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Redesigning Curriculum: Evidence from Melbourne, Singapore and Hong Kong Dr. Nattavud Pimpa and Dr. Nuttawuth Muenjohn School of Management.

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Presentation on theme: "Redesigning Curriculum: Evidence from Melbourne, Singapore and Hong Kong Dr. Nattavud Pimpa and Dr. Nuttawuth Muenjohn School of Management."— Presentation transcript:

1 Redesigning Curriculum: Evidence from Melbourne, Singapore and Hong Kong Dr. Nattavud Pimpa and Dr. Nuttawuth Muenjohn School of Management

2 RMIT University©2008 Information Technology Services 2 This presentation discusses some preliminary findings from a LTIF project on the curriculum development of International Management and Leadership and management courses offering in Melbourne, Singapore, Hong Kong and Vietnam.

3 RMIT University©2008 Information Technology Services 3 Purposes The project aims to develop curriculum structure and learning and teaching materials that improve students’ learning experience in ‘International Management’ and ‘Leadership and Management’ courses at RMIT Melbourne, RMIT Vietnam, Singapore (SIM) and Hong Kong (HKMA). More specifically the aims were to develop:

4 RMIT University©2008 Information Technology Services 4 Expected Outcomes New Curriculum for International Management and Leadership courses. Series of Podcast: The sound clips based on the interview with the industry people and international academics to be used for the class discussion and learning in both courses. Series of Vodcast: The short stories based on the interviews used as the point of discussion among students. New learning platform (possible PebblePad): The learning Platform that promotes the concept of knowledge exchange among students of four locations. Comprehensive Teaching and Learning Package: provides a sustainable support to students and teaching staff of both courses. Academic publications in the form of journal articles and conference papers.

5 RMIT University©2008 Information Technology Services 5 Methods A combination of qualitative and quantitative research: Quantitative questionnaire: –Students (MELB, HKMA, SIM) Qualitative Interview: –Industry representatives (personal interview) –Students (focus group interview) –Teaching staff (personal interview)

6 RMIT University©2008 Information Technology Services 6 Quantitative questionnaire 20-items Curriculum Development Questionnaire (CDQ) Constructed based on 9 curriculum components 1.Learning outcome 2.Learning and teaching resources 3.Assessment 4.Teaching and Learning Strategy 5.Content 6.Internationalisation 7.Technological learning platform 8.Transferability/Global Passport 9.Students overall satisfaction.

7 RMIT University©2008 Information Technology Services 7 Qualitative Interviews Industry representatives: –12 Questions Personal Interview: Expected capability/skills of in their industries; Content, Management issues Students: – 19 Questions Focus group Interview: Course quality; Learning activity; Content and material; Internationalisation; Assessment; Strengths/weaknesses Teaching Staff: – 24 Questions Personal Interview: Teaching strategy/approach; Content and material; Assessment; Development/training; Strengths/weaknesses; general experience with the courses

8 RMIT University©2008 Information Technology Services 8 Quantitative Results (Melbourne; Hong Kong and Singapore) 372 students participated in the project through the Curriculum Development Questionnaire (CDQ) –Melbourne = 63 students (16.7%) –Hong Kong = 109 students (29.3%) –Singapore = 201 students (54.0%)

9 RMIT University©2008 Information Technology Services 9 Participants (Students) Gender: –55% female; 45% males Study status: –52% part-time; 48% full-time Student status: –14% International; 86% Local Age: –86% age between 21-34 yrs old Employment: –48% work fulltime; 16% work parttime; 36% not working

10 RMIT University©2008 Information Technology Services 10 Purpose of Quantitative Analysis To develop a general-full model that represents the effect of curriculum factors on students’ learning outcomes and overall satisfaction To test the general model by adopting Structural Equation Modelling (SEM) to identify the links among the variables

11 RMIT University©2008 Information Technology Services 11 Factor Analysis: Regrouping components Independent Factors –Learning experience: general experience (Q3, Q8, Q14, Q15) –Teaching and Learning approach: Teaching strategy; learning activity (Q9, Q10, Q11) –Assessment and Content: Assessment types; topics adopted (Q6, Q7, Q12, Q13) –Material and technology: Material and technology used with the courses (Q4, Q5, Q16, Q17) Dependent Factor –Students’ satisfaction and learning outcomes: Overall satisfaction; skill development; valuable to career (Q1, Q2, Q18)

12 RMIT University©2008 Information Technology Services 12 Structural Equation Modelling (SEM): General-full Model (Melbourne, Hong Kong and Singapore) Models Pdfχ2χ2/dfSRMRAGFIRMSEA >0.05*N/A 1<a<2*<0.06*>0.95*<0.05* Full General model_all sample <0.000132727.5765.5120.1610.7570.110 P (significance values) ; * acceptable level A reasonable fit is indicated if RMSEA greater than 0.05 but less than 0.08. (Holmes-Smith, 2008).

