Revised Policies, Standards and Guidelines for Bachelor of Science in Entrepreneurship

May 9, 2017

CHED MEMORANDUM ORDER NO. 018-17

 

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 No. 46 s. 2012, and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, 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 No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education." It specifies the 'core competencies' expected of BS Entrepreneurship 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 Bachelor of Science in Entrepreneurship must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with an existing BS Entrepreneurship program are required to shift to an outcomes-based approach based on these PSGs. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA No. 7722, the higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards, expressed as a minimum set of desired program outcomes (detailed in Article IV Section 6 below.) The sample curriculum presented in Article V Section 9 is designed to attain these desired program outcomes. The number of units of the curriculum is hereby prescribed as the "minimum unit requirement" under Section 13 of RA 7722. Curriculum maps are a useful tool for determining the ability a curriculum to achieve the desired program outcomes. A sample curriculum map is presented in Article V Section 11.

A variety of curriculum delivery methods should be employed to effectively provide a learner-centered and outcomes based education. Some of the possible curriculum delivery methods that HEIs can use are presented in Article V, Section 12. Article V, Section 13 presents a sample course syllabus that demonstrates the use of some of these methods.

The physical as well as human resource requirements that are deemed necessary for the effective delivery of the curriculum are presented in Article VI. CAIHTE

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 a guide in making their submissions pursuant to Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree name

The program described herein shall be called Bachelor of Science in Entrepreneurship (BS Entrep). Entrepreneurship shall not be offered as a major field of any other education program.

5.2 Nature of the Field of Study

Many entrepreneurs have achieved great success without the benefit of formal training. However, for every successful new business that we see, there are many more failed ventures that we never hear about. Through its combination of classroom training and experiential learning, the BS Entrepreneurship program will help aspiring entrepreneurs acquire the skills, values and attitudes that will increase their chances of success.

5.3 Program Goals The program goals for BS Entrepreneurship graduate within 2 to 5 years are as follows:

• Set up a business

• Manage and operate a business

• Assume Managerial position in the field of Business Development, Corporate Planning and other related positions in the corporate or Public organizations or Non-Government organizations.

5.4 Specific professions/careers/occupations

After completion of all academic requirements of the program, graduates of BS Entrepreneurship should be able to set up and manage their own business or work in any organization where entrepreneurial competencies are required. They should also be able to pursue other careers appropriate to a BS Entrepreneurship graduate such as Entrepreneurs, Business Development or Corporate Planning Development Staff/Assistant, Marketing Assistant or Staff.

5.5 Allied Fields

Entrepreneurship is functionally closely related to the fields of business administration, management, marketing, operations, human resources management, finance, economics, agribusiness, industrial psychology and hotel and restaurant management. However, entrepreneurs need to develop products to sell, and many of these products are technology or science-based. Thus, most fields of science and applied science, especially Computer Science and the different branches of Engineering, can also be considered allied field.

SECTION 6. Program Outcomes. —

The minimum standards for the BS Entrepreneurship program are expressed in the following learning outcomes.

6.1 Common to all programs in all types of schools

a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)

b. Communicate effectively using both English and Filipino, orally and in writing

c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)

d. Exemplify professional, social, and ethical responsibility

e. Preserve and promote "Filipino historical and cultural heritage" (based on RA 7722)

6.2 Common to the general field of Business and Management

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, staffing directing 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.

