BINUS UNIVERSITY INTERNATIONAL

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:

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

Credit Characteristics

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:

1. 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.
2. 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.
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 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.