People Innovation Excellence
 

BINUS UNIVERSITY INTERNATIONAL

Method of Education Delivery

Modular Content with Problem-based Learning

Since 2010, BINUS UNIVERSITY INTERNATIONAL has used a Constructive Alignment approach that integrates the design of teaching, learning, and assessment at course and program levels. BUI implements modular content with problem-based learning (PBL) to speed up the process of student-centered learning in selected courses. The modular content refers to a collection of learning resources developed as a single learning object.

 

3+1 Curriculum

BINUS UNIVERSITY INTERNATIONAL has developed 3+1 curriculum system which refers to a three-year on-campus program at Bina Nusantara University and 1 year off-campus enrichment program (i.e. internship, research, entrepreneurship, community development, and study abroad). The main idea of this program is to reduce the gap between university and industry/society, and to achieve one of our quality objectives to have at least two out of three graduates become an entrepreneur or working at a global organization within six months of graduation.

 

English Language

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

To be accepted as a student of BINUS UNIVERSITY INTERNATIONAL, a potential student has to have a TOEFL score of at least 550 and a TWE score of at least 4.0 or their equivalents. If their TOEFL and/or TWE scores are below the requirement, students have to take a pre-sessional English course (English Plus Stage One) of 150 hours.  BINUS UNIVERSITY INTERNATIONAL organizes these pre-sessional English classes especially to enhance the students’ ability to deal with an international academic English environment. Students still having difficulty with English on entry are given further help by being enrolled in an English Plus Stage Two course which prepares them for late entry to Academic English I from semester 2.

Since BINUS UNIVERSITY INTERNATIONAL students study in an English only medium of instruction environment, the current policy of some of our partners is that our students can be accepted without having to go through an international English language test such as IELTS that would normally determine a student’s acceptance by a partner university.

 

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 BUI.
  2. An academic hour of structured academic activity, which has been scheduled and planned by an academic staff (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,

 

Collaborative Learning with 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 experience well suited to the needs and characteristic of Gen-Y 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 startup such as Project Hatchery and Entrepreneurship Hatchery, which become mandatory courses for all BUI students in their early years. During the entrepreneurial enrichment track, Business Model Innovation and Sustainable Startup Creation are 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, Center for Innovation, Design, Entrepreneurship and Research (CIDER) was established in 2015, which serves as a focal link between your entrepreneurial learning and 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. The Innopeda curriculum and CIDER immerses students with an end-to-end experiential journey.

 


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