Design of a Competency-Based Business Education Hybrid Curriculum: Implementation and Evaluation

Thesis Abstract

This study addresses the growing need for adaptable, industry-aligned business education by designing, implementing, and evaluating a competency-based hybrid curriculum that integrates online and face-to-face modalities to enhance employability and entrepreneurial capabilities among graduates. The aim is to develop a scalable framework that aligns curriculum outcomes with core business competencies, digital literacy, and entrepreneurial mindset, while ensuring alignment with accreditation standards. Specific objectives are (1) to identify core competencies demanded by contemporary business environments; (2) to design a holistic hybrid curriculum incorporating modular competency-based units, authentic assessments, and industry partnerships; (3) to implement the curriculum in two undergraduate cohorts and one postgraduate cohort over two academic semesters; (4) to evaluate learning outcomes, student engagement, and employability metrics; and (5) to formulate evidence-based recommendations for policy and practice. The study employs a mixed-methods design underpinned by constructivist and social cognitive theory, with components drawn from Vygotsky’s sociocultural theory and Bandura’s social cognitive theory to explain learning transfer, self-efficacy, and motivation within blended learning environments. The population comprises 12,000 enrolled business students across three faculties in a metropolitan university. A stratified random sampling approach selects three cohorts totaling 1,200 students (800 undergraduates and 400 postgraduates) for quantitative analysis, supplemented by purposive sampling of 40 faculty members, 20 industry partners, and 15 curriculum developers for qualitative inquiry. Data collection instruments include a validated Competency Acquisition Scale (CAS) administered at pre-, mid-, and post-implementation; standardized student engagement and satisfaction surveys; employer perception surveys; and semi-structured interview protocols and focus group guides for stakeholders. Document analysis of unit outlines, assessment rubrics, and industry partnership agreements complements primary data. Validity and reliability are ensured through pilot testing (n=120), expert panel review, and Cronbach’s alpha checks (target ? ? 0.80 for CAS and engagement scales). Quantitative data are analyzed using descriptive statistics, repeated-measures ANOVA to assess changes in competency scores over time, multivariate regression to examine predictors of learning outcomes, and structural equation modeling to test the proposed theoretical framework linking blended delivery, self-efficacy, and competency mastery. Qualitative data undergo thematic analysis following Braun and Clarke, with triangulation across interviews, focus groups, and document data to establish trustworthiness. A convergent mixed-methods design enables integration of quantitative and qualitative findings to provide a comprehensive evaluation of the curriculum’s effectiveness. Key expected findings include (i) significant improvements in measured competencies and self-efficacy in the post-implementation phase compared with baseline; (ii) higher engagement and satisfaction levels associated with authentic, industry-informed assessment tasks and flexible online components; (iii) positive perceptions from employers regarding graduates’ readiness for entry-level roles and entrepreneurship activities; (iv) identification of critical enablers and barriers in the hybrid model, including infrastructure readiness, faculty development needs, and the quality of industry collaborations; (v) a validated conceptual model linking blended learning attributes to competency gains mediated by self-efficacy and intrinsic motivation. The study anticipates nuanced differences across undergraduate and postgraduate cohorts and discipline-specific variations in competency attainment. Contributions to knowledge include (a) a rigorous, generalizable design-implementation-evaluation framework for competency-based hybrid curricula in business education; (b) empirical evidence on the effectiveness of integrating authentic assessments and industry partnerships within a blended delivery model; (c) validated instruments and measurement approaches for competency and employability outcomes in hybrid settings; and (d) policy and practice guidelines for curriculum developers, accreditation bodies, and industry stakeholders seeking scalable, evidence-based reform. The study concludes that a well-structured competency-based hybrid curriculum can substantially enhance business graduates’ competency profiles and employability, provided that robust governance, ongoing faculty development, reliable digital infrastructure, and sustained industry engagement are in place. Recommendations include adopting iterative curriculum refinement cycles, investing in professional development for instructors, establishing formal industry–university collaboration frameworks, and institutionalizing continuous quality assurance processes to monitor competency progression and alignment with workforce demands.