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 Entrepreneurship program

A graduate of BS Entrepreneurship should be able to:

6.3.1 Conduct a self-assessment to determine level of entrepreneurial competencies.

6.3.2 Analyze/scan the environment to determine business opportunities and develop their profitability profiles from which entrepreneurial ventures can be selected from. DETACa

6.3.3 Prepare a business plan.

6.3.4 Mobilize the necessary human, financial, logistical, and technical resources to implement the business plan.

6.3.5 Prepare and comply with requirements for business operation (e)

6.3.6 Operate and manage the enterprise observing good governance and social responsibility.

6.3.7 Apply entrepreneurial management in any organization other than own enterprise.

6.4 Common to a horizontal type as defined in CMO No. 46 s. 2012

A graduate of an entrepreneurship 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. —

7.1 Completed self-assessment instrument, with analysis of personal traits and competencies, and evaluation of suitability for entrepreneurship

7.2 Completed industry or sector analysis and discussion of business opportunities within the industry or sector

7.3 Completed location analysis and site mapping

7.4 Completed marketing plan

7.5 Completed production and operations plan

7.6 Completed financial plan, with capital budget, master budget, five-year projections and pro-forma income statements

7.7 Completed detailed business plan

7.8 Completed and fully functional product prototype

7.9 Successful operation of a micro-venture for at least one semester, with fully accomplished business registration and detailed business performance review

Table 1. Sample of Program outcome and Indicators common to all graduates of business or management degree:

 

Program Outcomes	Performance Indicators
Demonstrate corporate and Social responsibility	Propose social responsibility strategies and compliance action plan for a business
Perform the basic functions of management such as planning, organizing, staffing, directing, leading and controlling	Prepare Comprehensive strategic business plan
Apply information and communication technology (ICT) skills as required by the business environment	Prepare a social media marketing plan
Work effectively with other stakeholders and manage conflict in the workplace	Conduct a planning and problem solving meeting to resolve issues related to a planned business event
Select the proper decision tools to critically, analytically, and creatively solve problems and drive results	Apply appropriate quantitative tool to address a business case problem

 

Table 2. Sample of Program outcome and Indicators for graduates of BS Entrepreneurship

 

Program Outcomes	Performance Indicators
Analyze/Scan the environment to determine business opportunities and develop their profitability profiles from which entrepreneurial ventures can be selected from	• Prepare industry or sector analysis and discussion of business opportunities • Within the industry or sector • Prepare location analysis and site • Mapping
Prepare a business plan	• Prepare marketing plan • Prepare production and operations plan • Prepare financial plan, with capital • Budget, master budget, five-year projections and formal income statements • Complete detailed business plan
Operate and manage the enterprise observing good governance and social responsibility	• Successfully operate a micro-venture for at least one school year, with fully accomplished business registration and detailed business performance review

 

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum for BS Entrepreneurship is made up of a minimum of 129 units, including the required General Education, or GE curriculum. It covers all major functional areas required in planning, setting up, and running a business. aDSIHc

HEIs are encouraged to incorporate additional courses into their curriculum on top of these 129 units, to reflect their particular contexts and their respective missions.

The 129 units are broken down into the following components:

 

Courses	Minimum Units Prescribed
1. General Education (GE) Courses	36
2. National Service Training Program (NSTP)	6
3. Physical Education (PE) courses	8
Sub Total	50 units
4. Common Business and Management Courses (CBMEC) • Operations Management (TQM) • Strategic Management	6
5. Entrepreneurship Core	49
6. Specialized Track	12
7. Electives	12
Sub Total	79
Total including GE, NSTP and PE	129 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 Business and 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 entrepreneurship education is purposefully designed to strengthen four (4) important learning outcomes or competencies:

• 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.

 

Courses	Minimum Units 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:

• Understanding the Self

• Readings in Philippine History

• The Contemporary World

• Mathematics in the Modern World

• Purposive Communication

• Art Appreciation

• Science, Technology, and Society

• Ethics

• Rizal's Life and Works

The GE Electives are:

• Mathematics, Science & Technology

• Social Science and Philosophy

• Arts & Humanities

9.2. Core Business and Management Education Courses (CBMEC)

These courses cover all the major functional areas of business, and provide the foundational knowledge necessary for business practice.

 

COURSES	No. OF UNITS
LEC	LAB	Total
Operations Management (TQM)	3		3
Strategic Management	3		3
Total			6

 

9.3 Entrepreneurship Core Courses (49 units) — The following are the required major courses covering theory and practical application.

