Innovative Teaching and Learning

A new way of learning is needed

Faced with a digital revolution in and beyond the classroom, educational institutions strive to strike the delicate balance between traditional teaching methods and new pedagogies enabled by digital access. In SBM, we continue to emphasise active learning partnerships with students while embracing digital technologies through innovative teaching strategies in our Teaching Enterprise Projects (TEP), simulation games and case studies. 

Teaching Enterprise Project (TEP)

The Teaching Enterprise Project (TEP) is a unique pedagogy by the School of Business Management (SBM). TEP employs industry projects as platforms for students to apply their knowledge and deepen their skills through a learn-apply‐learn‐apply cycle. Located within the campus, each TEP business centre has a different operational focus catered to providing specific training for the variety of diplomas offered by SBM. Each cycle of attachment spans up to 21 weeks. Closely guided and mentored by experienced lecturers, the students are assessed based on both their technical proficiency as well as their ability to internalise and demonstrate 21st century skills such as leadership, professionalism and critical thinking. With over 150 industry projects to date, the TEP experience will provide our students with the competitive edge in their future careers and broaden their exposure to industry trends.

Simulation Games

In a shift towards more student-centric and experiential pedagogy, SBM has introduced simulation games into its diploma programmes where relevant. The objective of the simulation games is to enhance students’ learning in a sustainable manner by providing engaging platforms for the application of theoretical knowledge in a simulated environment. 

Case Studies

SBM has adopted the pedagogy of the Harvard Business School Case Method where lecturers create original case studies based on real data provided by our industry partners. 

The case method is an interactive learning approach that promotes student discussion and shifts the emphasis from a teacher‐centred to a student‐centred classroom.  This method emphasises student thinking as the springboard for discourse and learning. Through a collaborative construction process, analytical problem-solving and decision-making skills are honed, critical thinking and reasoning are elevated, and creative solutions emerge. 

Representatives from companies, whose cases are being discussed, sit in for students' final presentations and offer comments on their analyses and problem-solving approaches. This allows our students to learn directly from our industry partners. On top of in-class critiques, SBM students get to attend guest lectures and field trips conducted by our industry partners at their company premises.