The US experience of management programs curriculum design: The recommendations for improving management curricula in Ukraine
Keywords:management curriculum, management training, bachelor degree in management, management programs, MBA
Introduction. The paper analyzes the issue of curriculum design of management programs in Ukraine. Taking into account the employers’ dissatisfaction with the skills of management graduates in Ukraine, the author studies the features of curriculum design of undergraduate management programs in Ukraine comparing them with the US ones.
Purpose. The purpose of the study was to compare the curriculum design of American and Ukrainian management programs to find out the differences and similarities in order to develop recommendations for making Ukrainian management curricula more relevant to the needs of Ukrainian business community.
Methods. The study analyzes the curriculum design of three American and three Ukrainian management programs in higher education. The comparative analysis of American and Ukrainian management curricula included three lines: the analysis of required and elective courses, program contents, and the number of credits.
Results. The comparative data received allow to define the five trends in curriculum design of Ukrainian management programs. Firstly, American management programs contain less credits in comparison with Ukrainian ones (3.85 vs. 5 credits per course; required courses: 122.3 vs. 240 credits; elective courses: 76 vs. 30 credits). Secondly, American management programs offer less subjects comparing with Ukrainian analogs – 24 vs 33 subjects per program. The comparative analysis reveals that this variety of disciplines is due to the double subjects in Ukrainian management curricula. Thirdly, the curricula of American management programs provide more subjects related to the development of soft skills, whereas their Ukrainian analogs still more focus on theoretical foundations of management. Fourthly, both types of curriculum assume studying economic theory and organizational behavior theory in-depth, but lack the courses related to the sustainable development issues. Finally, American management programs are more universal and globally focused, whereas Ukrainian management curricula contain a lot of locally-oriented types of courses.
Conclusion. The paper allows to conclude that Ukrainian management programs are too overloaded with the same type subjects, credits, and theoretical knowledge. Based on the comparative analysis provided, it is recommended to decrease the number of credits and double subjects, but implement the disciplines related to the development of soft skills and global competencies of Ukrainian future managers.
Awaysheh, A., & Bonfiglio, D. (2017). Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study. International Journal of Management Education, 15(2), 332-349. https://doi.org/10.1016/j.ijme.2017.04.001. (in English)
Boix-Mansilla, V. B., & Jackson, A. (2013). Educating for global competence: Learning redefined for an interconnected world. In H. Jacobs (Ed.), Mastering global literacy. New York, NY: Solution Tree. Retrieved from http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf. (in English)
Graduate Management Admission Council. (2019). Employability and business school graduates: Corporate recruiters survey 2019. Retrieved from https://www.gmac.com/-/media/files/gmac/research/employment-outlook/employability-and-business-school-graduates_corporate-recruiters-survey-2019.pdf. (in English)
Dewey, J. (1938). Experience and education. New York, NY: Touchstone Book, Simon and Schuster. (in English)
Eisner, E. W. (2012). What does it mean to say a school is doing well? In D. J. Flinders, & S. J. Thornton (Eds.), The curriculum studies reader (pp. 297-305). New York, NY: Routledge. (in English)
Elbrekht, O. (2012). Modernization of the management programs content: Global trends and national features. Molod i Rynok, 5(88), 5-8. (in Ukrainian)
Erasmus, B. J., & Loedolff, P. V. Z. (2005). Curriculum for undergraduate business management students: The views of the business sector. South African Journal of Higher Education, 19(2), 260-273. https://doi.org/10.4314/sajhe.v19i2.25650. (in English)
Havran, V. Y., & Havran, M. I. (2012). The features of management trainings in higher education of Poland and Ukraine. Vysnyk NU Lvivska Politekhnika, 739, 254-259. (in Ukrainian)
Hoidn, S. (2017). Learning and teaching research methods in graduate management education. Academy of Management Proceedings, 1, 1-41. https://doi.org/10.5465/AMBPP.2017.17300abstract. (in English)
Martins, A. A., Mata, T. M., & Costa, C. A. (2006). Education for sustainability: Challenges and trends. Clean Technologies and Environmental Policy, 8, 31-37. (in English)
McMurray, S., Dutton, M., McQuaid, R. W., & Richard, A. (2016). Employer demands from business graduates. Education and Training, 58(1), 112-132. https://doi.org/10.1108/ET-02-2014-0017. (in English)
Mockler, N. (2018). Curriculum integration in the 21st century: Some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38(2), 129-136. https://doi.org/10.1007/s41297-018-0047-9. (in English)
Osvita.ua. (2020). Dovidnyk VNZ. Retrieved from http://osvita.ua/vnz/guide/search-17-0-0-92-200.html. (in Ukrainian)
Pashkina, T. (2017). TOP-managers are getting less demanded in Ukraine. NV. Retrieved from https://nv.ua/biz/experts/v-ukraine-vse-rezhe-ishchut-top-menedzherov-2101136.html. (in Russian)
QS World Universities Ranking. (2019). Business and management studies. Retrieved from https://www.topuniversities.com/university-rankings/university-subject-rankings/2019/business-management-studies. (in English)
Sroufe, R., & Ramos, D. (2011). MBA program trends and best practices in teaching sustainability: Live project courses. Decision Sciences Journal of Innovative Education, 9(3), 349-369. https://doi.org/10.1111/j.1540-4609.2011.00315.x. (in English)
Sulaiman, A., & Mohezar, S. (2008). Quality in an MBA programme: Students’ perceptions. International Journal of Management Education, 7(2), 1-8. (in English)
UNESCO. (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Retrieved from http://unesdoc.unesco.org/images/0013/001365/136583e.pdf. (in English)
How to Cite
Copyright (c) 2020 Kateryna Glubochenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons «Attribution» 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.