 

Course	NO. OF UNITS
Lec	Lab	Total
1. Entrepreneurial Behavior	3		3
2. Opportunity Seeking	3		3
3. Business Plan Preparation	3		3
4. Business Plan Implementation I: Product Development and Market Analysis	2	3	5
5. Business Plan Implementation II	2	3	5
6. Market Research and Consumer Behavior	3		3
7. Microeconomics	3		3
8. Business Law and Taxation, with focus on Laws Affecting Micro, Small and Medium Enterprises	3		3
9. Financial Mgt. (Financial Analysis for Decision Making )	3		3
10. International Business and Trade	3		3
11. Human Resource Management	3		3
12. Pricing and Costing			3
13. Innovation Management	3		3
14. Social Entrepreneurship	3		3
15. Programs and Policies on Enterprise development	3		3

 

9.4 Specialized Tracks (12 units) — the specialized track allows student to pursue a business project proposal based on the available resources and economic environment of the region where they belong such as a track in Agribusiness, Fisheries, Tourism Business, Hospitality, Culinary and others. The Business model can be a manufacturing, service, export-import, franchising and distributorship structure.

9.5 Elective Courses (12 units) — These are courses that a student can take depending on his/her area of interest specifically for enhancement of his/her business project or related courses to support or enhance the specialized track.

 

Course	NO. OF UNITS
Lec	Lab	Total
Suggested Elective Courses
1. Franchising			3
2. Export Marketing			3
3. Entrepreneurial Marketing Strategies			3
4. Direct Marketing			3
5. Wholesale and Retail Sales Management			3
6. E-commerce			3
7. Agribusiness			3
8. Family Business Management			3
9. Small Business Consulting/Business Development Services			3
10. Microfinancing			3
11. Venture Finance			3
12. Supply Chain Management			3
13. Managing a Manufacturing Enterprise			3
14. Managing a Service Enterprise			3
15. Creativity in Problem Solving			3
16. Negotiation			3
17. Events Management			3
18. Hospitality Management			3
19. Management of Technology			3
20. Merger and Acquisition			3
21. Entrepreneurial Leadership in an Organization	3		3

 

SECTION 10. Sample Program of Study. —

FIRST YEAR

Semester 1	No. of Units
Lec	Lab	Units
Entrepreneurial behavior	3		3
GE 1 — Understanding the Self	3		3
GE 2 — Readings in Philippine History	3		3
GE 3 — The Contemporary World	3		3
NSTP 1	3		3
PE 1	2		2
Total			17

 

Semester 2	No. of Units
Lec	Lab	Units
Microeconomics			3
GE 4 — Mathematics in the Modern World	3		3
GE 5 — Purposive Communication	3		3
GE 6 — Art Appreciation	3		3
NSTP 2	3		3
PE 2	2		2
Total			17

 

SECOND YEAR

Semester 1	No. of Units
Lec	Lab	Units
Opportunity Seeking	3		3
GE 7 — Science, Technology, and Society	3		3
GE 8 — Ethics	3		3
GE 9 — Rizal's Life and Works (as mandated by law)	3		3
Entrepreneurial Leadership in an Organization	3		3
PE 3	3		2
Total			17

 

Semester 2	No. of Units
Lec	Lab	Units
Market Research and Consumer Behavior			3
Innovation Management			3
Pricing and Costing			3
Human Resources Management			3
GE Elective 1 — Mathematics, Science & Technology			3
GE Elective 2 — Social Science and Philosophy			3
PE 4			2
Total			20

 

THIRD YEAR

Semester 1	No. of Units
Lec	Lab	Units
Financial Management	3		3
Production and Operation Management	3		3
GE Elective 3 — Arts & Humanities	3		3
Track 1	3		3
Elective 1	3		3
Elective 2	3		3
Total			18

