Curriculum reform: getting more macro, and more micro

Abstract

Purpose

The purpose of this paper is to describe in detail the recent curriculum reform at UC Berkeley's Haas School of Business and outline the process followed to achieve it and lessons learned.

Design/methodology/approach

This is a case study. It aims in particular to clarify the principles that underlay different elements of the reform and the critical junctures in managing the change.

Findings

The paper argues for a barbell approach – curriculum reforms that are both integrated at the macro level and sharply articulated at the micro level in terms of capabilities delivered. In the case of Berkeley‐Haas, the macro end of the reform is pinned down via an explicit leader archetype, that of a path‐bending leader, and an explicit supporting culture. At the micro end, the operative integration concept is termed “capabilities integration.”

Originality/value

The reform described in the paper shares goals with other recent curriculum reforms, but takes a distinctive approach to achieving them.

Citation

Lyons, R.K. (2012), "Curriculum reform: getting more macro, and more micro", Journal of Management Development, Vol. 31 No. 4, pp. 412-423. https://doi.org/10.1108/02621711211219068