BINUS Business School International Undergraduate Program

Method of Education Delivery

Outcome Based Education and Multi-Channel Learning

Since 2010, BINUS International has employed a Constructive Alignment approach, meticulously aligning the design of teaching, learning, and assessment strategies at both course and program levels to achieve targeted learning outcomes. To enhance student-centered learning, BINUS International integrates Project-Based Learning (PjBL) and Problem-Based Learning (PBL) methodologies within select courses and implements multi-channel learning, fostering a dynamic environment for practical, real-world engagement.

Liberated Learning in College (Kampus Merdeka) Activities

BINUS University is a pioneer in offering students enriched learning experiences through extensive off-campus options. Originally known as the 3+1 curriculum, this model allowed students to complete three years on campus at BINUS University followed by a one-year Enrichment Program off campus. This innovative approach has since been embraced as the Kampus Merdeka initiative by the Indonesian government.

At BINUS International, off-campus learning options are designed with a strong focus on global exposure, emphasizing study abroad and double-degree programs in partnership with international universities. Students can also choose to engage in community and industry collaborations or pursue entrepreneurship, offering diverse avenues to apply their knowledge in practical, impactful ways across different cultural and professional settings.

English as a Medium of Instruction

To develop the quality of students to an international standard and to educate students in the language of international academia and global business, BINUS International uses English as its medium of communication, instruction, and assessment. Textbooks, class delivery, discussions, student presentations, quizzes, and other forms of assessments, including reports as well as theses, are all in English.

Prospective students need to have any of the following English language proficiency scores: overall score of IELTS 6.5 with at least 5.5 in the writing module / TOEFL iBT 80 with at least 18 in the writing module / PTE 50 across all bands / BIEPT (TOEFL PBT-like 550 + Test of Written English of at least 4.0) / or their equivalents. If their scores do not meet the requirement, students must take a 150-hour pre-sessional English course called English Plus Stage One (EPSO). Students who fail EPSO are enrolled in English Plus Stage Two in the first semester, which prepares them for late entry to Academic English I (3 SCUs) in the succeeding semester and eventually Academic English II (3 SCUs). BINUS International offers these non-credit pre-sessional English and in-sessional credit classes to enhance the students’ ability to succeed in an international academic English environment.

Since students at BINUS International learn in an English medium of instruction environment and go through an English language pathway, some of our university partners waive their language entry requirements. Others, however, may still require official testing, and so the Language Center at BINUS International provides specific language test preparation classes to assist those who need to fulfil further English language requirements set by our partner universities.

Semester Credit Unit (SCU)

The Semester Credit Unit (SCU) system is a way of organizing the teaching and learning in higher education programs as it indicates the academic weight of a course and describes the duration of each activity related to the teaching, learning, and assessment of a course in one semester of an academic year. The SCU system offers some degree of flexibility for students to design their pace of study. Some benefits of an SCU system are:

1. Give a possibility to students to complete their studies within a shorter-than-normal minimum duration of study.
2. Give an opportunity to students to choose courses according to their own interest, talent and capacity.
3. Facilitate the adaptation of curricula to meet with the rapid development of knowledge and technology.
4. Enable an optimal assessment of the students’ learning outcomes at course level.

Credit Characteristics

In the SCU system, each course has a weight, that is, a credit value. The number of credit values for specific courses may differ. It is determined by the effort to finish the tasks presented in lecture programs, job training, practical work, and other tasks. In one semester, each course runs for 13 weeks. The weight of each course is measured in credit units. Students can graduate if they have achieved, among others, a minimum of 146 SCU.

One credit is made up of a weekly commitment of:

1. An academic hour of scheduled face-to-face learning in the classroom with an academic staff. This is defined as 50 minutes in BBSUI.
2. An academic hour of structured academic activity, which has been scheduled and planned by an academic staff (i.e; a lecturer), e.g; a review session or seminar.
3. An academic hour of independent academic activity such as reading, summarizing, working on papers, etc.

Developing and Nurturing Innovation and Teamwork

BINUS International is also committed to developing the students’ skills in innovation, entrepreneurship, and teamwork. the curricula and approach foster collaborative learning experience well suited to the needs and characteristics of the current generation students. Teamwork skills, innovative idea generation, viable business solutions, and business startups are all the intended learning outcomes aiming to nurture new entrepreneurs.

A cornerstone of this curriculum is the mandatory Hatchery courses, which empower students to transform innovative ideas into tangible business solutions and startups through initiatives such as Project Hatchery and Entrepreneurship Hatchery. Students who choose to pursue the Entrepreneurship Enrichment Track gain access to additional opportunities for growth and development. These courses immerse students in a multidisciplinary environment, equipping them with essential skills in design thinking, customer development, and startup methodologies. This comprehensive approach is designed to stimulate creativity, foster innovation, and cultivate entrepreneurial capabilities.

To support this collaborative and entrepreneurial learning environment, the Center for Innovation, Design, Entrepreneurship and Research (CIDER) was established in 2015, which serves as a focal link between students’ entrepreneurial learning and an entrepreneurial career. It develops the core competencies in innovation and entrepreneurship, identifies innovative products or services that have been developed by students, and assists them in commercializing those products and services. It also promotes entrepreneurial thinking and attitude among students by actively involving the students in entrepreneurship projects and providing outlets to exhibit them.