 

Semester 2	No. of Units
Lec	Lab	Units
Business Plan Preparation	3		3
Track 2	3		3
Elective 3	3		3
Elective 4	3		3
International Business and Trade	3		3
Bus. Law and Tax	3		3
Strategic Management	3		3
Total			21

 

FOURTH YEAR

Semester 1	No. of Units
Lec	Lab	Units
Business Plan Implementation 1	2	3	5
Social Entrepreneurship	3		3
Track 3	3		3
Total			11

 

Semester 2	No. of Units
Lec	Lab	Units
Business Plan Implementation 2	2	3	5
Track 4	3		3
Total			8

 

SECTION 11. Sample Curriculum Map. —

The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used:

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) ETHIDa

O — Provide OPPORTUNITY for development (no input or evaluation, but there is opportunity to practice the competencies)

 

Core Business and Management Education Courses (CBMEC)	Program Outcomes Common to the Business and Management discipline
6.2.1	6.2.2	6.2.3	6.2.4	6.2.5	6.2.6	6.2.7	6.2.8	6.2.9
Operations Management (TQM)	P	P	L	P	P	P	P	P	P
Strategic Management	L	P	P	P	P	P	P	P	P

 

Entrepreneurship Core Courses	Program Outcomes Specific to Sub-Discipline (BSEntrep)
6.3.1	6.3.2	6.3.3	6.3.4	6.3.5	6.3.6	6.3.7
1. Entrepreneurial Behavior	L	O	L	O	O	P	O
2. Opportunity Seeking	L	L	L	L	L	L	P
3. Business Plan Preparation	P	P	P	P	P	P	P
4. Business Plan Implementation I	P	P	P	P	P	P	P
5. Business Plan Implementation II	P	P	P	P	P	P	P
6. Market Research and Consumer Behavior	P	L	P	P	P	P	P
7. Microeconomics	P	P	O	P	P	P	P
8. Business Law and Taxation, with focus on Laws Affecting Micro, Small and Medium Enterprises	P	P	L	P	P	P	P
9. Financial Mgt. (Financial Analysis for Decision Making )	P	L	P	P	P	P	P
10. Pricing and Costing	P	L	P	P	P	P	P
10. n International Business and Trade	L	P	P	P	P	P	P
11. Human Resource Management	L	P	P	P	P	P	P
13. Innovation Management	P	P	P	P	P	P	P
14. Social Entrepreneurship	L	P	P	P	P	P	P
15. Programs and Policies on Enterprise development	L	P	P	P	P	P	P

SECTION 12. Sample Means of Curriculum Delivery. —

12.1 Lecture — Presentation segments with embedded interactive experiences such as question and answer sessions.

12.2 Demonstration — Faculty members show how a skill should be performed or students are observed as they perform a learning outcome.

12.3 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.

12.4 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.

12.5 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.

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

12.7 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.

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

12.9 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.

12.10 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.

12.11 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.

12.12 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. cSEDTC

12.13 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.

12.14 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.

12.15 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.

12.16 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.

12.17Video-conferencing — Point to point or point to multipoint discussions using a digital format.

12.18 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

SECTION 13. Sample Syllabi for All Courses (Please see annex A).

SECTION 14. Curriculum Standards. —

14.1 The curriculum for BS Entrepreneurship program should be consistent with the school's philosophy, mission and vision statement.

14.2 The curricular requirement for BS Entrepreneurship program should follow the minimum number of units prescribed herein.

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

14.4 As a general rule, subjects should be offered as three (3) unit courses equivalent to a minimum of 18 contact hours per unit.

14.5 All schools should have prepared course syllabi. These should be made available to students at the beginning of each term. Teaching methodologies, grading systems, textbooks and references should be clearly stated in the syllabi.

14.6 All undergraduate courses should have prescribed textbooks, which should be selected on the basis of acceptable criteria, preferably by an independent textbook board or committee. The intelligent use of other instructional aids and resources should be encouraged.

