 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Managing Organizational Change (PBL) | 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Entrepreneurship, Innovation and New Ventures (PBL) | 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving Business Ideas 4.5 Designing Economics/Business Plan/Project Implementing Business Plan/Project |
Islamic Finance | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Elective (Language) | 3.2 Communication 3.3 Communication in Foreign Languages |
Semester 4 (Includes 2 PBL Courses)
Unit Name | Mapping to CDIO Syllabus |
|---|---|
Emotional Intelligence | 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 3.1 Teamwork 3.2 Communication 3.3 Communication in Foreign Languages 4.1 External and Societal Context 4.2 Enterprise and Business Context |
Digital Marketing (PBL) | 1.4 Disciplinary Fundamental Knowledge (Acc, Eco, Mrkt, Mgt, Computer) 2.2 Research and Knowledge Discovery 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving Business Ideas |
Quality Management | 1.5 Disciplinary Specialized Knowledge (Sub-Major) 4.5 Professional Skills and Attributes |
Business Information and Decision Systems | 2.1 Business Reasoning & Problem Solving 2.2 Research and Knowledge Discovery 2.3 Systematic Thinking 2.4 Personal Skills and Attributes 2.5 Professional Skills and Attributes 4.5 Implementing Business Plan/Project |
Graduation Project (PBL) | Covering all aspects of CDIO Syllabus Start-up companies with team members from different business sub-majors (HR, MIS, ACC, Finance, Marketing and Management as simulation to how real companies operate) |
Appendix 2
Correlation between AACSB Accreditation Standards and CDIO Standards
Appendix 3
Correlation between AACSB Accreditation Standards and CDIO Syllabus
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Zabalawi, I., Kordahji, H., Mourdaa, R. (2022). The ‘New’ Normal of Business Education in a Post COVID Era: The CDIO Approach. In: Badran, A., Baydoun, E., Mesmar, J. (eds) Higher Education in the Arab World. Springer, Cham. https://doi.org/10.1007/978-3-031-07539-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-031-07539-1_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-07538-4
Online ISBN: 978-3-031-07539-1
eBook Packages: EducationEducation (R0)