INNOVATING CURRICULUM, CONTENT, AND METHODS IN BUSINESS ADMINISTRATION TRAINING TOWARDS DEVELOPING STUDENTS' DECISION-MAKING COMPETENCY
DOI:
https://doi.org/10.51453/3093-3706/2026/1422Abstract
This study evaluates the systemic misalignment in Business Administration (BA) training in Vietnam, specifically the phenomenon of curriculum Mathematization. Despite the core objective of developing Decision-Making Competency (DMC), the analysis of curriculum structure, content, and methods reveals an excessive emphasis on quantitative tools (Mathematics, Statistics), overshadowing managerial thinking and practical application. Consequently, graduates lack the ability to translate knowledge into action, failing to meet the demands for Business Analytics and complex problem-solving. The paper proposes a synchronized reform package based on three pillars: Curriculum Restructuring (adding Decision Science, increasing integration), Content Innovation (shifting focus from formulas to managerial insights and qualitative risk), and Radical Change in Teaching and Assessment Methods (adopting Case Study, Simulation, and evaluating critical thinking ability).
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[1] Central Committee of the Communist Party of Vietnam (2024). Resolution No. 71-NQ/TW on Breakthrough Development in Education and Training.
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[9] Trinh Thuy Anh et al. (2012). Innovating Business Administration Training Programs toward International Integration. Journal of Science – Ho Chi Minh City Open University, No. 7(1), 2012.
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