Webinar 1: An Introduction to Course Design

LEARNING OUTCOMES

• Demonstrate the elements that need to be aligned in the design of a course.
• Explain the relationship between the learning outcomes for a course and the program.
• To make connections and relationships between the learner (our student) and the content used for learning.
• Understand how all the teaching parts fit together.
• Understand what is being assessed and why?
• Use the learning outcomes as a baseline guide for developing assessment criteria.

The first session of the project was on “Introduction to Course Design “conducted by Mr. Raja Rub Nawaz (Assistant Professor, Karachi University Business School). Participants from different universities attended the virtual session and actively interacted with the resource person. The webinar was conducted from January 31- February 4, 2022, for the faculty members of the participating universities, namely, Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar.

The session encompassed the components of a course design and their inter-connection. Mr. Raja elaborated on the combination and alignment of academic elements the relationship between learning outcomes, content, methodology, assessment, and evaluation criteria for a course and the study program.

Webinar 2: Higher Education Commission (HEC) Undergraduate Education Policy, 2020

LEARNING OUTCOMES

• The objectives of the Higher Education Commission (HEC) Undergraduate Education Policy (UEP), 2020.
• Designing the curriculum based on HEC UEP.
• General Education Requirements for Types of Degrees offered in Pakistan.
• Disciplinary Requirements for Types of Degrees offered in Pakistan.
• Practical Learning Requirements.
• Model General Education Courses to facilitate the fulfillment of the Gen Ed requirement of the UEP.

The second webinar titled “Higher Education Commission (HEC) Undergraduate Education Policy, 2020” was conducted by Prof. Dr. Bilal Sarwar, BUITEMS, Quetta. Faculty members from the participating universities (Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar) attended the virtual session and actively interacted with the resource person. The webinar was conducted from February 7 to February 11, 2022.

Undergraduate Education in Pakistan is going through a major paradigm shift with implementing the latest policy (UEP 2020). The Undergraduate Education Policy (UEP) 2020 provides the framework for enhancing graduates' competencies (knowledge, skills, professional behavior, and personal attributes). The UEP aims to raise the quality of undergraduate education to international standards so that graduates can succeed in life.

The session comprehended the HEC undergraduate education policy, and the participants were explained how to design the undergraduate curriculum for their respective departments aligned with the HEC UEP, 2020. The positive aspects of the policy were discussed during the session. Moreover, the hurdles in the implementation of the policy and suggestions for improvement were sought from the participants at the end of the session.

Webinar 3: Tertiary Teaching: Exploring Our Beliefs

LEARNING OUTCOMES

• Understanding the role of Student, Teacher, and society in shaping tertiary education.
• The challenges of tertiary teaching.
• What do the experts say regarding tertiary teaching methods?
• Synthesizing the multiple perspectives to devise focused solutions for some of the challenges of tertiary teaching.

The third webinar titled “Tertiary Teaching: Exploring Our Beliefs” was conducted by Dr. Ghina Saleem, Assistant Professor, and Chairperson, Department of Psychology, BUITEMS, Quetta. Faculty members from the participating universities (Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar) attended the virtual session and actively interacted with the resource person. The webinar was conducted from February 14 to February 21, 2022.

The virtual sessions covered the objectives of tertiary education and analyzed various teaching methods in this context. The cognitive and psychosocial dimensions of tertiary students were discussed; how this knowledge could play a significant role in developing realistic and effective curriculum as well as in shaping teaching methods to assist student learning.

Post formal stage of cognitive development, as well as identity development-related psychosocial stages, were discussed as reference points to study students' psychology at this stage of education. Teaching methods that could foster the development of post formal thinking, problem-solving ability, and flexibility were suggested.

A shift in evaluation from cognitive only skills, to broader personality development including both cognitive and attitude dimensions, were emphasized in order to meet the objectives of tertiary education. In the end, the role an academician can play in improving the standards of tertiary teaching was discussed.

Webinar 4: Teaching Case Study: Learning to Use a Case Study and Its Approaches to Case Teaching

The Case Study method of teaching and learning, adopted by universities globally, provides an important function but employing it effectively can often be a challenge. This course aims to explore different approaches to using case studies in group-based, participant-centered learning environments, and exploring good practices for case teaching and learning.

This introductory course is designed for teachers who want to incorporate cases within the teaching areas of their specific and specialized disciplines. The course also carries the knowledge for professionals involved in the development and management aspect of education wanting to make the most of case studies in their teaching and assessments.

LEARNING OUTCOMES

• Using a Case study, its reason, and logic.
• Analytical tools that help sort, organize, and reflect on the content of a case and use the concepts and frameworks taught in courses more effectively.
• Different approaches for Case Teaching.
• Pre-class preparation of classroom discussion of cases.
• Guidance on how to develop arguments about cases and express them that are logical, clear, and succinct.

