Taylor’s University Education Degree Specialising in Business & Economics

Programme Structure for the Bachelor of Education (Honours) (Business & Economics) at Taylor’s University

It enables students to learn and practise methods to address the learners’ needs using a variety of curricula.

Upon completion of this specialisation, students should be able to teach and develop content for business and economics-related subjects at the secondary and post-secondary levels.

Subjects Taught in the Bachelor of Education (Honours) (Business & Economics) at Taylor’s University

PRIMARY MAJOR

This component consists of Common Core subjects, which are common modules across a discipline that provides the fundamental knowledge of the discipline.

Common Core

• Philosophy and Curriculum Design
• Education, School and Society
• Teaching and Managing Diverse Learners in the Classroom
• Learning, Assessment and Feedback
• New Pedagogies – Digital Tools and Resources
• The Reflective Practitioner: Teachers Investigate Their Work
• Action Research Project
• Academic Reading & Writing
• Practicum
  • Professional Practice 1 (PP1)
  • Professional Practice 2 (PP2)
  • Theory into Practice

Specialisation – Business & Economics

• Introduction to Accounting
• Microeconomics
• Macroeconomics
• Introduction to Finance
• Introduction to Management
  Organisational Behaviour

 

INTRODUCTION TO ACCOUNTING

This module introduces students to the various concepts, techniques and processes that collectively make up the foundations of financial accounting. It aims to develop students’ understanding of the accounting process, recording of accounting data, preparing & analysing financial statements and using accounting-related information for effective decision making and also a demonstration of accountability.

In summary, this module is designed to suit the needs of most business students, from those who intend to further their studies in the accounting field to other business-related courses. This is important to support economic growth, including at the international level, which is in line with SDG 8 Decent Work and Economic Growth. Thus through this module, the students will be made aware of efforts to attain SDG 8.

As the world is at a fast speed adapting to IR4.0, accounting procedures and systems are also moving in line with the development. Students will be exposed to the system integration aspect of IR4.0 through relevant topics and coursework assessments. The module is supported by a combination of face-to-face lectures, tutorials, and online approaches. The online mode of delivery is supported by MyAccountingLab and TIMeS. There are formative feedback sessions to recap what has been learned to ensure alignment with the module learning outcomes.

The assessment approach of this module consists of three parts, i.e. mid-term test, group assignment and final examination. The mid-term test is designed to test students’ understanding of the accounting concepts and techniques covered in topics 1-6. The group assignment is designed to develop the ability of students to work in a group of 3 to 4 students. Specifically, the group assignment requires students to apply various concepts and techniques related to financial accounting. The final examination is aiming to assess students’ understanding of all topics covered in the module throughout the entire semester. In the exam, students are expected to perform calculations, apply accounting concepts, prepare and interpret financial statements.

MICROECONOMICS

In a continuously ever-changing globalised business environment, businesses need to make quick, well-informed and correct decisions in order to survive. This module is concerned with the principles of microeconomics as they apply to the business environment. The module outlines the various microeconomic tools of analysis and analytical frameworks that are essential for business students to learn and understand, so as to enable them to comprehend the economic environment of businesses in a structured way.

It complements other Level One business modules and provides a basis for Level Two and Three modules in both business and economics. In addition to that, the importance and elements of the United Nation’s Sustainable Development Goals (UN SDG) and Industrial Revolution 4.0 (4IR) are also covered and discussed in this module. This is to provide exposure to students with the latest updates on the development of both elements in global, regional, and national initiatives and policies.