Learning Assessment

At BINUS International, students are evaluated periodically using a variety of assessment methods as outlined in the Course Outline. Our comprehensive approach includes examinations, semester projects, and substantial essay assignments. As a culmination of their academic journey, students are required to complete a thesis or undertake an equivalent final work, fulfilling a critical component of the graduation requirements. This rigorous evaluation framework ensures the development of analytical, creative, and practical skills essential for future success.

• Course Assessment

BINUS International implements a student-centered learning approach that incorporates a variety of assessment methods tailored to the specific requirements of each course. Examinations, including mid-semester and final exams, are commonly used to evaluate student learning and are conducted once per semester for applicable courses.

However, certain programs feature courses that do not require mid-semester or final examinations. Instead, alternative assessment methods are employed, selected based on their suitability to effectively measure the attainment of learning outcomes. These methods may include producing substantial written assignments on relevant topics, completing final projects, collaborating with clients, or other practical tasks. The diversity of assessment methods ensures that students are evaluated through approaches that best suit the nature of each course while also providing varied and enriching learning experiences. Details of the assessment methods are clearly outlined in the course outlines.

• Thesis (Final Project)

To complete their studies at BINUS International, all students are required to undertake a research project or final assignment, such as a thesis or an equivalent final work. This requirement applies to all students, including those completing their studies through a double-degree program with a partner university.

Students collaborate closely with an academic supervisor throughout the process of developing and writing the thesis. Upon submission of the thesis report, students must participate in a thesis defense examination (viva voce). During this defense, students present their work and/or provide a demonstration to an examination panel. The assessment focuses on several key aspects, including the level of effort demonstrated, the content and depth of the work, the quality of writing, and the effectiveness of the thesis presentation and delivery.

Collaborative Learning with the Innopeda Curriculum

BINUS UNIVERSITY INTERNATIONAL is also committed to developing the students’ skills in innovation and entrepreneurship. A new learning environment implemented in a curriculum called Innopeda (Innovation Pedagogy) has been specially designed to facilitate the development of these skills. It fosters collaborative learning experiences well suited to the needs and characteristics of the new generation of students. Teamwork skills, innovative idea generation, viable business solutions, and business startups are all the intended learning outcomes aiming to nurture new entrepreneurs at BINUS UNIVERSITY INTERNATIONAL.

The Innopeda curriculum is centered upon the hatchery courses, which enable students to hatch their innovative ideas into business solutions and startups such as Project Hatchery and Entrepreneurship Hatchery, which are mandatory courses for all BUI students in their early years. During the entrepreneurial enrichment track, Business Model Innovation and Sustainable Startup Creation, among others, are the follow-up courses designed specifically with design thinking, customer development, and lean startup methodology in a multi-discipline environment to stimulate and cultivate the students’ entrepreneurial skills.

To support this collaborative and entrepreneurial learning environment, the Center for Innovation, Design, and Entrepreneurship Research was established in 2015, which serves as a focal link between students’ entrepreneurial learning and entrepreneurial careers. It develops their core competencies in innovation and entrepreneurship, identifies innovative products or services that have been developed by students, and assists them in commercializing those products and services. It also promotes an entrepreneurial thinking and attitude among students by actively involving the students in entrepreneurship projects and providing outlets to exhibit them. The Innopeda curriculum and CIDER immerses students with an end-to-end experiential journey.

• Evaluation System

The grading system which is in accordance with the purposes and goals of BINUS UNIVERSITY INTERNATIONAL is the Absolute Grading System. A letter summarizes the student’s academic performance in a course in a single semester and over the duration of the student’s enrolment in the course, and is grouped as follows:

Table of Grading System for BINUS Business School International Undergraduate Program

Credit Load

In general, a full credit load in a single semester is between 18 and 24 units, depending on the course of study. The specific number of units may vary by semester within this range. Students with a high-grade point average may petition the Head of the Programs in which they are enrolled for permission to overload.

At BINUS UNIVERSITY INTERNATIONAL, 1 credit equals to 36-48hours/semester with 1 teaching hour consists of 50 minutes/week. Study load in one semester can be determined by individual ability and by looking at the students’ results from the last semester, which are measured by Semester Grade Point Average (IPS/GPS), or all of the semesters by Cumulative Grade Point Average (IPK/GPA).

Semester Grade Point Average (IPS/GPS) is counted as follow:

Cumulative Grade Point Average (IPK/GPA) is counted as follow:

K = Number of credits taken in related semester
N = Weight of each subject taken
M = Conversion Value (K x N)
L = Number of pass credits

Acceptable Academic Performance

The Standards of Academic Performance are published in the Student Handbook, available both online and from Student Services at the beginning of each academic year. In general, courses that are considered “core” courses in a major must be passed with the prescribed minimum grade.

For a definition of those courses considered ‘core’ by each major, students can contact the Head of the Program. Academic misconduct and the sanctions imposed for instances of misconduct are also defined in the Student Handbook.