On the 4th week of the program (February 21 to February 25, 2022), Mr. Raja Rub Nawaz conducted a series of sessions throughout weekdays on “Teaching Case Study: Learning to Use a Case Study and Its Approaches to Case Teaching”. Attendees from six universities from the province of Balochistan, Pakistan, Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar had an opportunity to attend the presentation and to enhance and extend their existing knowledge and learning concerning case teaching methodology within their respective academic focus.
The presentation encompassed learning outcomes highlighted as reason and logic for using a case study; employing tools to organize and reflect o content of a case; approaches to case teaching concepts and frameworks; pre-class preparation of case tutor for case discussion; and developing arguments by case tutor on cases and expressing them in a logical, coherent, and succinct way.
The nature of case study teaching sessions was kept at the introductory level especially considering a methodological approach in capacity building to establish a strong foothold and foundation based on concepts and frameworks. Likewise, the sessions also hinted at certain techniques where a professional and savvy academic teacher may make the most of those case teaching techniques and assessments.

Webinar 5: Design Thinking as a Medium to Provoke Strategic Thinking

Become a more effective, self-aware, and confident leader while developing action plans for personal leadership growth and leading change in your organization. Design thinking is an iterative process used to understand the user, challenge assumptions, and redefine problems to identify strategies and solutions that meet the need of the users. Design Thinking as a medium to Provoke Strategic Thinking (Driving Innovation) combines cutting-edge entrepreneurship and leadership development curriculum with a highly interactive online learning environment. The main aim of the session will be to Drive innovation: collaborate with thought leaders to identify opportunities for innovation. 

LEARNING OUTCOMES

• Discuss types of problems and identify where design thinking could be applied.
• Break down the various steps in the design thinking process and how to use them.
• Identify opportunities for innovation through design thinking.

The fifth session of the webinar series under the grant on “Design Thinking as a Medium to Provoke Strategic Thinking” was conducted virtually by Becky Howland, Program Manager & Academic Director, University of Massachusetts, Amherst, MA, U.S.A. Donahue Institute for the faculty members of the participating universities of the grant (Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar).

Webinar 6: Higher Education Commission (HEC) Revised Business Education Roadmap

LEARNING OUTCOMES

• Broad guidelines laid in the HEC Business Education Roadmap.
• The National Qualification Framework.
• Designing the curriculum based on HEC Business Education Roadmap.
• Requirements and Structure of the MBA program, Executive MBA Program, and BBA Program.

The sixth session of the webinar series under the grant, titled "Higher Education Commission (HEC) Revised Business Education Roadmap" was conducted by Prof. Dr. Bilal Sarwar, Department of Management Sciences, BUITEMS Quetta. Faculty members from the participating universities (Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar) attended the virtual session and actively interacted with the resource person.

The session started with a discussion on the National Qualification Framework of Pakistan (Pakistan Qualification Framework), and the objectives of the Pakistan Qualification Framework (PQF) were discussed in detail. Dr. Bilal deliberated on the requirements and duration of the Master of Business Administration (MBA) program for both the applicants having a Business and Non-Business background. Furthermore, the Executive MBA (EMBA) program details were also discussed. Finally, the Bachelor of Business Administration (BBA) requirements were discussed.

The course structure, core courses, and specialization/elective courses of MBA, EMBA, and BBA were also discussed in the webinar. The resource person took input regarding the mix of specializations and elective courses offered at their respective institutes, and deliberations were done to improve the curriculum. Dr. Bilal urged the Head of Departments to commence the MBA program at their universities to provide opportunities for native youth residing in their cities.

Webinar 7: Evaluating Your Teaching of Becoming a Reflective Practitioner

Reflective practice is strongly associated with learning in professional contexts such as teaching. It can be described as a learning tool that will synthesize, explain, make sense of, and ultimately develop meaning from experiences.
Reflecting is a valuable skill to have both during one’s education and as one moves on to the workplace. It helps the learner think about experiences, why things happened the way they did, and how to improve these experiences in the future.

LEARNING OUTCOMES

• Understand the role of reflective practice
• Recognize some models of reflective practice
• Understand the difficulties in ensuring that reflection leads to learning and develop strategies to ensure reflection supports development
• Working on your personal/academic development plan

The 7th session in the webinar series was conducted on “Evaluating Your Teaching of Becoming a Reflective Practitioner” from March 7 to March 11, 2022, by Ms. Sajjida Reza, Assistant Professor BUITEMS. The participants from Lasbela University of Agriculture, Water & Marine Sciences; Mir Chakar Khan Rind University; Sibi, University of Loralai; Balochistan University of Engineering & Technology, Khuzdar; University of Turbat; and the University of Gwadar attended the virtual session.

The session resource guided me through the complexities of workplace learning, the process, features, and stages of reflection, along with the characteristics of reflective learner and practitioner. Furthermore, a discussion was held on the exercise and adoption of reflective practice in professional life, focusing on the Professional Development Plan (PDP). The participants eagerly shared their insights and experiences and highlighted a need for a professional forum of reflective practitioners for faculty members.

