The US experience of management programs curriculum design: The recommendations for improving management curricula in Ukraine

Abstract

Introduction. The paper analyzes the issue of curriculum design of management programs in Ukraine. Taking into account the employers’ dissatisfaction with the skills of management graduates in Ukraine, the author studies the features of curriculum design of undergraduate management programs in Ukraine comparing them with the US ones.
 Purpose. The purpose of the study was to compare the curriculum design of American and Ukrainian management programs to find out the differences and similarities in order to develop recommendations for making Ukrainian management curricula more relevant to the needs of Ukrainian business community.
 Methods. The study analyzes the curriculum design of three American and three Ukrainian management programs in higher education. The comparative analysis of American and Ukrainian management curricula included three lines: the analysis of required and elective courses, program contents, and the number of credits.
 Results. The comparative data received allow to define the five trends in curriculum design of Ukrainian management programs. Firstly, American management programs contain less credits in comparison with Ukrainian ones (3.85 vs. 5 credits per course; required courses: 122.3 vs. 240 credits; elective courses: 76 vs. 30 credits). Secondly, American management programs offer less subjects comparing with Ukrainian analogs – 24 vs 33 subjects per program. The comparative analysis reveals that this variety of disciplines is due to the double subjects in Ukrainian management curricula. Thirdly, the curricula of American management programs provide more subjects related to the development of soft skills, whereas their Ukrainian analogs still more focus on theoretical foundations of management. Fourthly, both types of curriculum assume studying economic theory and organizational behavior theory in-depth, but lack the courses related to the sustainable development issues. Finally, American management programs are more universal and globally focused, whereas Ukrainian management curricula contain a lot of locally-oriented types of courses.
 Conclusion. The paper allows to conclude that Ukrainian management programs are too overloaded with the same type subjects, credits, and theoretical knowledge. Based on the comparative analysis provided, it is recommended to decrease the number of credits and double subjects, but implement the disciplines related to the development of soft skills and global competencies of Ukrainian future managers.