Design Supervision to Improve Modern Entrepreneurship Curricula for the Credit Banking System

Abstract

The objectives of this research were: 1) To develop a design supervision process to improve the Modern Entrepreneurship Curriculum for the credit bank system, 2) To improve the curriculum, and 3) To evaluate the curriculum. The participants were purposively selected for two purposes: eight participants were selected for focus group discussions related to Objectives 1 and 2, while seven participants were selected for curriculum evaluation related to Objective 3. The research instruments consisted of three tools: 1) a focus group guide for developing the design supervision process, 2) a focus group guide for improving the curriculum, and 3) a curriculum evaluation form. The researcher collected focus group data personally and used a Google Form link to gather data for curriculum evaluation. Data analysis used content analysis to summarize the issues that emerged, as well as descriptive statistics, including mean () and standard deviation (s.d.). The meaning was then interpreted according to the criteria. The findings revealed that: 1) The supervision process consists of four stages:
(1) Studying and planning the design supervision, which includes Empathize and Define stages; (2) Implementing the planned process, which includes Ideate and Prototype stages;
(3) Curriculum evaluation, which includes the Test stage; and (4) Applying evaluation results for continuous development, which includes the Sustain stage; 2) The curriculum, including both the course description and structure, appropriately covers knowledge, processes, and attitudes. The unit titles, learning outcomes, and key concepts/core ideas are well aligned. However, the instructional time and grading weight may need adjustments to better suit actual classroom assessments; and 3) The overall evaluation results of the curriculum were at the highest level, particularly in terms of practical application and accuracy.