Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER

No. _______
Series of 2016

SUBJECT: REVISED POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SCIENCE IN

BUSINESS ADMINISTRATION
-----------------------------------------------------------------------------------------------------------------------
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the
“Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system
as advocated under CMO 46 s. 2012, and by virtue of Commission en banc Resolution No.
___________ dated __________________ the following policies, standards and guidelines
(PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I
INTRODUCTION
Section 1. Rationale
Based on the Guidelines for the Implementation of CMO 46 s 2012, this PSG
implements the “shift to learning competency-based standards/ outcomes-based
education.” It specifies the ‘core competencies’ expected of BS Business
Administration graduates “regardless of the type of HEI they graduate from.”
However, in “recognition of the spirit of outcomes-based education and of the
typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the
curriculum in line with the assessment of how best to achieve learning outcomes in
their particular contexts and their respective missions”

ARTICLE II
AUTHORITY TO OPERATE
Section 2. Government Recognition
All private higher education institutions (PHEIs) intending to offer BS Business
Administration must first secure proper authority from the Commission in accordance
with these PSGs. All PHEIs with an existing BS Business Administration program are
required to shift to an outcomes-based approach based on these PSGs and must
secure approval for such a shift. State universities and colleges (SUCs), and local
colleges and universities should likewise strictly adhere to the provisions in these
policies and standards.

ARTICLE III
GENERAL PROVISIONS

Section 3. The Articles that follow give minimum standards are as expressed as a minimum set of
desired program outcomes which are given in Article IV Section 6. The curriculum was
designed to attain such outcomes. This curriculum is shown in Article V Section 9 as a
sample curriculum. The number of units of the curriculum is hereby prescribed as the
“minimum unit requirement” under Section 13 of RA 7722. In designing the

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 curriculum, a curriculum map was employed which is shown in Article V Section 10 as
a sample curriculum map.

Using a learner-centered/outcomes-based approach, appropriate curriculum delivery

methods was determined as shown in Article V Section 11. The sample course syllabi
given in Article V Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, the physical resource
requirements for the library, laboratories and other facilities and the human resource
requirements in terms of administration and faculty was also determined . These are
presented in Article VI

Section 4. The HEIs are allowed to design curricula suited to their own contexts and missions
provided that they can demonstrate that the same leads to the attainment of the
required minimum set of outcomes, albeit by a different route. In the same vein, they
have latitude in terms of curriculum delivery and in terms of specification and
deployment of human and physical resources as long as they can show that the
attainment of the program outcomes and satisfaction of program educational
objectives can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education
(OBE) and the Institutional Sustainability Assessment (ISA) as guides in making their
submissions for Sections 19, 20, 21 and 22 of Article VII.

ARTICLE IV
PROGRAM SPECIFICATIONS
Section 5 Program Description

5.1 Degree Name

The degree program herein shall be called Bachelor of Science in Business
Administration (BSBA). Higher Education Institutions (HEIs) offering the Bachelor
of Science in Commerce (BSC) shall likewise adopt the “Bachelor Science in
Business Administration” (BSBA). The BSBA program includes five major areas
namely: Human Resource Development Management, Marketing Management,
Financial Management, Operations Management and Business Economics.

a. Bachelor of Science in Business Administration Major in Human Resource

Management (HRM)

The Human Resource Development Program aims to prepare the graduate for
a career in the field of Human Resource Management in various corporations
whether in the manufacturing, marketing and service sectors, or in the
different types of industries such as pharmaceutical, semi-conductor, food and
beverage, banking industries and other types of organization.

Built into the program is the normal evaluation of Human Resources (HR)
profession on the various stages of development of an enterprise. At the
infancy stage of a company, the HR organization is limited to perform the
traditional functions in personnel management. As it grows, HR gets involved
in the administrative processes to ensure that policies, systems and
procedures are in place to have consistency and order in handling and
managing people. Thereafter, HR assists line managers in the acquisition and
development of skills and competencies of employees before it engages in the

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 more strategic directions of making its employees more competitive in the
business environment given global competition.

b. Bachelor of Science in Business Administration Major in Marketing

Management (MM)
The Marketing Management program prepares the students to be responsive
to the total environment by providing technical skills and competencies in the
areas of marketing. Theory is blended with practicum activities to give the
students a broad and enriched base for career in marketing.
.
c. Bachelor of Science in Business Administration Major in Financial
Management (FM)
The Financial Management program aims to equip the students to with a
strong foundation on theory, principles and concepts, as well as analytical
tools and perspectives that would provide a sound and competitive basis for
financial decision making.

The program requires high levels of dynamism and commitment from the
students. The students will work in depth in each course through proper
balancing of finance theory and research literature with the practical aspects
of financial management.

The program aims to produce graduates for careers in financial department of

general businesses, investment banking firms, broker-dealer firms,
management consulting firms, various departments of commercial banks and
other financial institutions, central banks and international financial
institutions.

d. Bachelor of Science in Business Administration Major in Operations

Management (OM)
The Operations Management program prepares the students for the
acquisition of competencies and skills needed as managers in manufacturing
and service oriented businesses. It focuses on managing the processes to
produce and distribute products and services. Major overall activities often
include product creation, development, production and distribution.
Operations Management covers all operations within the organization and
related activities including managing purchases, inventory control, quality
control, storage, logistics and evaluation. A great deal of focus is on efficiency
and effectiveness of processes.

Operations management often includes substantial measurement and analysis

of internal processes. Ultimately, the nature of how operations management
is carried out in an organization depends very much on the nature of products
or services in the organization.

e. Bachelor of Science in Business Administration Major in Business Economics

(BE)

The program envisions developing the student’s analytical thinking skills and
preparing him to be responsive to the current economic issues affecting
business environment. The economics theories acquired through various
academic exercises coupled with practicum on-the-job training activities are
expected to increase the number of experts in the field of Business Economics.