14.7 Access to computers and CD materials as well as the Internet should be provided to faculty members and students.

ARTICLE VI

Required Resources

SECTION 15. Administration. —

15.1 Dean or the Director of the program

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

The Dean or the Director of the program should possess the following qualifications:

• A Doctoral degree in Business Administration/Management; or a doctoral degree in a related field and a Masters degree in Business Administration/Management.

• Have at least five (5) years' teaching experience at the tertiary level;

• Have at least five (5) years' experience in an administrative or supervisory capacity in an educational institution or a business enterprise.

a. 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. SDAaTC

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

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

15.2 Chairs or Coordinators

Chair or coordinators may be appointed to help in the administration of specific fields or disciplines in the program and should possess the following qualifications:

• Masters degree in Business Administration/Management; or Master's degree in any related field with a bachelor's degree in business; and

• At least three (3) years' teaching experience at the tertiary level.

SECTION 16. Faculty. —

16.1 Qualifications

Faculty handling professional courses should possess any of the following:

a. A Master's degree in Business Administration/Management; or a Master's degree in any field with business or corporate experience.

b. A minimum of three (3) years' work experience that is directly relevant to the course being taught and a Bachelor's degree (e.g., 3 years' work experience as a Brand Manager for a faculty member teaching Principles of Marketing, regardless of his undergraduate degree).

16.2 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 business or related graduate degrees, with at least one third of them (25%) taught by faculty with related doctoral degrees. No more than 25% of all business and professional courses may be taught by industry practitioners who do not hold graduate degrees.

b. General Education courses in the program should be taught by faculty members with appropriate master's degrees.

c. All faculty members teaching accounting courses should be CPA's. All taxation subjects should be handled by either CPA's or lawyers and all business law courses should be handled by lawyers.

16.3 Percentage of Full-time Faculty

At least fifty percent (50%) of the business and professional subjects in the program(s) should be handled by full-time faculty members.

16.4 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.

g. Faculty members teaching in more than one school must give formal notice of their teaching assignment to all schools concerned.

16.5 Other Requirements

a. The school should have an effective system of recruiting and selecting qualified faculty members.

b. Schools are encouraged to invite qualified business practitioners and entrepreneurs to teach in the program.

c. A system of ranking and evaluating faculty members should be instituted and implemented. And a publication of a faculty manual for the purpose of formalizing faculty policies and standards is required.

d. The HEI should provide opportunities for faculty development and professional growth, to enable faculty members to keep up with the latest developments in their field, improve their teaching skills and course materials.

e. Regular full-time faculty is required to conduct at least one (1) scholarly research work every academic year.

16.6 Faculty Ranking and Evaluation

A system of ranking and evaluating faculty members should be instituted and implemented by the school.

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. As a general rule, a new member of the faculty begins as an instructor and is subsequently promoted, if deserving. A new faculty member may immediately be appointed to any of the higher ranks if warranted by his/her qualifications.

c. 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.

d. 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.

e. 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.

16.7 Faculty/Staff 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 for, among others: acEHCD

a. Adequate and qualified supervision of faculty;

b. Scholarships, sabbatical leaves, and research grants;

c. Financial support for active membership in professional organizations, and attendance at continuing professional development (CPD) programs such as seminars, workshops, and conferences;

d. In-service training courses;

e. Periodic faculty meeting; and

f. Participation in faculty committees.

In the end, the faculty should possess the educational qualifications, professional experience, classroom teaching ability, scholarly productivity, and other attributes essential for the successful conduct of the undergraduate entrepreneurship program.

As part of their professional development, accounting faculty should take it upon themselves to comply with the Continuing Professional Development (CPD) requirements of the profession.

a. If the school itself offers graduate programs, it should provide its faculty members the opportunity to earn advanced degrees, with tuition fee privileges and other forms of assistance.

b. Attendance at in-service training programs on official time shall be encouraged and records of such attendance shall be filed at the office of the dean/chairman/director, as the case may be.

