Collaborative Based Learning (CBL)

“Collaborative Based Learning (CBL) 2015-2019”

MM has built strategic positioning through its uniqueness based on collaborative learning since 2011, as outlined in Self Evaluation Report (SER) of MM FEB Unpad 2013 and the revised SER of MM FEB Unpad 2014. The uniqueness of MM FEB Unpad is formed by 7 components of Collaborative Based Learning (CBL), namely:

  1. CBL on Lecture,
  2. CBL on Research,
  3. CBL on Curriculum Development,
  4. CBL on Company Based Issue,
  5. CBL on Thesis Colloquium,
  6. CBL on Alumni Relationship Development and
  7. CBL on Soft Skills Development.

The explanation of the seven components of CBL can be seen in the:

#21.APPENDIX II School Education System – 5. Uniqueness in the School Research & Education

The seven-uniqueness is transformed in line with the development and demands of the educational industry environment inside and outside Indonesia. Accordingly, MM needs to align with those environmental changes in shaping its uniqueness. The changes that have been taken place namely:

  • The 1st stage of transformation process (2015): from seven uniqueness transformed into four-merged uniqueness,
  • The 2nd stage of transformation process (2016): from four uniqueness transformed into three-merged uniqueness, and
  • The 3rd stage of transformation process (2017): from three-merged uniqueness transformed into three-main uniqueness
  • The 4th stage of transformation process (2018): consistently maintain the three-merged uniqueness as main uniqueness of MM FEB Unpad
  • The 5th stage of transformation process (2019): consistently enhncing the three-merged uniqueness as main uniqueness of MM FEB Unpad

The purpose of the transformation process is part of strengthening the uniqueness and distinct features developed by MM in accordance with the Vision and Mission that have been set. The Figures 5 depicts the transformation process for sharpening the uniqueness of MM. One of the MM’s uniqueness is establishing collaboration with companies and universities of overseas partner universities. It is proven that the Joint Seminar & Corporate Visits Program organized by MM in each batch become the excellence and uniqueness of MM. SWA Magazine, one of the largest offline and online business magazines has highlighted this MM’s overseas program in its magazine and its website with the titled as:

“Master of Management Program FEB Unpad Provides Solutions to Global Business Challenges”

Figure 5. Transformation Process of Building Uniqueness of MM FEB Unpad

The International Seminar and Company Visit programs are unique to the MM program especially in the eyes of the students. This program certainly brings a positive impact, especially the point of view and mindset of students themselves.

The uniqueness of this program besides enriching the students’ knowledge by producing research that will be presented, also giving additional experiences especially by visiting large companies in Japan. The uniqueness for the students certainly lies in its intangible uniqueness where students can have a better view of things, and the management of time that can be imitated from Japanese citizens.

Students learn about the customs culture of citizens in Japan, culture of queuing, high tolerance, maintaining cleanliness and the uniqueness of using public transportation. In addition, students are also allowed to see how Japanese citizens in terms of marketing are bargaining, peddling their products, and showing culinary uniqueness. Of course this program will enrich students in terms of experience and knowledge that can be applied. Check Students Report in the following links:

In regards to maintaining the high quality implementation of this program, MM has done the satisfaction survey about the overseas program. The results of the survey can be seen at:

#22.APPENDIX Chapter 1 Student Evaluation about Overseas Program 2016 – 2018.


“Collaborative Based Learning (CBL) 2013-2014”

Regarding to its uniqueness, the school uses an approach called “Collaborative Based Learning (CBL)”. CBL focuses on the collaboration among the faculty, students, practitioners, and stakeholders in co-creation education value. The followings are the details of Collaborative Based Learning:

  1. Collaborative Learning on Lecture
  2. Collaborative Learning on Research
  3. Collaborative Learning on Curriculum Development
  4. Collaborative Learning on Company-based Issues
  5. Collaborative Learning on Thesis Colloquium
  6. Collaborative Learning on Softskill Development

The Description

  1. Collaborative Learning on Lecture: The collaborative learning on lecture focuses on how to meet the issues and its concepts in understanding, analyzing and recommending solution for the issues. The learning is conducted through discussion among students in understanding concept, issues, and application facilitate by the lecturer. The issues is scrutinized with contemporary business and management concepts. This process is conducted by presenting the concepts from contemporary textbook and journal. It is done either by the lecturer or student. Later, the pesentation is followed by analyzing the relevant issues raised by professional experience of the lecturer and student or business issues taken from textbook or journal. At last, the learning process is directed to synthesize critical and strategical recommendation for the issues.
  2. Collaborative Learning on Research: The collaborative learning on research focuses on how to conduct relevant research with interest of the student and lecturer. The research is started with the topic and supervisors proposed by the student. The MM program analizes the topic and confirms it to the proposed supervisors. The supervisors consist of 2 lecturers on related topic. After the acceptance from the supervisors, the research begins to conduct in certain time (normaly 6 months). In order to enhance collaborative process on research, the key findings and its research progress are recorded on a form namely “kartu kemajuan bimbingan” (research progress report) filled by the supervisors or the student and signed by supervisors.
  3. Collaborative Learning on Curriculum Development: This collaborative learning focuses on how to develop suitable curriculum based on contemporary business contexts and the needs of stakeholders i.e. Business Practitioners, Government, Professional Association, as well as student and lecturer. In doing so, MM Unpad has collaborated with Indonesian Society of Appraisers (Masyarakat Asosiasi Profesi Penilai Indonesia/ MAPPI,, Indonesian Marketing Association (IMA,, etc. to create curriculum that pass professional standard education. (Colloquium Events Picture)
  4. Collaborative Learning on Company-based Issues: This collaborative learning focuses on how to identify, analyze, and recommend alternative solutions by understanding real business problems of the company. This process is conducted in selected companies e.g. PT. Bank BJB (banking industry), PT. Pupuk Kujang (fertilizer industry), PT. LEN (electrical industry), etc. Several methods are done through company visit, guest lecture from companies.
  5. Collaborative Learning on Thesis Colloquium: This collaborative learning focuses on student research result dissemination in inter-concentrations for all MM students in any semesters. This process is conducted at auditorium with 100 capacity(further information presented at The coloquium starts with the presentation by master candidate about their research findings (a mandatory credit in order to get their degree starting from early 2012). This activity aims to increase academic atmosphere for encouraging the research quality. Formerly, the master candidates must submit an article of their research summary written in the form of English journal manuscripts as applying for colloquium. The colloquium is conducted once two week every Saturday.
  6. Collaborative Learning on Softskill Development: This collaborative learning focuses on how to develop related softskills needed for professional management competencies. Some examples of softskills are communication skill, statistical analysis skill, leadership skill, presentation skill, negotiation skill, time management skill, etc. This is a mandatory of non-credit activity using a point reward system. In order to apply for final thesis defence, students must fulfill a certain point. The points are an accumulation of several certified activities such as training, general lecture, seminar, workshop, conference, etc. which coherence with their professional management competencies development.
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