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5.2 Nature of the Field of Study
The Business Administration program can be an integrated approach in developing
interrelationship among the functional areas of business as well as sensitivity to the
economics, social, technological, legal and international environment in which
business must operate. The objective of the program is not simply to impart basic
business knowledge, but to instill and nurture important qualities and skills in our
students that are essential for future business leadership and organization success.

It is an interdisciplinary and problem-focused program comprised of three

integrated elements: basic business, business core and professional courses. Each
business major consists of courses designed to develop the critical thinking and
analytical information/communication technology skills, human relation,
communication, quantitative and computer skills needed by the graduates to
successfully serve as leaders in business organizations. The program also addresses
contemporary organizational issues such as global competition, continuous quality
improvement, good governance, and the relationship between organizations and
various environmental forces which are key components of a global economy.

A distinctive feature of the program is that the majority of upper-level courses

include a practical project component, offering the opportunity to apply the
problem-solving theories and concepts learned in the classroom to real situations.
Extensive opportunities are available for students to meet business professionals
and gain practical experience.

5.3 Program Goals (Program Goal will be the expected outcomes of the graduates within 3
to 5 years of graduation that will included in the assessment).
 Equip the students with complete understanding of the concepts, principles and
the theories of Business Administration
 Help the students to seek employment and assume entry-level jobs or positions
of responsibility as financial analyst, financial manager, or executive.
 Prepare the students to pursue a teaching career or graduate studies in business
and management.

5.4 Specific Professions, careers, occupations for BSBA graduates

People Management Marketing Management
Management Trainee in Human Management Trainee in Marketing
Resource Marketing Assistant
Office Assistant Account Executive
Administrative Assistant Merchandising
Human Resource Assistant PR/ Advertising Assistant
Executive Assistant Service Crew
Entrepreneur Customer Service Agent/
Recruitment Assistant Representative
Compensation Assistant Junior Sales Trainer
Benefits Assistant Receptionist
Training and Development Entrepreneur
Product/Brand/Assistant
Order/Billing Assistant
Financial Management Operations Management
Management Trainee in Finance Management Trainee in Operations/
New Account Personnel Production
Credit and Collection Assistant Operations Management Assistant

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 Credit Analyst Technical Staff
Treasury Assistant Warehouse Assistant
Entrepreneur Inventory Assistant
Order/Cashier Project Assistant
Trader/Stock Logistics Management Personnel
Financial Analyst Stock Personnel
Entrepreneur
Business Economics Knowledge Management with
Management Trainee specialization in Service Management/
Research Assistant Business Analytics
Field Researcher
Corporate Planning Analyst
Entrepreneur
Trader/Stock

5.5 Allied Fields.

Business Administration is functionally closely related to the fields of entrepreneurship,
management, marketing, operations, human resources management, finance, economics,
agribusiness, industrial psychology, hotel and restaurant management, office
administration, and all programs that involve business and management processes.

Section 6. Program Outcomes

The minimum standards for the Bachelor of Science in Business Administration
program are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools

The graduates have the ability to:

6.1.1 Articulate and discuss the latest developments in the specific field of
practice. (PQF level 6 descriptor)
6.1.2 Effectively communicate orally and in writing using both English and Filipino.
6.1.3 Work effectively and independently in multi-disciplinary and multi-cultural
teams. (PQF level 6 descriptor)
6.1.4 Act in recognition of professional, social, and ethical responsibility.
6.1.5 Preserve and promote “Filipino historical and cultural heritage”. (based on
RA 7722)

6.2 Common to the Business and Management discipline.

A graduate of a business or management degree should be able to:

6.2.1 Perform the basic functions of management such as planning,
organizing, leading and controlling.
6.2.2 Apply the basic concepts that underlie each of the functional areas of
business (marketing, finance, human resources management,
production and operations management, information technology, and
strategic management) and employ these concepts in various business
situations.
6.2.3 Select the proper decision making tools to critically, analytically and
creatively solve problems and drive results
6.2.4 Express oneself clearly and communicate effectively with stakeholders
both in oral and written forms.

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 6.2.5 Apply information and communication technology (ICT) skills as required
by the business environment.
6.2.6 Work effectively with other stakeholders and manage conflict in the
workplace.
6.2.7 Plan and implement business related activities.
6.2.8 Demonstrate corporate citizenship and social responsibility
6.2.9 Exercise high personal moral and ethical standards

6.3 Specific to the Business Administration program

A graduate of a business administration degree should be able to:
6.3.1 Analyze the business environment for strategic direction
6.3.2 Prepare operational plans
6.3.3 Innovate business ideas based on emerging industry
6.3.4 Manage a strategic business unit for economic sustainability

6.4 Common to a horizontal type as defined in CMO 46 s 2012

A graduate of a business administration degree should be able to:
6.4.1 For professional institutions: demonstrate a service orientation in one’s
profession
6.4.2 For colleges: to participate in various types of employment, development
activities, and public discourses particularly in response to the needs of
the communities one serves
6.4.3 For universities: generate new knowledge using research and development
projects

Graduates of State Universities and Colleges must, in addition, acquire the

competencies to support “national, regional and local development plans.” (RA
7722)
A Private Higher Education Institution, at its option, may adopt mission-related
program outcomes that are not included in the minimum set.

Section 7. Sample Performance Indicators

Performance Indicators are specific, measurable statements identifying the performance(s)

required to meet the outcome, confirmable through evidence.\
7.1 Prepare a leadership assessment instrument with evaluation of the suitability of
the professionals
7.2 Analyze how foreign and domestic businesses formulate strategies and operate
globally.
7.3 Explain indicators for business possibilities
7.4 Demonstrate analytical skills in opportunity seeking
7.5 Prepare a business development plan analysis
7.6 Create strategic plan, operations plan and feasibility study for deployment
7.7 Develop a marketing plan with strategies, including advertising, personal selling,
sales promotion, public relations and publicity
7.8 Design the quality management system and operating procedures of the
organization
7.9 Use the most appropriate type of organization for the enterprise
7.10 Develop the financial aspects of the project
7.11 Prepare financial reports
7.12 Comply with documentary requirements for business start-up and existing
organizations

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 7.13 Acquire resources according to the time line indicated in the strategic plan,
operations plan, and feasibility study
7.14 Utilize information by applying a variety of business and industry standard
software/ hardware and ICT tools to key business functions
7.15 Deploy the strategic plan, operations plan and feasibility study to cope with the
global challenges of a business enterprise/organization.