13 RMIT University©2008 Information Technology Services 13 Structural Equation Modelling (SEM): Modified Model (Melbourne, Hong Kong and Singapore)

14 RMIT University©2008 Information Technology Services 14 Structural Equation Modelling (SEM): Modified Model Hong Kong Models Pdfχ2χ2/dfSRMRAGFIRMSEA >0.05*N/A 1<a<2*<0.06*>0.95*<0.05* Revised model_HK 0.621119.0100.8190.0600.9430.000 P (significance values) ; * acceptable level A reasonable fit is indicated if RMSEA greater than 0.05 but less than 0.08. (Holmes-Smith, 2008).

15 RMIT University©2008 Information Technology Services 15 Structural Equation Modelling (SEM): Modified Model Singapore Models Pdfχ2χ2/dfSRMRAGFIRMSEA >0.05*N/A 1<a<2*<0.06*>0.95*<0.05* Revised Model_Singa 0.805116.9270.6300.0340.9750.000 P (significance values) ; * acceptable level A reasonable fit is indicated if RMSEA greater than 0.05 but less than 0.08. (Holmes-Smith, 2008).

16 RMIT University©2008 Information Technology Services 16 Structural Equation Modelling (SEM): Modified Model Melbourne Models Pdfχ2χ2/dfSRMRAGFIRMSEA >0.05*N/A 1<a<2*<0.06*>0.95*<0.05* Revised model_ Melbourne 0.3691213.0031.0840.0700.8770.037 P (significance values) ; * acceptable level A reasonable fit is indicated if RMSEA greater than 0.05 but less than 0.08. (Holmes-Smith, 2008).

17 RMIT University©2008 Information Technology Services 17 Transferability/Global Passport

18 RMIT University©2008 Information Technology Services 18 Transferability/Global Passport

19 RMIT University©2008 Information Technology Services 19 What next! Include Vietnam data Modify the general-full model and keep testing to achieve the ‘best-fit’ model Retest location models: Melbourne, Hong Kong, Singapore, and Vietnam

20 RMIT University©2008 Information Technology Services 20 Participants: Qualitative Interview (students and teaching staff) LocationNo. of students Melbourne8 Singapore11 Hong Kong6 LocationNo. of teaching staff Melbourne4 Singapore2 Hong Kong2

21 RMIT University©2008 Information Technology Services 21 Participants: Qualitative Interview (12 Industry representatives) Regional Vice President (Asia), the Fairmont Hotel Group Regional training manager, Fedex Asia-Pacific Partner and Director, Affluenz Consulting Limited Chairman, Business Management Committee, CPA Australia Hong Kong China Division Chief Financial Officer, Heli Express Limited Training Manager, CGGV University, Veritas Geophysical (APAC) Chief Executive Officer, T3E Global Principal Consultant, HR Virtual Consulting General Manager, Wotif.com Vice Principal, Institute of Wines & Spirits Operation Manager, UGL Premas, Facility management A/Prof., Southeast Asian Studies Programme, National University of Singapore

22 Theme 1: Demand for Local Management Knowledge Singapore 1)Leadership Styles that suite Singaporean mentality. 2)Leadership effectiveness and ways to develop this concept in Singapore. 3)Question on Singaporean management values. 4)Uniqueness of Singaporean values and its effects on leadership. RMIT University School of Management 22

23 Theme 1: Demand for Local Management Knowledge Hong Kong 1)The application of leadership in Hong Kong Context. 2) Chinese values and its effects on leadership and international business management RMIT University©yyyy School/Department/Area 23

24 Theme 2: Demand for universal knowledge and skills on leadership and international management 1.Western leadership concepts (transactional/transformational leadership) and their applications in the ‘international business context.’ 2.International leadership and management skills (i.e. influencing other people, strategic thinking, cross-cultural analysis). 3.Transferability of ‘Australian’ concept of management and leadership to Singapore and Hong Kong. RMIT University School of Management 24

25 Theme 3: Issues on Cross-cultural learning in Business 1.RMIT Identity 2.Australian Contents and Local Contexts 3.Context in Learning Style 4.Space for Engagement RMIT University©yyyy School/Department/Area 25

26 RMIT University©2008 Information Technology Services 26 Outcomes, so far… One refereed paper was reviewed and accepted at the International Conference on Business and Management Education in 2010 Two Journal articles (For Academy of Management and Journal of Studies in International education): manuscript preparation New Curriculum is being redesigned Series of Podcast and Vodcast: under development with Academic Support Group Comprehensive Teaching and Learning Package: under development by the investigators

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