The module teaching and learning approaches include:

1) Authentic Learning – Students will be presented with activities that are framed around “real life” contexts in which students will find learning more meaningful and motivating, thus will be more engaged in the process of acquiring knowledge;

2) Guided Learning – Students will be guided in the discussion of specific “real life” situations, sharing their ideas, opinions and collaborating with each other, so as to motivate and increase independence among them; and

3) Self-directed Learning – Students will be given a task/an assignment to promote self-evaluation and self-reflection by assessing their readiness, setting their learning goals, engaging in learning processes, as well as, acting on feedback and seeking advice. All teaching and learning approaches are learner-centred and involve intense interaction between the participants, as well as, focusing on the building of basic knowledge and critical thinking skills. Modes of delivery for this module are face-to-face lectures, tutorials and information retrieval/self-study. In particular, the lectures and tutorials include the use of

MACROECONOMICS

The world is becoming more interconnected through lower barriers to trade and investment. This makes managing the economy more complex for national policymakers and running businesses more challenging for international managers. Through the experience of the East Asian currency crisis in 1997-98, and the recent sub-prime problem emanating from the United States, we have seen how a crisis originating in one country or a small group of countries can have a profound impact on large parts of the global economy. The transmission is usually very rapid. Hence, governments need to be able to make timely and well-informed decisions in managing their economies.

The rationale for this module is to provide a comprehensive and rigorous understanding of the macroeconomic environment so students will have the foundation to analyse the economic phenomena and their significance. In addition to that, the importance and elements of the United Nation’s Sustainable Development Goals (UN SDG) and Industrial Revolution 4.0 (4IR) are also covered and discussed in this module. This is to provide exposure to students with the latest updates on the development of both elements in global, regional, and national initiatives and policies.

The learning and teaching approach for the module is guided and self-directed learning. For guided learning, students will be guided to formulate questions, source information, analyse the results, share their conclusions, and evaluate the worth and importance of those conclusions. Guided learning encourages students to discuss the issues, collaborate and share their ideas. Guided learning complements self-directed learning. Students will be given tasks/an assignment to promote self-evaluation and self-reflection by assessing their readiness, setting their learning goals, engaging in learning processes, as well as, acting on feedback and seeking advice. All teaching and learning approaches are learner-centred and involve intense interaction between the participants, as well as, focusing on the building of basic knowledge and critical thinking skills. Modes of delivery for this module are face-to-face lectures, tutorials and information retrieval/self-study. In particular, the lectures and tutorials include the use of a blended learning approach, which includes the use of TIMES, online engagement activities and learning activities. Face-to-face delivery is also significant in supporting these various learning approaches.

There are two assessment methods based on formative and summative for this module, which include a combination of both final examination and coursework, respectively. The coursework assessment is further separated into an individual test and written assignment.

INTRODUCTION TO FINANCE

This module introduces students to basic financial management concepts that non-finance majors would be able to appreciate, and yet, equips finance major students for higher-level finance or business-related programmes. This subject introduces the main concepts and methods associated with financial decision-making for individuals and enterprises: the concept of the time value of money, cash flow valuation, evaluation of financial performance, valuation of securities, risk and returns, capital budgeting, and an overview of international finance. In addition to that, the importance and elements of the United Nation’s Sustainable Development Goals (UN SDG) and Industrial Revolution 4.0 (4IR) are also covered and discussed in this module. This is to provide exposure to students with the latest updates on the development of both elements in global, regional, and national initiatives and policies.

The assessment strategy will be formative and summative. Formative assessments are used to determine the progressive capability of students. Types of assessments include weekly tutorial assignments, individual assignments and a mid-semester test. Formative assessment strategies are also used to test the current level of understanding and progress at any in a learning programme and provide feedback to teacher and learner and to guide the next phase of learning. The formative assessment for this course will be the group project assignment. Summative assessment is used in the middle and at the end of the module formally to assess a learner’s skill, knowledge and understanding gained in this course. The assessment will be largely based on a mid-term test and final exam. The assessment will be conducted through questions given to students on basic concepts and students are required to write down the relation of all related formulas.

The goal of both formative and summative assessment is to evaluate student learning and assess the standard of learning through the midterm exam, individual assignment and final exam. The module is supported by a combination of face-to-face and online learning activities such as tutorials, quizzes, forums and group discussions.