Table 1. Sample of Program Outcomes and Indicators common to all Graduates of business or
management degree:
Program Outcomes Performance Indicators

Demonstrate corporate and Social Propose social responsibility strategies and

responsibility compliance action plan for a business.

Perform the basic functions of Prepare comprehensive strategic business

management such as planning, plan
organizing, staffing, directing, leading
and controlling
Apply information and communication Prepare a social media marketing plan.
technology (ICT) effectively and
efficiently
Work effectively with other Conduct a planning and problem solving
stakeholders and manage conflict in meeting to resolve issues related to a planned
the workplace business event.

Select the proper decision tools to Apply appropriate quantitative tools to address a
critically, analytically, and creatively business case problem
solve problems and drive results

Table 2. Sample of Program Outcomes and Indicators for Graduates of BS Business Administration
Program Outcomes Performance Indicators

Analyze the business environment for Prepare market needs analysis

strategic direction

Prepare operational plans Prepare product/service specifications plan

Innovate business ideas based on Formulate compensation and incentive policies

emerging industry Formulate supplier support policies

Manage a strategic business unit for Prepare environment impact and mitigation plan
economic sustainability

ARTICLE V
CURRICULUM
Section 8 Curriculum Description

The curriculum for BSBA covers a balance treatment of functional areas in human resource
management, marketing, finance, operations and economics. It broadens the knowledge
and skills in both oral and international business environment.

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 The 119 units are broken down into the following components:

Minimum Units
Courses
Prescribed
1. General Education (GE) Courses 36
2. NSTP 6
3. Physical Education (PE) courses 8
Sub-total 50 units

Minimum Units
Courses
Prescribed
4. Common Business and Management Courses (CBMEC)
 Operations Management (TQM)
 Strategic Management 6
5. Business Administration Core (including International Trade
Agreements and Feasibility Study) 21
6. Professional Concentration 24
Electives 12
Internship (600 hrs.) 6
Sub-total 69
Total including GE, NSTP and PE 119 units

The subjects under the General Education (GE) Courses are as per CHED Memorandum
No. 20 series of 2013.

This curriculum is vertically aligned with the Accounting and Business Management
(ABM) strand of the senior high school academic track.

For students who did not take the ABM academic strand, HEIs should offer bridging
courses such as the specialization courses in K-12 ABM strand, but not limited to said
courses to make them at par with those who have taken the ABM academic strand and
comply with K-12 requirements

New program offerings under Business and Management cluster (allied) must offer the 6
units common business and management courses.

The HEIs may be allowed to credit subjects /course taken by students abroad provided
they have the same required number of units and course description.

Section 9. Sample Curriculum

9.1 General Education, NSTP and Physical Education Courses

These courses can significantly prepare the students as they transition from high
school to tertiary education and pursue professional level of education. This
component of business administration education is purposefully designed to
strengthen four (4) important learning outcomes or competencies:

8
  Communication skills – Ability to write and speak clearly and persuasively,
gather evidence and construct a coherent argument; shape speech and writing
to the nature of one’s audience.

 Logical and critical thinking – Ability to analyze, synthesize and evaluate

information and ideas from multiple perspectives; differentiate between
objective information and subjective points of view and identify ways of
making provisional judgments.

 Quantitative reasoning and computer literacy – Development of quantitative

reasoning in mathematics or statistics combined with a basic computer
literacy which is essential in contemporary technological society.

 Accounting technician skills - Recording and summarizing financial

information using a computer and performing specialized accounting skills
such as working independently in accounts receivable, accounts payable, and
payroll.

A broad general education can significantly contribute to the acquisition of

professional skills. This component of the curriculum focuses on the development
of non-professional knowledge, intellectual skills, personal skills, interpersonal
and communication skills. A good foundation of general education, although not
an end in itself, is one way of helping students become broad-minded individuals
who think and communicate effectively and who have the basis for conducting
inquiry, carrying out logical thinking and undertaking critical analysis. This
foundation will enable students to make decisions in the larger context of society,
to exercise good judgment and professional competence, to interact with diverse
groups of people, to think globally, and to begin the process of professional
growth. The acquisition of these skills is more important than the way in which
they are learned.

Minimum Units
Courses
Prescribed
1. General Education (GE) Courses 36
2. NSTP 6
3. Physical Education (PE) courses 8

Total 50 Units

The 36 units of GE Core Courses include:

1. Understanding the Self

2. Readings in Philippine History
3. The Contemporary World
4. Mathematics in the Modern World
5. Purposive Communication
6. Art Appreciation
7. Science, Technology, and Society
8. Ethics
9. Rizal’s Life and Works (as mandated by law)

9
The GE Electives are:
1. Mathematics, Science & Technology
2. Social Science and Philosophy
3. Arts & Humanities

9.2 Core Business and Management Education Courses

These courses cover all the major functional areas of business, and provide the
foundational knowledge of the environment and the context in which a graduate
of BSBA work.
COURSES Course No. OF UNITS
Outcomes
LEC LAB Total
Operations Management (TQM) 3 3
Strategic Management 3 3
total 6

9.3 Business Administration Core Courses

These courses consist of the four functional areas of business. A student of
business and management has to have basic knowledge on these four functional
areas.
COURSES Course No. OF UNITS
Outcomes
LEC LAB Total
1. Basic Microeconomics (Eco) 6.3.1 3 3
2. Business Law (Obligations and 6.3.4 3 3
Contracts)
3. Taxation (Income Taxation) 6.3.4 3 3
4. Social Responsibility 6.3.3 3 3
5. Human Resource Management 6.3.2 3 3
6.International Business Agreements 6.3.1, 6.3.3 3 3
7. Feasibility Study 6.3.1, 6.3.2, 3 3
6.3.3, 6.3.4
total 21 21

9.4 Professional Concentration (including feasibility study)

The following are the professional courses of the BSBA curriculum. These courses
lay the fundamental concepts that every business administration student has to
know in the field of business.