SECTION 17. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Entrepreneurship program.

SECTION 18. Laboratory. —

Business incubation is the core requirement of any B.S. Entrepreneurship program, and its richest source of experiential learning. All schools offering B.S. Entrepreneurship must provide a business incubation facility large enough to seat at least ten percent (10%) of its graduating class at any given time. This incubation facility must be a fully equipped business center, providing students with access to a conference room, to computer units with internet access, telephone lines, fax machines, copy machines, and the like.

The incubation facility should be a venue where students and student groups can meet with clients, conduct meetings, and perform all other functions necessary for the successful operation of their business ventures.

The business incubation facility must be supervised by a faculty member or a professional with significant business and entrepreneurial experience, and the ability to mentor student ventures and help to foster their success.

SECTION 19. Physical Facilities. —

19.1 Colleges and universities offering the BS Entrep programs should provide adequate physical facilities for their courses in accordance with the requirements CMO No. 40 s. 2008 Manual of Regulation for Private Schools (MORPHE); 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.

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

19.3 All institutions should maintain a campus conducive to promote the quality of its graduates.

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:

SECTION 20. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 21. Its proposed curriculum and its justification including a curriculum map.

SECTION 22. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 23. Proposed outcomes-based syllabus for each course. This should already be indicative of the plan of delivery of the curriculum, student assessment and of the resources to be deployed.

SECTION 24. Proposed system of program assessment and evaluation.

SECTION 25. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 26. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate BS Entrepreneurship 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. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 27. Repealing Clause. —

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

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

SECTION 28. 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. SDHTEC

Quezon City, Philippines, May 9, 2017.

For the Commission

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

SAMPLE SYLLABUS

VI. Sample Syllabi for Selected Core Entrepreneurship 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 ENTREPRENEURSHIP

Course Description

This course introduces the fundamentals of entrepreneurship that deals with the role of entrepreneurship in economic development. Topics on Filipino entrepreneurial economy, entrepreneurial motivation, government assistance and programs for entrepreneurs, development and growth theories and applications are included.

Relevant topics such as business concepts and models, social responsibility, franchising, as well as e-commerce in the Philippine setting shall also be discussed Prerequisite: None

Co-requisite: None

• DETAILED COURSE OUTLINE

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

SAMPLE SYLLABUS COURSE OUTLINE

Course Title: Entrepreneurial Behavior.

Course Code: ET 101

Number of Units: Three (3) units

Pre-requisite subjects: None

Course Description:

This course introduces the fundamentals of entrepreneurship that deals with the role of entrepreneurship in economic development. Topics on Filipino entrepreneurial economy, entrepreneurial motivation, government assistance and programs for entrepreneurs, development and growth theories and applications are included. AScHCD

Relevant topics such as business concepts and models, social responsibility, franchising, as well as e-commerce in the Philippine setting shall also be discussed.

Course Learning Outcomes (Course Objectives)

At the end of the course, the students are expected to:

Cognitive

1. Identify the fundamentals and responsibilities of entrepreneurship primarily in the Philippine context with ASEAN and Global perspectives

2. Exemplify one's capabilities in relation to the rigors of successful ventures.

Affective

1. Develop an entrepreneurial mindset and competencies.

2. Show confidence in public speaking and social relations.

Psychomotor

1. Perform tasks which utilize one's strengths as well as develop one's weaknesses to the fulfillment of one's entrepreneurial goals.

COURSE CONTENT:

INSTRUCTIONAL MATERIALS:

1. PowerPoint

2. Film and videos

CLASSROOM POLICIES:

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

ACADEMIC DISHONESTY

All CBEA students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one's own; collaborating without authority, with another student 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 2nd year students enrolled in a — 1 1/2 class 6 sessions — based on student handbook. 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 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 case be of special nature.