INTRODUCTION TO MANAGEMENT

This module is designed to provide students with the basic concepts, theories, principles and practices of management in business organisations. It focuses on the context of managerial activity and covers the four major functions of management i.e. planning, organizing, leading and controlling. In this module, students can learn how managers use theories and approaches to get things done in organisations. It is about the important managerial work that managers do and the reality facing today’s managers. This module also looks into why managers are important, who managers are and what managers do. The content of the module provides knowledge about managing organisational situations, strategic decision-making and other key workplace relationships.

The module is supported by a combination of lectures and tutorials (face-to-face and online learning). The assessment strategies include both formative and summative assessments. Formative assessment includes individual assignments/tests to determine the progress of the student and it serves as a feedback mechanism for the lecturer and student. Summative assessments (final examination) evaluate the level of conceptual understanding that the student has attained and his ability to apply the concepts/theories appropriately.

ORGANISATIONATIONAL BEHAVIOUR

The module provides basic concepts of personality traits, people’s behaviour theories and practices of management in the organisation. The module examines individual and group behaviour, contemporary approaches to conflict resolution, communication, decision making, leadership, various motivation, negotiation, power and political communication, motivational techniques and coordination in the work environment. The module facilitates experiential learning of contemporary approaches to conflict resolution, communication, decision making, leadership, motivation, negotiation, power and politics within a team environment. The module will be conducted through a combination of face-to-face lectures, tutorials and online learning.

Problem-Based Learning (PBL) engages the learner in a problem-solving activity. In this process, instruction begins with a problem to be solved rather than content to be mastered. Students are introduced to a real-world problem and are encouraged to dive into it, construct their own understanding of the situation, and eventually find a solution. The major goals of PBL are to help students develop collaborative learning skills, reasoning skills, and self-directed learning strategies. Real-life cases are introduced in the tutorials to understand people’s behaviour in work settings. There are two assessments to assess the progress of the students’ performance. One assessment focuses on the knowledge and the group dynamics. The second assessment focuses on personality traits, that influence the behaviour of individuals in an organisational setting. The final exam evaluates the conceptual understanding of theories and knowledge, and the student’s ability to apply the concepts.

SIGNATURE PEDAGOGIES

This module is focused on developing students’ critical understanding of effective pedagogies for 21st-century classrooms. Effective pedagogies are linked to the learning issues and demands posed by the challenges of living in the 21st century. The notion of signature pedagogies and the pedagogical content knowledge underpinning effective pedagogies will also be discussed. This module is delivered via face-to-face, online and blended learning modes. Students will continuously be involved in discussions, self-directed learning, project-based learning and collaborative learning. Students will also be involved in lesson study activities with the intention of further developing their pedagogical competencies in addition to setting the foundation for them to consider an evidence-based, collaborative classroom practice. This module is assessed via course assessments which include tests, assignments and a project. Course assessments include both individual and group-based tasks. Students will be assessed in the domains of knowledge and problem-solving skills.

Optional modules (Choose 2)

INTRODUCTION TO INTERNATIONAL BUSINESS

The module is designed to provide students with an insight into International Business. Introduction to International Business covers a practical framework for understanding the key issues, current principles and concepts which is to be considered in doing business abroad. The goal of the module is to help students to understand the basic principles of international business and its impact on the world’s economy. International Business introduces students to various issues and challenges associated with the formulation and implementation of strategies in business organizations whose operations stretch across national borders. Student-centred interactive teaching and learning methods will be utilized to ensure a more holistic approach is practised for this module.

There will also be a fair proportion of face-to-face teaching and learning coupled with online learning. During tutorials, students will be encouraged to have discussions in groups using real-life international businesses. Students will be required to analyse the strength and weaknesses as well as opportunities and threats of these companies and present them to their peers. Throughout the module and its assessments, students will be systematically introduced to the complexities and challenges of leading and managing a “global” company. With the guidance of tutors, the assignment will assist students in evaluating the business environment as well as business strategies. With the main assignment, students will be provided with an “experience” of managing a small international business. Additionally, this will also provide students with an opportunity to integrate business decisions with the ethical and social responsibility considerations inherent to playing on a global field.

