Navigation links by course groupings:

Integrated Business Core Creativity and Opportunity English: From Presentation Skills to Complex Inquiry International Perspectives Electives and Specializations
Business Character Development Entrepreneurship Probability, Statistics
and Knowing
Internship Skripsi


Curriculum Framework


Student Outcomes

A graduate of GEM is:
  1. Character and skills
    1. Able to manage him/herself with confidence
    2. Able to communicate complex ideas
    3. Able to think analytically
    4. Able to learn independently
    5. Able to define and solve complex problems
    6. Able to act ethically in business and social contexts
    7. Able to both lead and follow in task groups
    8. Has an action/entrepreneurial orientation
  2. Business Knowledge
    1. Able to analyze business environment and apply strategic decision models
    2. Able to manage customer relations processes
    3. Able to manage operations and supply management
    4. Able to lead teams, manage individual performance and structure HR processes
    5. Able to manage capital acquisition and allocation processes
    6. Able to measure  and manage organizational performance, and structure organization governance
  3. Life knowledge
    1. Develop an understanding of  him/herself in the world
    2. Understands business and its role in society
    3. Able to apply the scientific process/method in the physical, life and social sciences
    4. Understands Indonesian economic and political history


The curriculum framework follows two logics.  The first is a logic of the student career.  It is the logic of human development and growth.  The second is a logic of education.  It is the logic  of knowledge acquisition, skill and character development.

The student career

The university experience is a transition.  A student leaves the secure confines of home, cared for by parents and psychologically sheltered, and enters a transitional space.  On leaving, a student is expected to find a mate, take a productive role in the economy, and integrate as an adult into community and political life.  Psychological individuation and social and economic integration are the general goals for all students.  But for entrepreneurship education these processes are particularly important; entrepreneurs are agents of change and require a stronger sense of self, and an active integration as leaders in social and economic life.

Individuation:  An entrepreneur needs a strong sense of self.  Creating new combinations, as Schumpeter puts it, requires overcoming the structures that support old combinations.  To act in non-conventional ways, to put oneself out as a representative of a new product, a new process or a new business model, or a new organization requires self-confidence and self-possession that is greater than of a student who simply enters the workforce as an employee.

Integration:  An entrepreneur does not act alone.  Entrepreneurs that establish businesses of any significance work in teams.  These teams may be partnerships in establishing a new enterprise, or they may be teams of employees who are engaged for their specialized skills, or their commitment to the enterprise.  In either case, the entrepreneur needs to have the skills to select, form, lead and evaluate a team.  An entrepreneur needs to be able to sustain commitment in the face of adversity and setbacks.  He or she needs to be able to build a cohesive team and lead an insurgency into new market and new ways of doing business.

Below is a graphical depiction of how an entrepreneurship program should focus its character building efforts.  On first entering the program, a student should undergo a process characterized by activities that strengthen the individuation process, build the ego.  The first and second semesters should involve individual activities that develop a student’s self-confidence, independence, and self-awareness.  The third and fourth semesters should intensely focus on students’ ability to work in teams, be leaders especially, but also followers in collective, goal directed activities.

intensity and time

The decline in intensity depicted in the graph should not be interpreted as neglect or a lack of focus on either individual development or on leadership and group skills.  This decline is meant to depict a routinizing of activities in these areas.  Rather than a focus of development, students’ leadership and group skills are deploy as a routine part of learning in substantive classes’ learning activities both within the FEH and in the Prodi.  This is also true of individual development.  The focus after the first two semesters in not on ego and individual development per se, but students will continue to be required to perform in front of others and will be graded on their mastery of individual cognitive and behavioral skills.

Character, Skills and Knowledge

Character and skills are best learned by doing.  Becoming a leader means experimenting with new behaviors and questioning old ones.  It means changing one’s conception of self in practice.  Students cannot be told how to be leaders, how to make a sale or how to manage a group.  Knowing theory doesn’t help.  Character and skills are developed in practice.  So education in the GEM curriculum means two things; it means the inculcation and acquisition of knowledge, and it means the formation of character and skill development.


But, as depicted in the figure above, the two are not learned through separate activities, courses, or modules.  The “able to” skills are learned concurrently with the “understands” knowledge.  The former are developed through the pedagogy; the latter are inculcated through the knowledge content of the curriculum.  Hence, lesson delivery methods have to be as well thought through as the content of each lesson.

The Curriculum

The Integrated Core

The integrated core follows a whole-parts-whole logic.  In blue in the table below, the core starts with view of the whole organization and its environmental context.  This is followed by four “parts” modules.  These integrate the various functional specializations around core business processes.  The last module focuses on the whole organization again: performance and governance.

Creativity and Opportunity Structures

Creative solutions to social and business problems is the theme of two courses in the first and second semesters of a students experience at UC.  The “Opportunity Structures” courses consist of field trips and guest speakers where the students are exposed to difficulties or problems in both the business and the social domains.  These field trips are alternated with classroom work in which students are taught to analyze and think creatively about ways to solve these problems.

English: From Presentation Skills to Complex Inquiry

The English language sequence always focuses on both language competence and on a substantive area of learning.  The first course focuses on business presentation skills as well as conversational proficiency.  The second seeks to develop business writing skills – business letters, memoranda, business plans and reports and the like – while focusing on grammatically correct written expression.   The third course invites speakers in to present topics with are the subsequent themes for in-class discussions and written assignments.  The last two courses are historically and philosophically oriented, the first focusing on the identity and role of the businessman in society; it is focused on the development of the students identity as a businessman. The second course addresses the relations among business, government, social progress and development; it is focused on business as a powerful actor in society and its role in fostering prosperity and development.  The aim is to address issues of the role of the businessman and business in society by reading complex philosophical, sociological and political papers and discussing them in class and writing about them.

International Perspective

These courses all address some aspect of the international business environment, from cross-cultural business management to international capital markets.  From macro economics and the international division of labor, to competing with the multinationals.

Electives and Specializations

This category lumps together courses that either deepen or broaden a student’s knowledge and perspective.

Probability, Statistics and Knowing

These courses develop the students’ capacities in causal reasoning and knowledge generation and evaluation.  The four courses, starting with probabilities and variables,  and ending in research design, are the foundation of scientific understanding of the world.


This is the E-Series that is administered by the FEH.

Internship or E7

Students may chose an internship which lasts  6 months or the intensive development of their entrepreneurial venture.  In either case, the practical work will be coupled with a workshop, online or at UC, whose function it is to consolidate the practical learning.


The skripsi takes a slightly different form than usual, not in the outcome produced, but int he process.  The students will work in groups centered around themes that are chosen by the dosen.  Students chose which group they want to work in.  These groups meet weekly.  This structure ensures that students keep up in their efforts so that they finish on time, it brings multiple perspectives to the criticism and development of each student’s skripsi, it allows dosen to chose themes that may help them in their own research, and it ensures that the skripsi meet academic standards.

Pedagogy and the Student Developmental Process

The character and skills outcomes are achieved through the way the content is delivered, not the content itself.  Depicted graphically below is the intensity of the focus in the pedagogy of each of the character and interpersonal skills outcomes over the course of the 8 semester student career.