HEIs may enhance the curriculum by providing electives based on the vision and
mission of the college or school. A school may offer other electives that may help
a student pursue his or her specialization.

COURSES No. OF UNITS

LEC LAB Total
1. Human Resource Management 30
Administrative and Office Management 3 3
Labor Law and Legislation 3 3
Recruitment and Selection 3 3
Training and Development
Compensation Administration 3 3
Labor Relations and Negotiations 3 3

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 Strategic Human Resource Management 3 3
Organizational Development 3 3
Practicum/Internships 600hrs. 6

COURSES No. OF UNITS

LEC LAB Total
Suggested Electives 15
Marketing Management 3 3
Special Topics in Human Resource Management 3 3
Management 3 3
Production Operations Management 3 3
Managerial Accounting 3 3
Entrepreneurial Management 3 3
Logistics Management 3 3
Environmental Management 3 3
Global/International Trade 3 3
Project Management 3 3

COURSES No. OF UNITS

LEC LAB Total
2. Marketing Management 30
Professional Salesmanship 3 3
Marketing Research 3 3
Marketing Management 3 3
Distribution Management
Advertising 3 3
Product Management 3 3
Retail Management 3 3
Strategic Marketing Management 3 3
Practicum/Internship 600 hrs. 6

COURSES No. OF UNITS

LEC LAB Total
Suggested Electives 15
Consumer Behavior 3 3
Sales Management 3 3
International Marketing 3 3
Franchising 3 3
E-Commerce and Internet Marketing 3 3
Entrepreneurial Management 3 3
Direct Marketing 3 3
Services Marketing 3 3
Industrial/Agricultural Marketing 3 3
Cooperative Marketing 3 3
New Market Development 3 3
Strategic Marketing Management 3 3
Environmental Marketing 3 3
Special Topics in Marketing Management 3 3

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 COURSES No. OF UNITS
LEC LAB Total
3 Financial Management 30
Financial Management 3 3
Financial Analysis and Reporting 3 3
Banking and Financial Institutions 3 3
Monetary Policy and Central Banking 3 3
Investment and Portfolio Management 3 3
Credit and Collection 3 3
Capital Market 3 3
Strategic Financial Management 3 3
Practicum/ Internship 600 hrs. 6

COURSES No. OF UNITS

LEC LAB Total
Suggested Electives 15
Public Finance 3 3
Cooperative Management 3 3
Entrepreneurial Management 3 3
Treasury Management 3 3
Special Topics in Financial Management 3 3
Risk Management 3 3
Security Analysis 3 3
Behavioral Finance 3 3
Franchising 3 3
Financial Controllership 3 3
Mutual Fund 3 3
Venture Capital 3 3
Global Finance with Electronic Banking 3

COURSES No. OF UNITS

LEC LAB Total
4. Operations Management 30
Operations Management 3 3
Inventory Management and Control 3 3
Project Management 3 3
Cost Accounting 3 3
Logistics Management 3 3
Productivity and Quality Tools 3 3
Facilities Management 3 3
Strategic Operations Management 3 3
Practicum/Internship 600 hrs. 6

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 COURSES No. OF UNITS
LEC LAB Total
Suggested Electives 15
Marketing Management 3 3
Managerial Accounting 3 3
Entrepreneurial Management 3 3
Balanced Scorecard 3 3
Global/International Trade 3 3
Financial Management 3 3
Environmental Management 3 3
Operations Research 3 3
Configuration Management 3 3
Special Topics in Operations Management 3 3
Management Information System 3 3
Enterprise Resource Planning 3 3

COURSES No. OF UNITS

LEC LAB Total
5. Business Economics 30
Basic Macroeconomics 3 3
History of Economic Thoughts 3 3
Advanced Microeconomics 3 3
Advanced Macroeconomics 3 3
Managerial Economics 3 3
International Economics 3 3
Project Development Management 3 3
Strategic Corporate Development 3 3
Practicum/Internship 600 hrs. 6

COURSES No. OF UNITS

LEC LAB Total
Suggested Electives 15
Economic Development 3 3
Mathematical Economics 3 3
Economic Statistics 3 3
Current Economic Issues 3 3
Operations Research 3 3
Industrial Economics 3 3
Monetary and Fiscal Economics 3 3
Economic Research 3 3
Labor Economics 3 3
Environmental Economics 3 3
Agricultural Economics 3 3
Entrepreneurial Management 3 3
Special Topics in Business Economics 3 3

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9.5 Sample Program of Study
FIRST YEAR
1st Semester
Courses Lecture Laboratory Units

GE1 3 3
GE2 3 3
GE3 3 3
GE4 3 3
PE 1 2 2
NSTP 3 3
Sub Total 15 15

2nd Semester
Courses Lecture Laboratory Units
GE 5 3 3
GE 6 3 3
GE-7 3 3
GE- 8 3 3
PE 2 2 2
NSTP 3 3
Sub Total 15 15

SECOND YEAR
First Semester
Courses Lecture Laboratory Units
GE9 3 3
GE-10 3 3
GE11 3 3
BA core course 1 3 3
Prof. 1 3 3
PE 3 2 2
Sub Total 17 17

Second Semester
Courses Lecture Laboratory Units
GE12 3 3
BA Core courses 2 3 3
BA core course 3 3 3
Prof. 2 3 3
Prof 3 3 3
PE 4 2 2
Sub Total 17 17

THIRD YEAR
First Semester
Courses Lecture Laboratory Units
CBMEC -Strategic Management 3 3
BA core course 4 3 3
BA core course 5 3 3
BA core course 6 3 3

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 Prof 4 3 3
Prof 5 3 3
Sub Total 18 18