LEADERSHIP AND CHANGE MANAGEMENT

This module is designed to equip students with key theories and issues in understanding leadership and change management. Such understanding can help them to develop leadership and key change management skills. This subject is both challenging and rewarding as it helps students to focus on understanding the way organisations operate in their economic and social environments. This covers the activities managers and change agents undertake within organisations in pursuit of organisational goals and the long-term sustainability of the organisation. Also, it augers well as the management landscape today is more chaotic than ever and the future holds more of the same.

The module provides a current view of leadership and change management in organisations that are not a fixed identity but one that is constantly evolving. The content of this module provides students with the capacity to analyse an organisation from a multiple perspective framework that involves ‘reading’ the leadership and interpreting change management from different perspectives so as to understand better how the organisation management. Such understanding demands a liberal approach as management today faces the challenge of continuous and dynamic change. The assessment strategies include both formative and summative assessments. Formative assessments include both individual and group assignments. The individual assignment requires students to appraise cases/articles given and prepare a write-up on leadership management, while the group assignment requires

BUSINESS ETHICS AND VALUES

This course aims to create an awareness of the range of ethical issues affecting business and society globally to the students. By doing so, this course will be able to provide an understanding of the range of moral philosophies and their application to ethical dilemmas in business when students step into the working environment. In addition, students are exposed to critically explore and evaluate the ethical dilemmas in business.

Students will also be guided in improving skills in ethical dialogue and decisions making issues that affect business. Learning is achieved through the exposure to different simulated scenarios and real-life problems in the workplace where students will reflect on the appropriate values, concepts and moral theories to be applied. Students would be able to analyse the problems and develop relevant knowledge needed to solve the problems.

The module is supported by a combination of online lectures, tutorials and environmental audits. In the online environmental audit, students will be introduced to several recent ethical issues in the business. Students will be exposed to several recent ethical challenging business cases for the purpose of analysing the problems, evaluating of possible course of action and generating possible solutions. This will enhance students understanding of ethical issues in business, apply moral theories concepts and enhance their critical thinking skills. Students are required to do research from relevant academic journals and media articles, which are related to ethics and morality where students need to discover issues and further information on the respective values, theories, concepts and knowledge. Besides the final exam, students are required to do a group assignment and an individual assignment to assess their knowledge and problem-solving skills, critical analysis and ethical decision-making of the students during the semester.

INTERNATIONAL ECONOMICS THEORY AND POLICY

The International Economics module consists of contemporary international economic issues, which include international trade, economic integration, international capital market and economic crisis. Students are provided with a thorough grounding and analytical perspective of international economic theories, policies, as well as, economic interaction between sovereign countries as a result of massive globalization. The module will thus improve students’ awareness and understanding of the international and national problems of forming and implementing macroeconomic policies while extending the students’ understanding of international economic policy issues. In addition to that, the importance and elements of the United Nation’s Sustainable Development Goals (UN SDG) and Industrial Revolution 4.0 (4IR) are also covered and discussed in this module. This is to provide exposure to students with the latest updates on the development of both elements in global, regional, and national initiatives and policies.

The module teaching and learning approaches include:

• Authentic Learning – Students will be presented with activities that are framed around “real life” contexts in which students will find learning more meaningful and motivating, thus will be more engaged in the process of acquiring knowledge;
• Action Learning – Learning is achieved by engaging students in activities that have elements of problem-solving combined with intentional learning. Students will go through a reflective process individually and within small cooperative learning groups; and
• Case-Based Learning – Students will hold discussions of specific situations, typically real-world examples. This method is learner-centred and involves intense interaction between the participants.
• Case-based learning focuses on the building of knowledge, critical thinking skills and team spirit.

