BINUS BUSINESS SCHOOL

Method of Education Delivery of BINUS Business School International Undergraduate Program

Outcome Based Education and Multi-Channel 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   Project and Problem-Based Learning (PjBL and PBL) to speed up the process of student-centered learning in selected courses. Moreover, BI also implement multi-channel learning combining onsite and online learning to cater to students’ needs.

Kampus Merdeka Activities

BINUS UNIVERSITY is a pioneer in providing students with extensive off-campus learning options. Used to be called the 3+1 curriculum system which refers to a three-year on-campus program at Bina Nusantara University and 1 year off-campus Enrichment program, the model is now adopted in the Kampus Merdeka activities. Specifically in BI, the options will emphasize international experience in the form of study abroad and double degree with overseas partner universities. Options for community and industry engagement as well as entrepreneurship are also available.

English as 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 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 thesis are all in English.

To study at BI, a prospective student needs 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.  BI 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 our students learn in an English only medium of instruction environment, some of our university partners offer leniency for BI students that they can be accepted to study overseas without having to take 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 (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 UNIVERSITY INTERNATIONAL is also committed to developing the students’ skills in innovation, entrepreneurship, and teamwork. Our curricula and approach foster collaborative learning experience well suited to the needs and characteristic of Gen-Z students. Teamwork skills, innovative idea generation, viable business solutions, and business startups are all the intended learning outcomes aiming to nurture new entrepreneurs.

A vital part of this curriculum is the mandatory hatchery courses, which enable students to hatch their innovative ideas into business solutions and startup such as Project Hatchery and Entrepreneurship Hatchery. Students will then have further opportunities if they join entrepreneurial enrichment track. within all these courses we emphasise 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 students’ 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.

Examinations

Students in the BINUS Business School International Undergraduate Program will be assessed from time to time following the assessment methods outlined in the Course Outline. We implement a wide range of assessment methods including examination, semester projects, and significant essay writing. At the end of their study, students will also write a thesis as part of the graduation requirements.

• Course Assessment
  As BINUS UNIVERSITY INTERNATIONAL apply student-centered learning approach, there are variety of assessment methods applied in different courses. Examination is one common way to assess students’ learning. The examination for the majority of courses consists of a mid-semester exam and a final exam. Both mid-semester exam and final exam are conducted once each semester.However, there are several courses in some programs that do not require students to sit in a mid-semester and/or a final examination. The assessment methods are chosen based on the suitability of the method to measure the learning outcomes attainment. These may include doing significant piece of writing in relevant topics, completing a final project, or working with a client. The variety of assessment methods ensure that students are assessed using the best way for the course nature as well as giving students a different learning experiences. The assessment methods are listed and explained in each course outline.
• Thesis (Final Project)
  All students wishing to finish their study at BI will do a research or final project and write a thesis. This is a requirement for all students, including those finishing their study with a partner university through double degree scheme. Students will work with an academic supervisor to write the thesis. Upon submitting the thesis report, students will be required to attend a thesis defense examination (viva voce), where students must conduct a presentation and/or demo in front of the examiner board. Students will be assessed in the areas of effort, content, writing quality and delivery of the thesis presentation.

Collaborative Learning with Innopedia 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 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 UNIVERSITYINTERNATIONAL.

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, 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, Center for Innovation, Design and Entrepreneurship Research was established in 2015, which serves as a focal link between students’ 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.

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).

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

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

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 Program. Academic misconduct and the sanctions imposed for instances of misconduct are also defined in the student handbook.

Students Support Facilities

A. Academic Advisory

Students from BINUS UNIVERSITY INTERNATIONAL have the right to receive academic advisory from their Academic Advisor. The consultation may include academic advice, reports of academic achievements, and problem solving for academic problems that students experience during their study. The Academic Advisor also aims to motivate students either as individuals or as a group during class. The Academic advisor may advise the students of the courses they need to take or provide them with suggestions for a study plan.

Students are encouraged to schedule a meeting with their academic advisor (who is normally the appointed lecturer or their Head of Program), especially when they are planning their semester courses, before the mid exam and before the final exam in each semester. Students should meet their academic advisor when they have academic difficulties in their study. It is very important that students seek academic help before their problems or difficulties become more serious and possibly jeopardize their success in studying.