Second Semester
Courses Lecture Laboratory Units
BA Core Courses 7 3 3
CBMEC-Operations Management (TQM) 3 3
Prof 5 3 3
Prof 6 3 3
Elective 1 3 3
Sub Total 15 15

FOURTH YEAR
First Semester
Courses Lecture Laboratory Units
Prof 7 3 3
Prof 8 3 3
Elective 2 3 3
Elective 3 3 3
Sub Total 12 12

Second Semester
Courses Lecture Laboratory Units
Elective 4 3 3
Practicum/Work Integrated Learning 6 6
Sub Total 3 6 9

Section 10.Sample Curriculum Map

Core Business and Program Outcomes Common to the Business and

Management Management discipline.
Education Courses
6.2.2

6.2.3

6.2.4

6.2.5

6.2.6

6.2.7

6.2.8

6.2.9
(CBMEC)
62.1

Operations
P P L P P P P P P
Management (TQM)
Strategic Management
L P P P P P P P P

Program Outcomes Specific to a sub-discipline and

Business Administration Core
a major
Courses
6.3.1 6.3.2 6.3.3 6.3.4
1.Basic Microeconomics (Eco)
L L L L

2. Business Law (Obligations

L L P O
and Contracts)

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 3. Taxation (Income Taxation)
L P P P

5. Human Resource
L P P P
Management
6. International Business
L P P P
Agreements
7. Feasibility Study
P O O O

• Maps out courses vs. program outcomes

• Used to validate if there is a match between desired outcomes (competencies) and the
content of programs
• Indicates whether the courses:
• L – Facilitate LEARNING of the competencies (input is provided and competency is
evaluated)
• P – Allow student to PRACTICE competencies (no input but competency is evaluated)
• O – Provide OPPORTUNITY for development (no input or evaluation, but there is
opportunity to practice the competencies)

Section 11. Sample Means of Curriculum Delivery

11.1 Lecture - Presentation segments with embedded interactive experiences such as
question and answer sessions.

11.2 Demonstration - Faculty members show how a skill should be performed after which
students are observed as they perform a learning outcome.

11.3 Discussion - Formal or informal interaction on selected topics, usually primed by leading
and/or open-ended questions.
a. Class discussion: The faculty member serves as facilitator, prompting and probing
to ensure the discussion remains focused and objectives are met.
b. Discussion Panel: Students or experts focus on one issue and varying views or
aspects are raised.

11.4 Management Games - Competitive activity based on course content. Moderate

competition enhances performance. Often used for content reinforcement and skill
practice. Can also be used to strengthen critical thinking in games where strategies must
be developed to solve problems.

11.5 Collaborative Learning – Students work in small groups to complete a specific task or to
work together over time to complete various assignments. The most productive
collaborations involve a fair division of labor and relevant and complex projects that
cannot be completed by an individual alone. Interdependence is required.

11.6 Literature Review – Students read and reflect on articles in the professional journals in
order to become familiar with the current research.

11.7 Student Presentations - Research shows peer teaching is an active learning strategy that
results in significant gains in learning. Students practice professional roles and improve
communication skills.

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11.8 Case Study /Discussion Method - An open ended story or case study provides a vehicle
for analysis, criticism, and reaching conclusions.

11.9 Multimedia Instruction - Integrating varying formats such as lecture, text, graphics,
audio, video, Web resources, projection devices, and interactive devices in a lesson.
Increases motivation, alertness, and can improve the quality of student responses.
Simultaneous presentation using multiple formats allows students to learn using multiple
senses.

11.10 Problem Solving - Problems common to a discipline are integrated in scenarios to allow
students to strengthen creative and critical thinking. Problem solving is the most
independent of learning methods that empowers the students to initiate their own
learning. The learner sequences action steps that will lead to the correct solutions. The
teacher therefore must assume the role of the facilitator, and be prepared to provide
students with feedback rather than solutions.

a. Brainstorming - Used most often with groups, brainstorming is a technique for

refining the definition of a problem, generating multiple solutions to a problem
or multiple designs for developing something new, and to identify possible
threats to the solutions and designs. It promotes creative and critical thinking.
b. Change the Rules - Rarely do circumstances stay the same for long in the real
world. Integrating changes in a problem scenario during the solution timeframe
provides necessary experience with responding to new information.

11.11 Simulation
a. Computer-based - Interactive: Computerized model or scenario.
b. Role Plays - Students assume one of the characters in a simulated situation in
order to experience different points of view or positions.

11.12 Role-Playing - Each student takes the role of a person affected by an issue and studies the
impacts of the issues on human life and/or the effects of human activities on the world
around us from the perspective of that person. More rarely, students take on the roles
of some phenomena, such as part of an ecosystem, to demonstrate the lesson in an
interesting and immediate manner. The instructor needs to decide the context for the
exercise and the role(s) that the students will play. If the students are taking human
roles, the context is generally a specific problem such as global warming or dealing with
an active volcano.

11.13 Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify processes with
flow charts. Implementation Suggestions:
a. useful as part of lectures
b. useful as a student assignment to verify their understanding of complex
learning.

11.14 Immersion Environments - Students are placed within a setting or situation in which they
exclude all else from their experiences. If they are immersed in a language, they speak,
hear, write, and read only that language. If they are immersed in a work setting and
assigned a role there, they become that role and their communications and actions
comply with that role.

11.15 Portfolio - Collecting, organizing, reflecting upon and publishing a variety of student work
including papers, presentations, videos, and images.
 ePortfolio - Collecting materials (artifacts/evidence) in a digital file.

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 11.16 Podcasting
a. Audio: Using mp3 compression to make audio files small enough to be
broadcast, downloaded, or emailed by instructors and students. Files may
include lectures or verbal feedback regarding assignments.
b. Enhanced: Combining images, such as PowerPoint, and audio, such as instructor
voice over, which are compressed and viewable on a computer or photo/video
iPod.
c. Video: Digital video, such as classroom lectures or interviews with experts,
which are compressed and viewable on a computer or video iPod.

11.17 Video-conferencing – Point-to-point or point-to-multipoint discussions using a digital

format.