GRADING SYSTEM:

Components: 70% Class Standing + 30% Final Exam

 

Percentage %	Grade
96-100	5.0
91-95	4.5
86-90	4
81-85	3.5
76-80	3
71-75	2.5
66-70	2
61-65%	1.5
60%	1
59% below	F

 

F — Failed

NE — Never Entered

W — Withdrawn from Course

FA — Failure due to Absences

INC — Incomplete (must be completed within 2 months or grade becomes an F)

RUBRICS:

Reference:

Allen, K.R. (2010). New venture creation. USA: Cengage Learning. Asor, W.B. (2009). Entrepreneurship in the Philippine Setting. Manila: Rex Bookstore, Inc. Association of Filipino Franchisers Inv. (2008). Introduction to entrepreneurship: success stories of filipino entrepreneurs. Manila. Anvil Publishing. Entrepreneur Philippines. (2012) Success stories. Manila: Summit Publishing Co. Butler, D. (2006). Enterprise planning and development. USA: Elsevier Ltd. Gerber, M.E. (2008) Awakening the entrepreneur within. NY: Harper Collins.!

Online References:

Medina, R.G. (2010). Entrepreneurship and small business management. Manila: Rex Bookstore, Inc. Lapid, D. & P. Sotto. 21 steps on how to start your own business. Manila: Philippine center for entrepreneurship. Philippine center for entrepreneurship foundation, Inc. 50 inspiring stories of entrepreneurs. Manila: Philippine center for entrepreneurship. Philippine center for entrepreneurship foundation, Inc. (2010) 100 inspiring stories of small entrepreneurs. Manila: Philippine center for entrepreneurship. BusinessDictionary.Com: http://www.businessdictionary.com Entrepreneur: http://www.entrepreneur.com Entrepreneurship.Org: http://www.entrepreneurship.org Forbes Woman: http://www.forbes.com/forbeswoman OnStartups.Com: http://www.onstartups.com/default.aspx Under30CEO: http://www.under30ceo.com

CONSULTATION HOURS:

 

Days	Time	Room
WF	3:00-4:00	Faculty Consultation Room

 

SAMPLE COURSE SYLLABI

 

Course Name	HOSPITALITY MANAGEMENT
Course Description	This course is to make students know the concept and evolution of the hospitality industry. Hospitality management should be viewed from both a consumer and business perspective. The course should include organizational systems, management and entrepreneurial opportunities. Consider revised programs that will introduce students to the principles and practice of tourism and explore issues such as ecotourism and sustainable tourism.
Course Credits	3 units
Contact Hours/week	54 hours
Prerequisite	None
Course Objectives	1. To discuss the concept of service management and its impact from both a consumer and business perspective. 2. To discuss customer needs in the hospitality/tourism industry 3. To match the services required to fulfill these needs. 4. To analyze the interrelationship of the hotel, restaurant and tourism industries 5. To determine and discuss the issues and trends facing the hotel, restaurant, and tourism industries 6. To describe the operational and management structure for various types of hospitality/tourism facilities. 7. To discuss career paths and professional challenges characteristic of the hospitality/tourism industry. 8. To identify global events/trends that will impact/influence on industry.
Course Outline	• Concept and Nature of Management: Concept & Definitions, • Management as Science, Art & Profession • Approaches to Management (Classical, Behavioral, Quantitative) • Personal characteristics and competencies an individual should have to make it in the hospitality industry • Typical problems on a day to day basis and the corresponding responsibilities • Critical repetitive problems to deal with • Span of control vis-a-vis nature of work of people being supervised; Delegation and Decentralization • Working hours and scheduling • Control costs measures • Analysis of the traffic flow throughout the organization
Learning Resources (e.g., textbooks and references)	• Chandra Bose/Principles of Management & Administration, Prentice Hall of India • Koontz, Ray, Essential of Management, McGraw-Hill Publishing Co. Ltd. • Holcomb, Judy (Editor) and, Pizam, Abraham (Editor) International Dictionary of Hospitality Management [Abridged] [Paperback]; Butterworth-Heinemann; abridged edition, January 2, 2008 • Management Today : Principles and Practice — Burton, Jene, Tata Mc-Graw-Hill Publishing Co. Ltd. • S. Medlik.Dictionary of travel, tourism and hospitality [electronic resource]/Oxford: Boston: Butterworth-Heinemann, 2003. Edition: 3rd ed. • Michelli, Joseph: The New Gold Standard: 5 Leadership Principles for Creating a Legendary Customer Experience Courtesy of the Ritz-Carlton Hotel Company [Hardcover] McGraw-Hill; 1 edition (June 13, 2008) • Denney G. Rutherford, Hotel Management and Operations, 3rd Edition [Paperback] Wiley; 3 edition, October 12, 2001