All teaching and learning approaches are learner-centred and involve intense interaction between the participants, as well as, focusing on building in-depth knowledge, as well as, analytical and critical thinking skills.

Modes of delivery for this module include tutorials, seminars and information retrieval/self-study. In particular, the tutorials include the use of a blended learning approach, which includes the use of TIMES, online engagement activities and learning activities. Face-to-face delivery is also significant in supporting these various learning approaches. There are two assessment methods based on formative and summative for this module. The summative assessment comprises both final examination and coursework, respectively. The coursework assessment is further separated into individual tests and written assignments.

PERSONAL FINANCIAL PLANNING

This module involves the study of financial issues from a personal financial planning perspective in Malaysia. The module will discuss the overview and regulatory framework of the financial planning industry, the process of construction of a financial plan including the setting of personal goals, asset allocation, investment in financial securities, tax planning, insurance planning, retirement and estate planning.

The focus will be on financial planning and personal risk management perspective applying products available in Malaysia. In the preliminary session, students are exposed to the financial planning and personal risk management perspective by applying products available in Malaysia. Following this, students are then exposed to technical aspects of the regulatory framework of the financial planning industry, the process of construction of a financial plan including the setting of personal goals, asset allocation, investment in financial securities, tax planning, insurance planning, retirement and estate planning. In addition to that, the importance and elements of the United Nation’s Sustainable Development Goals (UN SDG) and Industrial Revolution 4.0 (4IR) are also covered and discussed in this module. This is to provide exposure to students with the latest updates on the development of both elements in global, regional, and national initiatives and policies.

The learning and teaching approach for the module is a mixture of face-to-face and online approaches, with students engaging with lectures, tutorials and self-study. There are formative feedback sessions to recap what has been learned to ensure alignment with the learning outcomes. The module is supported by a combination of online and face-to-face lectures and online and face-to-face tutorials. The online mode of delivery of this module is supported mostly by TIMeS.

The assessment approach of this module consists of three parts. The first part is an individual test which is designed to assess students’ basic knowledge of personal financial planning concepts. The second part is an individual assignment which is designed to assess students’ ability to apply various aspects of management accounting, the experience of working collaboratively and develop their analytical and communication skills. Finally is the final examination, which aims to test a student’s understanding and ability in applying various personal wealth management concepts under examination conditions. At the end of the module, students will be able to apply management principles and use critical thinking as well as problem-solving techniques affecting personal wealth.

FLEXIBLE EDUCATION
[Choose ONE (1) of the packages:]

The Flexible Education component provides student the flexibility to study modules in a related or unrelated field from the same or different school to complement the Primary Major. It may be completed in a form of free electives, an extension, minors or a second major that typically requires at least one (1) semester of student learning time.

Minor

• Choose any Minor package* offered by Taylor’s University. Refer to the Complementary Study Guide for the list of Minor packages.

AND

Free Elective Modules

• Choose any TWO (2) Free Electives* offered by Taylor’s University. Refer to the Complementary Study Guide for the list of Free Electives.

*Subject to availability.
*Meet min. module pre- & co-requisite.

UNIVERSITY CORE

This component aims to develop critical thinking, build up social intelligence and cultivate civic responsibility as well as broaden cultural knowledge. These consist of compulsory and nationally-mandated study modules required by the Malaysian Ministry of Higher Education.

• Social Innovation Project
• Falsafah dan Isu Semasa
• Life Skills for Success & Well-Being / Bahasa Kebangsaan A
• Millennials in Malaysia: Team Dynamics & Relationship Management
• Penghayatan Etika dan Peradaban / Bahasa Melayu Komunikasi 2

*Students are requested to take Bahasa Kebangsaan A if they do not obtain a Credit for Bahasa Malaysia in SPM.
**All information is subject to change. Readers are responsible for verifying information that pertains to them by contacting the university.

Careers & Prospects

• Education Counsellor
• Content Developer
• Edupreneur
• Industry Advisor / Analyst
• Personal Financial Planning