Webinar 8: DESIGNING ASSESSMENT TASKS FOR ENTREPRENEURSHIP EDUCATION TO PROMOTE LEARNING

The Entrepreneurship course teaches students the process, knowledge and skills required for starting a new business. The skills that the students need to develop during the course are very different to those acquired in other courses in different study programs.
While most academic courses focus on developing inquiry/research and problem-solving skills, the Entrepreneurship course places a strong emphasis on writing and speaking skills and aims to improve the broader business, communication, and management skills that graduates need in order to succeed in starting a business enterprise.

LEARNING OUTCOMES

• Develop knowledge about the nature of student assessment practice in entrepreneurship education
• Understand general assessment practice issues and key considerations
• Outline a typology of entrepreneurship education and its different forms; learning outcomes; subjects; and, possible methods of assessment practice
• Working on your personal/academic development plan

“Designing Assessment Tasks for Entrepreneurship Education to Promote Learning” was the 8th session in the webinar series which was conducted from March 14 to March 18, 2022 and the resource person was Ms. Sajjida Reza, Assistant Professor, BUITEMS.
Globally, entrepreneurship education has grown rapidly. The session, keeping in view the dynamic demand, explored the current assessment practices of entrepreneurship educators. Its discourse delineated assessment practice framework in general and progressed to reflect on the different forms of entrepreneurship education by presenting a typology/framework. It identified different entrepreneurial outcomes that derived from different forms of entrepreneurship education to promote learning.
The participants from Lasbela University of Agriculture, Water & Marine Sciences; Mir Chakar Khan Rind University; Sibi, University of Loralai; Balochistan University of Engineering & Technology, Khuzdar; University of Turbat; and University of Gwadar attended the virtual session and discussed their views regarding the topic.

Webinar 9: Using Bloom’s Taxonomy to Write Effective Learning Objectives

Bloom's Taxonomy is a convenient way to describe the degree to which we want our students to understand and use concepts, demonstrate particular skills, and have their values, attitudes, and interests affected. Bloom’s taxonomy primarily provides instructors with a focus for developing their course learning outcomes.
Current educators frequently face a confusing array of standards and curriculum requirements. Bloom’s taxonomy offers a guiding framework for breaking these criteria down into accessible chunks which can be used to direct day-to-day lesson plans and can be easily compared to their own goals for the class. Bloom’s taxonomy can be used as a checklist to ensure that all levels of a domain have been assessed and align assessment methods with the appropriate lessons and methodologies.

LEARNING OUTCOMES

• What is Bloom’s Taxonomy and what are the different objectives and skills that educators set for their students?
• How Bloom’s taxonomy can help design a course?
• What is the difference between course level and lesson level objectives?
• How Bloom’s taxonomy works with learning objectives aligned with each level?
• What are the steps towards writing effective learning objectives?

The 9th webinar of the project was on “Using Bloom’s Taxonomy to Write Effective Learning Objectives” by Sir Raja Rub Nawaz, Assistant Professor, Karachi University Business School. Participants from Lasbela University of Agriculture, Water & Marine Sciences, Mir Chakar Khan Rind University, Sibi, University of Loralai, Balochistan University of Engineering & Technology, Khuzdar, University of Turbat, and the University of Gwadar attended the virtual session and actively interacted with the resource person.

Webinar 10: Adopting Outcome Based Education (OBE) in Business Schools

LEARNING OUTCOMES

• Understand the importance of Outcome Based Education
• Understand the concept of Outcome Based Education
• Understand and design the Program Educational Objectives (PEOs)
• Understand and design Program Learning Outcomes (PLOs)
• Understand and design the Course Learning Outcomes (CLOs)

The 10th webinar was conducted on the 4th of April by Dr. Bushra Naeem, Associate professor, department of Information Technology BUITEMS. The webinar was themed on the Adoption of Outcome Based Education for Business Schools. Outcome Based Education (OBE) is a process that involves assessment and evaluation practices in education to reflect the attainment of expected learning and show mastery in the program area. It is an educational approach that focuses on the graduate attributes or outcomes after completing an academic program. In OBE, all graduating students must meet program outcomes at the end of their degree programs. An example of OBE and non-OBE based outcomes is presented below:

Non-Outcome Based Education: The objective of this unit is to introduce/teach the basic concepts of Engineering Ethics

Outcome Based Education: At the end of this unit students will be able to describe four principles of Engineering Ethics

The webinar also focused on drafting/ revisiting the vision and mission of the institute and the program along with its mapping to the program learning outcomes (PLOs) and Course Learning Outcomes (CLOs). To explain the processes in the OBE system, the important terms, key performance indicators (KPIs), assessment methods, and a case study of Bahria University Karachi Business School were presented.
The participants from Lasbela University of Agriculture, Water & Marine Sciences; Mir Chakar Khan Rind University; Sibi, University of Loralai; Balochistan University of Engineering & Technology, Khuzdar; University of Turbat; and the University of Gwadar attended the webinar.