 

Course Name	MANAGEMENT OF TECHNOLOGY
Course Description	The aim of this course is to provide an understanding of the ways in which technology is brought to market in the context of an established business as well as new entrepreneurial ventures. Frameworks and methods, both theoretically sound and practically useful must be given emphasis. It will provide students with both an understanding of the issues and the practical means of dealing with them in a non-engineering context. (adopted from the University of Cambridge)
Course Credits	3 units
Contact Hours/week	54 hours
Prerequisite	None
Course Objectives	1. To have a thorough appreciation of how technology is brought to address market opportunities. 2. To know how technology management supports process of technology absorption. 3. To assess and utilize appropriate technology management methods in different contexts and situation. 4. To understand the core issues of technology management and the practical means of dealing with them
Course Outline	• Introduction: Technology and innovation in business • Managing research and development (R&D) and key aspects of intellectual property rights (IPR) • Enterprise development from new technologies and choosing the right model • Different ways in which an idea can be brought to market • 'Make or Buy' Decisions • New product life-cycles, time-to-market and metrics • Linking technology and market issues in real time
Learning Resources (e.g., textbooks and references)

 

Course Name	BUSINESS PLAN IMPLEMENTATION; INCUBATION
Course Description	This is the period when the student put into action their business plans. Students will learn how to identify and solve problems by doing research work and observe business environmental matters.
Course Credits	9 units
Contact Hours/week	54 hours in a semester
Prerequisite	None
Course Objectives	1. To experience how to actualize a business plan in a real-world setting 2. To learn through the lessons of the businesses around them, as is common among startups. 3. To know about the various sources of funding: such as 4. Personal funds, friends and family; Grants: institutions, funds; Loans: bank or other financial institutions; and 5. Equity: angel investments, venture capital, private equity, investment bank 6. (4) To experience changing directions, reacting to industry developments, and adjusting their business plans.
Course Outline	• Identifying key activities and resources • Legal issues: company structure, legal agreements, intellectual property • Market research and use of information • Marketing including Customer Segments, Retention and Channels of Distribution • Promotional Activities: targets and evaluation mechanisms • Product costing and price structures • Technology and Operations and Cost implications • Preparing financial statements • Relationships Learn about the importance of networking and partnerships. • Team-building and Ethical issues • Presentation skill
Learning Resources (e.g., textbooks and references)	• Jerry Kaplan, "Startup: A Silicon Valley Adventure,". New York: Penguin Books, 1994. A behind-the-scenes look at a company's creation and eventual demise • Steve Pollock and Gary Alpert, founders of Wet Feet Press "Upstart Start-Ups!" Ron Lieber. New York: Broadway Press, 1998. Learnings from 34 young entrepreneurs, including 1993 Stanford GSB graduates. • Simon & Schuster, 1987 "Growing a Business," Paul Hawken. New York: A classic story of building a business.

 

n Note from the Publisher: Copied verbatim from the official copy. Irregular numerical sequence.