Method of Education Delivery
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 the 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, BUI also implements 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. The former 3+1 curriculum system refers to a three-year on-campus program at Bina Nusantara University and a one-year off-campus enrichment program; the model is now adopted in the Kampus Merdeka activities. Specifically in BUI, the options emphasize international experience in the form of study abroad and a double degree with overseas partner universities. Options for community and industry engagement and entrepreneurship are also available.
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 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 delivered in English.
To study at BUI, a prospective student needs to have a TOEFL score of at least 550 and a TWE score of at least 4.0 or their equivalent. If their TOEFL and/or TWE scores are below requirement, students have to take a pre-sessional English course (English Plus Stage One) of 150 hours. BUI 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 two.
Since our students learn in an English-only instruction environment, some of our university partners offer leniency for BUI students so that they can be accepted to study overseas 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:
- Gives the possibility to students to complete their studies within a shorter-than-normal minimum duration of study.
- Gives the opportunity to students to choose courses according to their own interest, talent, and capacity.
- Facilitates the adaptation of curricula to meet with the rapid development of knowledge and technology.
- Enables optimal assessment of the students’ learning outcomes at the course level.
In the SCU system, each course has a weight, or 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:
- An academic hour of scheduled face-to-face learning in the classroom with an academic staff member. This is defined as 50 minutes in BUI.
- An academic hour of structured academic activity, which has been scheduled and planned by an academic staff member (i.e., a lecturer), e.g., a review session or a seminar.
- 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 experiences well suited to the needs and characteristics 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 the entrepreneurial enrichment track. Within all these courses we emphasize design thinking, customer development, and lean startup methodology in a multi-disciplined environment to stimulate and cultivate the students’ entrepreneurial skills.
To support this collaborative and entrepreneurial learning environment, the Center for Innovation, Design, Entrepreneurship and Research (CIDER) was established in 2015, and 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 attitudes among students by actively involving the students in entrepreneurship projects and providing outlets to exhibit them. The Innopeda curriculum and CIDER immerses students in an end-to-end experiential journey
Collaborative Learning with Innopeda Curriculum
BINUS UNIVERSITY International is also committed to developing the students’ skills in innovation and entrepreneurship. A new learning environment is implemented in a curriculum called Innopeda (Innovation Pedagogy) which has been specially designed to facilitate the development of these skills. It fosters collaborative learning experience well-suited to the needs and characteristics of the newest 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 became mandatory courses for all BUI students in their early years. During the entrepreneurial enrichment track, Business Model Innovation and Sustainable Startup Creation are the follow-up courses designed specifically with design thinking, customer development and a lean startup methodology in a multi-disciplined 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 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 attituded 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, which are conducted by BINUS UNIVERSITY INTERNATIONAL, consist of course examinations and a thesis (or final project) examination.
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. There are several courses in some programs that do not require students to sit in a mid-semester and/or a final examination.
Other than a mid-semester exam and a final exam, students will also be assessed using other measurements in accordance with the published assessment policy, which is defined in each course outline of the courses. The course outline will be published no later than the second week of a teaching period.
Thesis (Final Project)
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. Normally, this defense exam will take one hour to complete.
The board of examiners consists of three members, and includes the students’ supervisor and two independent examiners. The grade that will be assigned to the students will be the weighted average of the grades assigned by each examiner. Students will be assessed in the areas of effort, content, writing quality and delivery of the thesis presentation.
Assessment of Learning
Students in BINUS UNIVERSITY International 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 examinations, semester projects, and significant essay writing. At the end of their study, students will also write a thesis as part of the graduation requirements.
As BINUS UNIVERSITY International apply a student-centered learning approach, there are a variety of assessment methods applied in different courses. Examinations are one common way to assess students’ learning. The examinations for the majority of courses consist of a mid-semester exam and a final exam. Both mid-semester exams and final exams are conducted once each semester.
However, there are several courses that do not require students to sit a mid-semester and/or final examination. The assessment methods are chosen based on the suitability of the method to measure the learning outcomes attainment. These may include doing a significant piece of writing on relevant topics, completing a final project, or working with a client. The variety of assessment methods ensures that students are assessed using the best method for the course as well as giving students a different learning experience. The assessment methods are listed and explained in each course outline.
Thesis (Final Project)
All students wishing to finish their study at BUI will do research or a final project and write a thesis. This is a requirement for all students, including those finishing their study with a partner university through a 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.
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 UNIVERSITY INTERNATIONAL
|Alphabetical Value||Weight||Final Score of Semester||Description|
|A||4||90 – 100||High Distinction|
|A-||3.67||85 – 89|
|B+||3.33||80 – 84|
|B||3||75 – 79||Distinction|
|B-||2.5||70 – 74|
|C||2||65 – 69||Pass|
|D||1||50 – 64||Near Pass|
|E||0||0 – 49||Fail|
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 credits equals to 36-48 hours/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 Program. Academic misconduct and the sanctions imposed for instances of misconduct are also defined in the student handbook.
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