11.18 Web-based Instruction - Using Web resources to support learning.

a. blogs
b. building a Website
c. discussion boards
d. online testing and quizzes
e. research
f. virtual tours
g. web-streaming
h. wikis

Education programs need to include reflection when students are required to consider an
experience, what went well, what did not work and what approach should be taken in the future
in similar circumstances.

Delivering all of these teaching methods in a purely academic environment is not the only
solution. Integration of education and practical experience can bring benefits by drawing on
work-based examples to enable students to apply knowledge. A well-designed program of on-
the-job training can deliver many of the required experiences. Supervisors, mentors and others
involved in practical experience may need to be trained in the most effective way of planning
practical experience.

Other learning methods include:

a. Working in groups and in-office environments;

b. Integration of professional knowledge, professional skills, and professional values, ethics and
attitudes across topics and practice in problem solving; and
c. Reflection and post-implementation work reviews as a means of learning.

Section 12. Sample Syllabi for Selected Business Administration Courses (Please refer to Annex
A)

Section 13. Curriculum Standards

In implementing the minimum curricular standards, certain important implications
should be kept in mind. These are:

13.1 The standards are intended to be flexible rather than restrictive. They provide
a general framework within which each institution should design and develop
a curriculum in the context of institutional strength, priorities, and
commitment.

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13.2 The standards are the minimum required of schools authorized by CHED to
offer the B.S. Business Administration Program. Higher standards are
expected to be implemented by schools with deregulated status and those
designated as Centers of Excellence (COE) and Centers of Development (COD)
in Business and Management Education.

13.3 Curriculum development is a dynamic and continuing process. Accounting

education should not only keep pace with current realities but should
anticipate changes that may take place in business and the management
profession. The school should make provision for periodic re-examination
and research to avoid curriculum obsolescence, preferably once every two to
three years.

13.4 Curriculum content should be carefully selected so that the available time
and resources are effectively utilized and only the appropriate and pertinent
subject areas are included.

13.5 Correlation and integration of the different courses of study are essential to
an effective educational program as well as to optimal student achievement.

13.6 The qualitative rather than the quantitative factors of education should be
emphasized. The excellence of teaching, quality of students, broadening
effect of the total curriculum, along with the development of integrity,
professional attitudes, and a continuing desire to learn are more important
than course labels, unit requirements, or subject groupings.

13.7 The curriculum for BSBA program should be consistent with the school’s
philosophy, mission and vision statement.

13.8 The curricular requirement for BSBA should follow the minimum number of
units prescribed by herein.

13.9 The school is free to enhance and to follow different patterns and modalities
based on the needs of its clientele.

13.10 As a general rule, subjects offered as a three (3) unit courses should have an
equivalent of a minimum of 18 contact hours per unit. No subject offered in a
semester should exceed six (6) units.

13.11 New programs offerings under Business and Management cluster (Allied)
must offer all Common Business and Management Courses (CBMEC-6 units).

13.12 HEIs who wish to offer additional or new major/professional concentration

not covered by the CMO must have a level III accreditation in BSBA or any
related undergraduate business programs.

13.13 Access to computers and multi-media materials as well as the Internet should
be provided both to faculty members and students

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 ARTICLE VI
REQUIRED RESOURCES
Sec. 14 Administration
14.1 Dean or the Director of the program

The minimum qualifications of the head of the unit that implements the degree
program are the following:

A. The Dean or the Director of the program must be:

 A Filipino Citizen;
 Holder of at least a doctoral degree in Business
Administration/Management and a Master’s degree in any related field; or a
doctorate degree in any related field and a Masters degree in Business
Administration/Management and Bachelor’s degree in any related field.
 At least five (5) years’ teaching experience at the tertiary level;
 At least five (5) years’ experience in administrative or supervisory capacity in
an educational institution or a business enterprise.

B. The general functions and responsibilities of the Dean or Director of the

program are to:
 Exercise academic leadership;
 Adopt curricular programs attuned to current trends and developments
in education and to practices of the profession;
 Maintain linkages with relevant industry and academic entities or
organizations;
 Promote research and scholarly pursuits.

C. The Dean/Department Chair must be a full-time administrator.

D. The teaching load of the Dean/Director should not exceed twelve (12) units per
term/semester.

14.2 Chairs or Coordinators

The chairs or coordinators may be appointed to help in the administration of specific
fields or disciplines in the program and should possess the following qualifications:
 A Filipino Citizen;
 Holder of at least a doctoral degree in Business
Administration/Management and a Master’s degree in any related field; or
a doctorate degree in any related field and a Masters degree in Business
Administration/Management and Bachelor’s degree in any related field;
 At least five (5) years’ experience in administrative or supervisory capacity in
an educational institution or a business enterprise.

Section 15. Faculty

15.1 Qualifications

Faculty handling professional courses should possess any of the following:

a. A holder of Master’s degree in Business Administration/ Management;
b. A minimum of three (3) years’ work experience that is directly relevant to the
course being taught and a Bachelor’s degree in any field in cases where the
above academic degree requirements are not met (e.g. 3 years’ work experience
as a Brand Manager for a faculty member teaching Principles of Marketing,
regardless of his undergraduate degree.).

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15.2 Faculty Requirements

The faculty members should possess the educational qualifications, professional

experience, valid professional licenses and teaching ability for the successful
conduct of a school’s program(s) and

a. At least 75% of all business and professional courses must be taught by faculty
with the appropriate graduate degrees, at least one third of which (25%) should
be taught by faculty with appropriate doctoral degrees.

a. At least thirty five percent (35%) of general education courses in the program
should be taught by faculty members with appropriate master’s degrees.( to
check the 35% requirements for faculty)

b. All faculty members teaching accounting courses should be CPA’s. All taxation
subjects should be handled by either CPA’s or lawyers while business law
courses should be handled by lawyers.

15.3 Percentage of Full-time Faculty

At least thirty percent (30%) of the business and professional subjects in the
program(s) should be handled by full-time/full-load faculty members.