B. Student Advisory and Support Center (SASC)

BINUS UNIVERSITY INTERNATIONAL not only aims to provide students with opportunities to gain necessary knowledge, skills, and attitudes, but also in their wellbeing during their study period. To provide this, SASC commit themselves to help students in facing their academic or non-academic difficulties that could arise from their inability to adapt to new environment, or possibly also unsupportive conditions that surrounded them. In this center, there are several services being provided to support students in handling difficult courses subjects, adapting to new environment and in some cases also counseling for their academic or non academic needs.

Some of our regular activities include:

1. Student Mentoring. The SASC office pays serious attention to students in need. To ensure that students with GPA < 2.0 are supported academically, Student Advisory Operation assign mentors to help them with study sessions outside of regular classes.
2. Student Counseling. In order for students to have a favorable study environment, they must also experience positive wellbeing. For personal problems that students feel the need to share in confidentiality, they can discuss it with a counselor, particularly if that personal problem has any effect on their academic performance. Counseling sessions can be arranged conveniently between the student and counsellor.
3. Unlike student mentoring, a tutorial activity is an extra class session held by mentors for all students by request to SASC or by SASC analysis result. The request that came into the SASC office or by SASC analysis result will be confirmed back with the lecturer from the program or HOD/Dep. HOD, and after that one or two mentors are invited to create class session based on the topics. It is usually conducted, but not limited, for selected courses which require intensive exercises for maximum 100 minutes in a week.

C. Student Clubs and Activity Center (SCAC)

To enhance student soft skills in order to foster BINUS Graduate Attributes so as to carry on one of the missions of BINUS University which is to create outstanding leaders for global communities, Student Club and Activity Center (SCAC) is tasked to facilitate and develop extracurricular activities and organizational events by stewarding student clubs and their initiatives and programs. As a part of this scheme, SCAC regulates every club, organization and event in view of their sustainable growth and incessant impacts to student life.

Some of our regular activities include:

1. Leadership Trainings. Leadership Trainings are annual programs which aim at increasing leadership skills of members and future members of student student clubs. Trainings are normally conducted in an off-campus site and involving industry professional schemes, such as outbound and team-building programs.
2. Student Organization Upgrade Programs. Student Organization Upgrade Programs are the regular sessions given to student club leaders in the forms of updates on the common issues faced by SCAC and student clubs combined with training sessions on the relevant and current issues in the management of student organizations.
3. Student Club Yearly Programs. Student Club Yearly Programs are the main events or programs initiated and executed by each student clubs related to the nature of their clubs such as regular trainings and seminars on their specific skills, regular practices, leadership development activities, regeneration programs, social or community service programs, competition and tournaments, etc.

Currently SCAC at BINUS UNIVERSITY INTERNATIONAL manages 9 student organizations, namely:

1. ASC (Accounting Students Association)
2. BINARY (Computer Science Student Association)
3. BIMARC (BINUS UNIVERSITY INTERNATIONAL Marketing Student Association)
4. BASIS (Information Systems Student Association)
5. BIBS (BINUS International Business Students Association)
6. BIDC (BINUS UNIVERSITY INTERNATIONAL Dance Club)
7. BIPEDS (BINUS UNIVERSITY INTERNATIONAL Pool of English Debaters)
8. CIA (Cameras in Action or BINUS UNIVERSITY INTERNATIONAL Cinematography Club)
9. CIC (Community in Christ)

Student Activities
Student Club and Activity Center (SCAC) also manage various activities in or outside BINUS UNIVERSITY campuses both national and international events by helping students to organize or participate in the activities. The activities are expected to help students get exposed or immersed by learning by doing in order to grow beyond their technical competencies learning.

D. Teach for Indonesia (TFI)

Teach for Indonesia is the unit that taking care of all CSR (Corporate Social Responsibilities) activities under Yayasan Bina Nusantara.

About us
Teach for Indonesia (TFI) encourages education and community development to be accessible to everyone. We also strive to support our community with opportunities to increase their potential for achievement in the future by conducting: tutoring programs, workshops, certification and training, scholarships, etc. With this concept, we aims can make the community independently and improve the quality of life of the community. In line with the vision of BINUS University to Fostering and Empowering the society. BINUS University understands that empathy is one of the basic skills that students need in the future, therefore students are also involved in every Teach for Indonesia Program as volunteers.

