B.B.Mgt (Special) Degree in Marketing

Bachelor of Business Management (Special) Degree in Marketing contains four levels (four years), and each level is modeled on a specific job role progressively leading to a 'strategist' (associate to analyst to specialist to strategist). And in developing the content a 3D approach had been undertaken, where knowledge, skills, and attitudes were combined in creating a strategist who is competent, capable, and confident.

Further, the degree program is structured into eight learning pillars (Business Environment, Management, Accounting & Finance, Quantitative Aspects, Digital Marketing & IT, Branding & Communication, Consumer Behaviour & Research, Applied Marketing) cutting across each of the four levels of the degree programme, in building a consistent and gradual elevation of teaching, learning, and assessment. The learning outcomes propagated via the eight learning pillars develop

  • A fundamental understanding of marketing management and to be extensively competent in 'Branding & Communication', 'Consumer Behavior & Research', and 'Applied Marketing'

  • Accounting and Finance' related skills in strengthening financial intelligence

  • Quantitative' shrewdness in developing strategies

  • The 'Tech-savviness' in business and decision making

  • The ability to associate 'Local and Global Business Environment' in becoming a strategist

  • A sound knowledge of 'Modern Management Practices' in developing and executing strategies

Undergraduate Programes

The  Department  of  Markeng  Management  (DMM)  is  one  of  the premier departments affiliated to the University of Kelaniya, Sri Lanka, and is the only SAP University Alliance partner in Sri Lanka, and also the only ISO 9001:2008 quality cerfied business management department in the country.

DMM strives to create a 'strategist', who is competent, capable, and confident in driving people and businesses to greater heights”, via the below six standards affixed together:

 
 T
eaching Standards – internaonally accredited teaching content

 
 F
ocus Skills – focused on so skills leading to employability
 
 Professional Development – via blended teaching, learning, and assessment

 Outward Insights – industry triggered teaching and learning

 Hands on Markeng – making students employable through simulaon programmes, event organizing, praccal training, execuve series, and etc.

 Blended Faculty – a faculty that comprises of various disciplines, boosted by doctoral holders & professionals with industry and internaonal exposure.

A Unique Degree

Traditional Degrees

B.B.Mgt. (Special) Degree in  Marketing

Lack of direction and vague end outcomes

Level specific direction set via graduate profiles or  level descriptors, setting the exact expectations on  knowledge, skills and attitude

Course units appear and disappear randomly throughout  the degree programme

Unambiguous development of learning through eight  domains of learning pillars

Lack of structural flow in developing knowledge/ skills/  attitude

Learning elevated gradually from factual to  conceptual to procedural to metacognitive

Lack of regular elevation of ability or action in making  graduates capable of performing the desired job roles

Learning outcomes based on action biasness ranging  from remember to comprehension to application to  analysis to evaluation to synthesis

More teacher centered learning methods

Innovative teaching and learning via buzz groups,  crossovers, industry visits, workshops, simulation,  online forums, white papers etc...

On-supply learning with hours of class room work

On-demand learning via podcats, vodcasts, and LMS  activities

Ambiguous assessment methods via misaligned questions

Teaching, learning, and assessment based on action  verbs with clear definitions

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A UNIQUE DEGREE

 

Traditional Degrees

B.B.Mgt. (Special) Degree in  Marketing

Lack of direction and vague end outcomes

Level specific direction set via graduate profiles or  level descriptors, setting the exact expectations on  knowledge, skills and attitude

Course units appear and disappear randomly throughout  the degree programme

Unambiguous development of learning through eight  domains of learning pillars

Lack of structural flow in developing knowledge/ skills/  attitude

Learning elevated gradually from factual to  conceptual to procedural to metacognitive

Lack of regular elevation of ability or action in making  graduates capable of performing the desired job roles

Learning outcomes based on action biasness ranging  from remember to comprehension to application to  analysis to evaluation to synthesis

More teacher centered learning methods

Innovative teaching and learning via buzz groups,  crossovers, industry visits, workshops, simulation,  online forums, white papers etc...

On-supply learning with hours of class room work

On-demand learning via podcats, vodcasts, and LMS  activities

Ambiguous assessment methods via misaligned questions

Teaching, learning, and assessment based on action  verbs with clear definitions

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