15.4 Teaching Load

The teaching load of faculty members should be as follows:
a. Faculty members should be assigned to teach courses only in their field of
specialization.
b. The maximum total load of a regular full-time faculty member is twenty four
(24) units/term/semester.
c. Full-time faculty members undertaking research must be deloaded.
d. Faculty members teaching in more than one school must give formal notice of
their teaching assignment in all schools concerned.
e. Faculty members should not be assigned to teach more than four (4) different
preparations in any one term/semester.
f. Government employees who serve as part-time instructors in a particular school
may be given a maximum teaching load of nine (9) units, subject to government
approval.

15.5 Other Requirements

a. HEIs should publish a faculty manual for the purpose of formalizing faculty
policies and standards.
b. Regular full-time faculty are required to conduct at least one (1) scholarly
research work every academic year.
c. Schools are encouraged to enter into consortium arrangement and share
facilities and personnel with other schools in the locality/region giving rise to
international networks of schools working together.
d. There should be an adequate number of support and service personnel to assist
the administration and faculty in the performance of their duties and functions.

15.6 Faculty Ranking and Evaluating

A system of ranking and evaluating faculty members should be instituted and

implemented by the school.

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 a. The faculty should be assigned academic ranks in accordance with suitable
ranking criteria. The usually recognized ranks of collegiate faculty members are:
instructors, assistant professors, associate professors, and professors.

b. Faculty competence and performance should be periodically evaluated using

appropriate evaluation instruments to promote the professional growth of
individual faculty and provide a basis for advancement and salary adjustments.

c. The probationary employment for full-time faculty who are academically

qualified should be for a period of not more than three (3) years. Faculty
members who have successfully passed this probationary period should be
made permanent.

d. After due process, faculty members who do not meet minimum standards of
competence and performance, or who are found guilty of unprofessional
conduct or of violating school regulations should be separated from service.

15.7 Faculty Development

There should be a formal development program to encourage and help faculty
members keep up with new knowledge and techniques in their field, improve their
teaching skills and course materials, and continue their professional growth.

The faculty development program should include provisions such as:

a. Adequate and qualified supervision of faculty;
b. Scholarships, sabbatical leaves, and/or research grants;
c. Financial support for attendance at continuing professional development (CPD)
programs such as seminars, workshops, and conferences;
d. In-service training courses;
e. Periodic faculty meetings; and
f. Participation in faculty committees.

Section 16. Library

Universities and colleges offering the BS Business Administration program should have
library resources that are relevant and adequate in terms of both quality and quantity:
able to serve the needs of both students and faculty, and supportive of research
requirements and scholarly pursuit. The HEI should have an institutional development
plan that articulates how it plans to maintain and expand its library collection.

16.1 Library Personnel

A. Qualifications of Head Librarian:
1. Licensed Librarian;
2. At least a Masters degree holder in Library Science;
3. Appropriate or relevant professional training

B. Number of library staff

1. At least one full time professional librarian for every 500 students
2. A ratio of 1 librarian to 2 staff/clerk

16.2 Library Collection

A. Basic Collection
1. 3,000 volumes for start-up school (50% of the holdings should be distinct
titles)

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 2. A total of not less than 5,000 volumes after two years of operation (50% of
the holdings should be distinct titles)
3. Basic collections should include: General References, Cultural, Filipiniana,
Humanities, Social Science, Science and Technology and General Education
courses should have at least five (5) titles per course

B. Professional Holdings
At least five (5) titles per professional course in the curriculum, published
within the last five (5) years.

C. Periodical Collection
1. In addition to reference books, the library shall maintain a regular
annual subscription to at least two (2) international and two (2) local
professional publications related to business administration,
entrepreneurship and office administration. The school is encouraged to
subscribe to Magazines, Newspapers, Monographs, academic Journals
and other periodicals.

D. Non-Print Materials
1. The library should provide its students with regular access to non-print
materials such as CD roms, on-line data bases, local and international e-
journals, and the like.

16.3 Other Requirements

A. The library should be large enough to seat at least fifteen (15%)
percent of the total school enrolment at any one time
B. The library should follow a universally accepted library classification
system with either a card catalogue or computer-based access. The
open-shelf system is encouraged.
C. The library should be conveniently located and maintain operating
hours that can provide reasonable access for faculty and students.
D. Internet Access should be provided in the library

Section 17. Internship (600 hrs.)

The Internship program integrates the theory and knowledge of the course content
with the application of principles and practices in a work environment. It allows
students to apply theories learned in school to actual work experiences where they
would find a learning cohesion between school and employment.

It also helps to expand leaning options beyond traditional classroom environment.

The program also enhances the students’ knowledge that relates to specific useful
skills. Through feedback from the students, the institution usually gets ideas for policy
formulation and for improvement of its curriculum, thus, mutually benefitting them
and the school.

The Internship focus, substance, and approach will vary depending on the particular
program or specialization of the students and on their specific needs, interest, goals
and objectives. Decision on the nature, location, and activities of the practicum are
arrived at from discussion and agreement made among the school administrators,
faculty advisor, Practicum site supervisor, and the students.

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Section 18. Physical/ICT Facilities

18.1 All institutions should provide internet access in designated student areas,
other than the library.

18.2 Colleges and universities offering the BSBA programs should provide adequate
physical facilities for their courses in accordance with the requirements found
in the eight (8th) edition of the Manual of Regulation (MOR) for private schools;
Batas Pambansa Blg. 232, “ The Education Act of 1982; Republic Act (RA) 8981,
“ PRC Modernization Act of 2000”, RA 6541, “The National Building Code of the
Philippines”, Presidential Decree 856, “ The Code of Sanitation of the
Philippines” , the laws governing various profession and CHED Issuances.

18.3 Facilities for support services such as health, guidance and employment
/placement services may be shared with other units of the school.

ARTICLE VII
COMPLIANCE OF HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the
following items which will be submitted to CHED when they apply for a permit for a new program or
the approval of the transformation of existing programs to outcomes-based framework:

Section 19. The complete set of program outcomes, including its proposed additional
program outcomes.

