•   Hong Yuh Ching


This article aims to report the experience of developing a curriculum framework, combining the use of constructivist approach with Design Thinking DT, in a university located in São Paulo region, Brazil. This research is theoretical-empirical with descriptive objective and the method used was action research. The qualitative comments from students reflect how learning became more meaningful and enjoyable and they are learning how to work collaboratively. This framework can provide coherence to the curriculum and will help faculty to deliver an interdisciplinary curriculum and students to navigate the competencies jungle that underpins the working environment. This is its contribution.

Keywords: business program, constructivist approach, curriculum framework, design thinking


K. B. Walker and E. L. Black. Reengineering the undergraduate business core curriculum: aligning business schools with business for improved performance. Business Process Management Journal, vol. 6 (3), pp. 194-213, 2000.

McKinsey & Company. Jobs lost, jobs gained: workforce transitions in a time of automation. 2017. Available: file:///Z:/Praticas%20de%20Inovação/MGI-Jobs-Lost-Jobs-Gained-Executive-summary-December-6-2017.pdf

C. Nelson. Harvard´s hollow core. The Atlantic monthly, September, 70-80, 1990.

S. Waddack and J. M. Lozano. Developing more holistic management education: lessons learned from two programs. Academy of Management Learning & Education, vol. 12, pp. 285-294, 2015.

A. Scheer, C. Noweski and C. Meinel. Transforrming constructive learning into action: design thinking in education. Design and Technology Education: An International Journal, vol.17 (3), pp. 8-19, 2012.

Federal Council of Administration FCA. Letter nº 109/2014/CFA/CFP, 2014.

T. Wagner. The Global achievement gap: why even our best schools don´t teach the new survival skills our children need and what we can do about it. New York: Basic Books, 2010.

Dunne and R. Martin. Design thinking and how it will change management education: an interview and discussion. Academy of Management Learning & Education, vol. 5 (4), pp. 412-523, 2006.

J. H. Matthews and C. Wrigley. Design and design thinking in business and management education and development. In 25th Annual Australian and New Zealand Academy of Management Conference, Wellington, New Zealand, 2011.

R. Glen, C. Suciu and C. Baughn. The need for design thinking in business schools. Academy of Management Learning & Education, vol. 18 (4), pp. 653-687, 2014.

H. Y. Ching. Design thinking in classroom: an experience with undergrad students of a business program. Business and Management Research, vol. 3 (2), pp. 110-119, 2014.

E. B. Cohen. A philosophy of informing science. Informing Science: the International Journal of an Emerging Transdicipline, vol. 12, 1-15, 2009.

J. S. Kim. The effects of a constructivist teaching approach in student academic achievement, self-concept and learning strategies. Asia Pacific Education Review, vol. 6 (10), pp. 7-19, 2005.

R. J. Draper. School mathematics reform, constructivism and literacy: a case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy, vol. 45 (6), pp. 520-529, 2002.

J. M., Applefield, R. Huber and M. Moallem, Constructivism in theory and practice: toward a better understanding. The High School Journal, vol. 84 (2), pp. 35-59, 2000.

A. L. Brown. The advancement of leaning. Educational Researcher, vol. 23, pp. 4-12, 2004.

H. Gardner. Five minds for the future. Harvard Business School Press, 2007.

T. Brown. Design thinking. Harvard Business Review, vol. 86, pp. 84-92, 2008.

F. P. Brooks. The design of design: essays from a computer scientist. NJ: Addison-Wesley Professional, 2010.

R. Martin. The Design of business. Cambridge MA: Harvard Business School Press, 2009.

C. Dym, A. M. Agogino, O. Eris, D. D. Frey and I. J. Leifer. Engineering design thinking, teaching and learning. Journal of Engineering Education. January, pp. 103-120, 2005

IDEO. Design thinking for educators, 2nd edition. 2012. Available: http://www.designthinkingforeducators.com.

K. Dorst. The core of design thinking and its application. Design Studies, vol. 32, pp. 521-532, 2011.

World Economic Forum. The future of jobs report. 2018. Available: file:///Z:/Praticas%20de%20Inovação/WEF_Future_of_Jobs_2018.pdf

National Council of Education CNE (2005). Official curriculum guidelines. Resolution n° 4 de 13/07/2005. Brasília, 2005. Available: .

Federal Council of Administration FCA.National research system CFA/CRAs [Pesquisa Nacional. Sistema CFA/CRAs], 2015.

OECD (2014). Competency framework. Available: https://www.oecd.org/careers/competency_framework_en.pdf

S. Y. Chyung, D. Stepich and D. Cox. Building a competency-based curriculum architecture to educate 21st-century business practitioners. Journal of Education for Business, vol. 81 (6), pp. 307-311, 2006.

C. Wirfelt. Educational multimedia and teachers’ needs for new competencies: a study of compulsory school teachers’ needs for competence to use educational multimedia. Educational Media International, vol. 37 (4), pp. 235-241, 2000.

H. Y. Ching, and E. C. da Silva. The use of Bloom’s taxonomy to develop competences in students of a business undergrad course. Journal of International Business Education, vol. 12, pp. 107-126. 2017.

V. F. Oliveira and Z. Chamberlain. (org.) Engineering without borders [Engenharia sem fronteiras] Passo Fundo: Ed. Universidade do Passo Fundo, 2011.


Download data is not yet available.


How to Cite
Ching, H. (2019). Developing a Curriculum Framework for a Business Undergrad Program. European Journal of Business and Management Research, 4(3). https://doi.org/10.24018/ejbmr.2019.4.3.52