The Broad College of Business announced a series of curriculum updates last week, including a transition from a Baccalaureate in business arts to a business science baccalaureate from the fall of 2025.
The dean partner of the undergraduate programs, Richard Spreng, said that after an analysis, the administrators found that most of the business colleges across the country grant a BS or a baccalaureate in business administration, they therefore decided to make the change.
He said he was not sure of the story of the reason why MSU had granted a BA, but that should never have been the case.
BS diplomas are generally granted for diplomas that require a more quantitative analysis, and the new change “better reflects what the program has always been,” he said.
Course updates
Spreng said the diploma name is just a change in nomenclature. But in terms of study program, the college announced the introduction of four courses on the list of requirements: ITM 208, ITM 210, Bus 200 and Bus 400.
ITM courses, information systems and algorithmic thinking for business and commercial analysis respectively, replace CSE 102 and ITM 209, two technical courses previously necessary for the diploma. The changes have been made in favor of courses designed more for trade students, said Spreng.
The new requirements are the same amount of credits, but only it now integrates Python and Excel skills taught in the CSE class with a program of studies focused on companies as opposed to a computer course.
The CSE 102 was also previously an obligation to accept in the business college, so that the change in the curriculum program brings it internally, said Spreng.
Teagan Dixon, the ITM courses instructor, is enthusiastic about courses.
She said that by discussing students over the years, she found that they often had a disconnection in their understanding of the reason why they take a python course as a business student, how it will be applicable in their work.
By teaching the content in an ITM course, she said that she was able to more clearly connect the subject of other commercial subjects.
She also hopes to help students use a generative AI to help them with tasks.
“I think students must learn to use it, not as a crutch, but as a tool that will allow them to do more,” she said. “And I think that if we can get them to learn to do so, it will be extraordinarily powerful on the market for our students when they are in competition with other business schools to find a job.”
More broadly, Spreng said Broad sought to integrate AI into various courses rather than having an autonomous course on the subject.
Another course, bus 200: company foundations: interfunctional perspectives and practices, is a new introductory course with three credits designed to help students obtain a basic understanding of various business fields.
Spreng said that if graduate students tend to be very well informed about the subjects of their major, they tend not to fully understand how various fields work in tandem with each other.
He also said that the course is designed to provide information to careers on careers in the chosen fields.
Bus 400: Preparing professional success: University’s transition to career is a new course in a credit being introduced which is designed to help graduates go from student life to professional life.
Spreng said the course follows the comments of the elders and employers who said that students needed more socialization in the professional world.
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External requirements
In addition to their course requirements, the new curriculum updates have both added and withdrawn additional requirements for the College of Business.
Students are no longer required to follow nine lesson credits outside the Commercial College, which Spreng said that the general education courses required at the University already follow the holistic education that the nine credits should provide.
He said that it gives students more flexibility when choosing the trade courses to follow.
In addition, the business college also revises the integrative and non -touragular requirements for students. During their undergraduate years, students must now accumulate points in one of the six pillars: global state of mind, entrepreneurial state of mind, philanthropic state of mind, strategic leadership, culture and community and ethical mentality.
Spreng said that the points are won by attending certain conferences or performing certain asynchronous tasks, which are all followed via an application.
“These are mainly things we already do. It simply encourages students to take advantage of some of these (opportunities),” he said.
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