The TFI Program:

1. Sustainable;
2. Volunteer;
3. Community Development; and
4. Transparent.

E. Global Employability and Entrepreneurship (GEE)

BINUS UNIVERSITY INTERNATIONAL always providing students with opportunities to gain extra knowledge, develop themselves with work necessary skills, and attitudes required in their future career through academic or non-academic activities. BINUS UNIV ERSITY INTERNATIONAL also already set the EES (Employability and Entrepreneurial Skills) as a set of knowledge and skills that students need to have at their graduation. To accommodate that, GEE Unit is present in every campus to facilitate the needs. Whether career training or consultation, or could be as simple as job vacancy information, GEE is always ready to give services from the first year students to the graduate candidate.

Some of GEE’s regular activities includes:

1. Career Seminar and Career Preparation Training. Industry experts are invited to give motivation to students on how to build their future career, and what kind of skills that they will need for their career development after they graduated. BINUS UNIVERSITY INTERNATIONAL usually invites communicative and inspiring speakers to help students plan their career as early as possible.
2. Internship Preparation and Placement. Facilitating and assisting students to provide a real-world work experience that enables to put up what they’ve learned.
3. Campus Hiring and Recruitment. Facilitating and assisting our companies’ partner recruiting needs through our on-campus recruiting program and vacancy information distribution through student mail and website, in helping them to hire BINUS UNIVERSITY INTERNATIONAL graduates.
4. Alumni Sharing. BINUS UNIVERSITY INTERNATIONAL is very proud to have its alumni around the world and from various industries. SAGE office regularly conducts alumni sharing events with students through face-to-face meetings or teleconference events, especially with our alumni who work abroad.
5. Alumni Development Program. The Alumni Lifelong Learning Program is dedicated to the BINUS UNIVERSITY INTERNATIONAL alumni to give opportunities to widen their network and gain knowledge through annual gathering activities. This continuous support improves the quality of our graduates.

F. Language Center

The Language Center (LC) is responsible for innovating, designing and maintaining programs, as well as promoting, supporting and resolving communication issues related to the use of English at the BINUS University International campus of BINUS UNIVERSITY. The Language Center provides programs and services for students including, but not limited to, English Plus Stage One and English Plus Stage Two (pre-sessional/non-credit courses) and Academic English courses both in the International Undergraduate Program and MM Professional Program, inter-class competitions, a language clinic, a website, social networking accounts, and a self-access center. In addition, LC pursues contacts and develops programs and events with English language-based entities. Consultation, training, translation of non-research documents, and proofreading of case studies and research papers for faculty and staff are also provided. Moreover, LC runs a peer tutorial center called BINUS International Language Link where students, mainly in the freshman year, learn Academic English, including writing and presentations, from their peers.

The Language Center pursues a vision of making BINUS University International a campus of high-quality international communication through exposure to and immersion in international academic, professional, and general English, not only for students, but also among faculty, staff, and visitors. Students are also encouraged, in order to continuously improve and update their English language ability, to make the most of facilities such as one-on-one consultation sessions with the faculty in the English Language Clinic. They are also recommended to contribute extra-curricular involvement in BEST, the student English club responsible for E-com, a national event that gathers high school and university students to compete in areas such as debating, news casting, short story writing, storytelling, among others, or in BIPEDS, one of the finest English debate organizations in Indonesia with an international reputation. Students will, therefore, be well prepared for and feel at home in communicating in English in an international environment, thus smoothing the transition to studies overseas, and giving them a commanding edge.

G. Center for Innovation, Design, Entrepreneurship and Research (CIDER)

Center for Innovation, Design and Entrepreneurship Research was established to serve as a focal link between students’ entrepreneurial learning and their entrepreneurial career. The unit maintains and develops the core competencies of entrepreneurship and ensures they are embedded in academic programs at BINUS UNIVERSITY INTERNATIONAL. The unit identifies potential products or services that have been developed by students during their studies and assists them in commercializing those products and services. The units advocates entrepreneurial thinking and attitudes among students by actively involving the students in entrepreneurial projects and bootcamps. The units also builds a connection with similar centers at the international level both for benchmarking and collaboration purposes.