Section 20. Its proposed curriculum, and its justification including a curriculum map.

Section 21. Proposed performance indicators for each outcome. Proposed measurement
system for the level of attainment of each indicator.

Section 22. Proposed outcomes-based syllabus for each course.

Section 23. Proposed system of program assessment and evaluation

Section 24. Proposed system of program Continuous Quality Improvement (CQI).

ARTICLE VII
TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

Section 25. Transitory Provision

All HEIs, including SUCs and LUCs, with existing authority for the BS Business
Administration degree programs are hereby given a period of three (3) years from the
effectivity thereof to fully comply with all the requirements in this CMO.

Section 26. Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not affect the
remaining provisions.

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 All CHED issuances or part thereof inconsistent with the provision in this CMO shall be
deemed modified or repealed.

Section 27. Effectivity Clause

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette
or in a newspaper of general circulation. This CMO shall be implemented beginning
Academic Year 2018-2019.

SO ORDERED.

Quezon City, Philippines ________________.

FOR THE COMMISSION

PATRICIA B. LICUANAN
Chairman

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Annexes:

Annex A- Sample Syllabus

VI. Sample Syllabi for Selected Core Business Administration Courses

The teaching and learning activities and assessment tasks should be constructively aligned
towards the attainment of the course outcomes. Course outcome refers to what learners are
expected to know and be able to do at end of the course. Teaching and learning activity
refers to an activity or set of activities that will engage the student in achieving the course
outcome. Assessment task refers to a tool that determines how well the student has met the
course outcome.

The OBE-compliant course syllabus should contain at least the following components:

a) General course information (title, description, credit units, prerequisite

requirements)
b) Course outcomes and their relationship to the program outcomes
c) Course coverage that relates the course outcomes to topics covered, teaching and
learning activities and assessment methods.
d) Other information such as learning resources, classroom policies, grading system,
etc.

Sample Outcomes-Based Syllabus

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

Course Syllabus in Operations Management
Course Description

This course tackles the nature, scope, functions and importance of production and
operations management in business. It includes discussions on productivity, competitiveness and
strategy, forecasting, production system design, process selection and capacity planning, facilities
layout, design of work systems, quality, scheduling and just-in-time manufacturing systems, Cases
will also be used to illustrate and apply the basic production and operations concepts and tools
commonly used in business firms.

Prerequisite : Principles of Management

Co-requisite: None

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 I. DETAILED COURSE OUTLINE

PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING ASSESSMENT
INDICATORS ACTIVITIES (TLAs) METHODS
Propose social 1. Apply management  Nature, Scope, Lectures Written and Oral
Demonstrate corporate responsibility theories, methods to Functions and Discussion etc. (see Examinations
citizenship and social strategies and various types of Importance of Sample Means of Reporting, etc
responsibility compliance action organizations Production and Curriculum Delivery)
plan for a business 2. Analyze, evaluate, and Operations
solve problems using Management in
Implement the basic Prepare methods of Business
functions of management Comprehensive management science  discussions on
such as planning, strategic business plan 3. Make decisions and act Productivity,
organizing, staffing, within social and ethical Competitiveness and
directing, leading and Conduct a planning dimensions Strategy,
controlling and problem solving 4. Develop the capacity for  Forecasting, Production
meeting to resolve learning new knowledge System Design, Process
Use information and issues related to a and skills Selection and Capacity
communication planned business 5. Use interpersonal & Planning
technology (ICT) event. communication skills to  Facilities Layout, Design
effectively and efficiently be an effective leader of Work Systems.
Prepare organizational 6. Plan for self-  Quality, Scheduling and
Work well with others plan and human development while Just-in-Time
resource policies managing one’s self Manufacturing Systems.
Use the proper decision
tools to critically,
analytically, and
creatively solve problems
and drive results

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II. Suggested Learning Resources (e.g. textbooks and references):

III. Course Assessment

Aside from academic deficiency, other grounds for a failing grade are:
 Grave misconduct and / or cheating during examinations
 Unexcused absences of more than 20% of required number of meetings per term
 A failing academic standing and failure to take graded exams

EXPECTATIONS FROM STUDENT:

The student’s responsibility is to come to each class prepared. S/he is also expected to take all
examinations on the date scheduled. S/he should read the assigned problems prior to class. She is
expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY
All students are expected to be academically honest. Cheating, lying and other forms of unethical
behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in
submitted course requirements will receive an F or failure in the course requirement or in the course.
Plagiarism refers to the use of books, notes or other intellectual property without giving proper
attribution to its author, or representing the work of another person as one’s own; Cheating refers to
securing help in a test; copying tests, assignments, reports or term papers; collaborating with other
students during an examination or in preparing academic work; signing another student’s name on an
attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES
The allowed number of absences for 4th year students enrolled in a 1 ½ hour class is _______.
Request for excused absences or waiver of absences must be presented upon reporting back to class.
Special examinations will be allowed only in special cases, such as prolonged illness. It is the
responsibility of the student to monitor her/his own tardy incidents and absences that might
accumulate leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or
dean should her/his case be of special nature.

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 GRADING SYSTEM:
1st half 2nd half Final Grade
QUIZZES
RESEARCH ARTICLES, ASSIGNMENTS,
JOURNALS
MAJOR EXAMINATIONS
TOTAL 100%

Prepared by: Approved by: Noted by:

Faculty Member Chairperson Dean

I have read the course syllabus and I understand that I have to comply with the requirements of the
course and the expectations from me as a student of AC 6 during the First Semester of SY _______. I am
fully aware of the consequences of non-compliance with the abovementioned requirements and
expectations.

__________________________________
Printed name and signature of student

__________________________
Date

I have read the course syllabus and I understand that I have to comply with the requirements of the course and the
expectations from me as a student of AC 6 during the First Semester of SY _______. I am fully aware of the
consequences of non-compliance with the abovementioned requirements and expectations.

__________________________________
Printed name and signature of student

__________________________
Date

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