The graduate of the Bachelor program in Business Administration at the Georgian National University SEU:

I. Knows the basic theories and concepts of business, business challenges in the global environment and the role of modern information technologies in business development;

II. Describes and explains the economic, legal, cultural and ethical diversity of the local and global business environment, the risks associated with them and ways of managing them;

III. Considers the international business environment and trends, explains the principles and importance of green economy, its implementation in the process of sustainable business development;

IV. Analyzes business forms, organization types and startup strategies, business value growth and valuation methods, importance of business social responsibility and relates business idea to changing environmental conditions.

V. Describes in detail the processes of business administration according to the functional areas, their role in increasing the value of the company and evaluates possible or existing risks;

VI. Collects information on a given problem in the functional area of business, uses quantitative and qualitative analysis, studies ways of solution and formulates a clear recommended position/opinion on a given task, presents orally or in writing;

VII. Designs and develops a research project specific to the field of business administration and presents it in a form appropriate to the context, uses communication technologies and respects ethical norms;

VIII. Adapts to the team as a productive member, discusses own ideas, considers the opinions of others and actively participates in the team’s work process.

IX. Assesses own knowledge and skills to identify future learning needs.

Lecture – is a creative process where a lecturer and a student take part simultaneously. The main aim of the lecture is to understand the idea of the subject regulations to be learnt, which means a creative and active perception of presented material. In addition, an attention should be paid to the main provisions of transferable material, definitions, indications, assumptions. Critical analysis of the main issues, facts and ideas are necessary. A lecture should provide a scientific and logically consistent knowledge of main subject regulations to be learnt without excessive details overloading. Therefore, it must be logically completed. In addition, facts, examples, charts, drawings, tests and other visual aspects should be aimed at the explanation of the lecture’s idea. The lecture should provide an accurate analysis of science dialectical process and should be based on free-thinking ability of students in particular environment, understanding of the basic scientific problems and the orientation of understanding. Lecture uses verbal or oral method and involves the communication of the lecture material to students verbally, method used during this process include: questions and answers, interactive work, the theoretical explanations of the provisions based on practical situations.

Collaborative – teaching method involves dividing students into groups and giving them learning assignments. The members of the group work on the issue individually and at the same time share it with the other members of the group. Due to the set task, it is possible to redistribute functions among the members during the group work process. This strategy ensures maximum involvement of all students in the learning process.

Independent work– material heard in the lecture is formed as a whole system of knowledge by the independent work of the student. The student should be interested in the book and other sources of information and want to study the issues independently, which is a way to stimulate independent thinking, analysis and drawing conclusions. Verbal, or oral, method includes lecture, narration, conversation, and etc. In this process, the lecturer conveys the teaching material through words, while the students actively perceive and master it by listening, remembering and understanding. Method of working on the book involves introduction, processing and analysis of independently given reading material. The method of written work- involves the following types of activities: making records, compiling material, composing thesis, performing an abstract, or essay, etc.

Practical methods combine all the forms of teaching that develop the student’s practical skills, here the student independently performs this or that activity on the basis of acquired knowledge. Discussion / debate is one of the most common methods of interactive teaching. The discussion process drastically increases the quality and activity of student engagement. The discussion can turn into an argument. This process is not limited to questions asked by the lecturer. This method develops the student’s ability to argue and justify his or her own opinion.

Problem-Based Learning (PBL) – a learning method that uses the problem in the early stages of the process of acquiring and integrating new
knowledge.

Cooperative learning – is a teaching strategy in which each member of the group is required not only to study but also to help his or her
teammate learn the course better. Each group member works on the problem until all of them have mastered the issue.

Case study – an active problem-situation analysis method, based on teaching by solving specific tasks – situations (so-called case solving). This
method of teaching is based on the discussion of specific practical examples (cases). The case is a kind of tool that allows the application of the acquired theoretical knowledge to solve practical tasks. By combining theory and practice, the method effectively develops the ability to make reasoned decisions in a limited amount of time. Students develop analytical thinking, teamwork, listening and understanding alternative thinking, the ability to make generalized decisions based on alternatives, plan actions, and predict their outcomes.

Brain storming – is a method student can use to generate ideas for solving the problem. In the process of brainstorming students must suspend any concerns about staying organized. The goal is to pour their thoughts without worrying about whether they make sense or how they fit together. It is effective method within the group and contains following stages:
 

• Creative definition of problem
  
• Taking notes of ideas without criticism
  
•  Definition of estimation criterion
  
•  Evaluation of ideas by preliminarily defined criterion
  
•  Selection of best matching ideas by exclusion
  
•  Manifestation of idea with the highest estimation for solving the problem Demonstration method- involves visual representation of information. It is quite effective in terms of achieving results. In many cases, it is best to provide the material to students in both audio and visual form. Demonstration of the study material can be done by both the teacher and the student. This method helps us to visualize the different levels of perception of the learning material, to specify what students will have to do independently; At the same time, this strategy visually illustrates the essence of the issue / problem. Demonstrations may look simply, such as solving a mathematical problem, visualizing a step on its board, or taking on a complex look, such as conducting a multi-level science experiment.Inductive Method- defines a form of transferring knowledge, when the course of thought in the process of learning is directed from facts to
  generalization, that is, when conveying material, the process proceeds from specific to general.                                                                                    Deductive Method- the process of reasoning from one or more statements (premises) to reach a logically certain conclusion. It works from
  the more general to the more specific.
  Analysis- through this method, lecturers and students discuss specific cases together. Students thoroughly learn the previously unknown
  sides of the issue. The method of analysis enables us to break up the whole part of the study the material into constituent parts, which
  simplifies the understanding of the specific issues of the problem.
  The synthesis method – involves composing one whole by grouping individual issues. This method helps to develop the problem as the ability
  to see the whole. The explanatory method is based on reasoning around a given issue. In presenting the material, the lecturer gives a specific example, which is discussed in detail in the given topic.
  Action-oriented teaching – requires the active involvement of the lecturer and the student in the teaching process, where the practical interpretation of the theoretical material becomes particularly important.
  Role-playing and situational games Scenario – based role-playing games which allow students to look at the issue from different positions and
  help them form an alternative point of view. Like the discussion, role-playing games develop the student’s ability to express and defend his or her position independently.
  Laboratory learning- is more visible method and allows you to perceive an event or process. In the lab, the student learns to conduct a experiment. During the laboratory study, the student should be able to control the devices, adjust them and determine the mode of operation. Habits developed in learning laboratories provide an understanding of the theoretical material heard in lectures.
  The development and presentation of the project – is a combination of educational and cognitive tools, which allows to solve the problem in
  the conditions of the necessary presentation of the student’s independent actions and the obtained results. Teaching in this way raises students’ motivation and responsibility. Work on the project includes stages of planning, research, practical activity and presentation of results according to the chosen issue. The project will be considered feasible if its results are visible, convincing and concrete. It can be performed individually, in pairs or in groups; Also, within one subject or several subjects (integration of subjects). Upon completion, the project will be presented to a wide audience.
  E-learning – This method includes three types of teaching:
  
•  Attendance when the teaching process takes place within the contact hours of the lecturer and the students, and the teaching material is delivered through an electronic course.
  
•  Hybrid (attendance / distance), the main part of the learning course is done remotely, and a small part is done within the contact hours.
  
•  Completely distance learning involves conducting the learning process without the physical presence of the lecturer. The learning course is held electronically from beginning to end.

The system of evaluation of learning outcomes and competencies is based on the system recognized by the legislation and corresponds to the evaluation and credit granting standards approved by the OrderN3 of the Minister of Education and Science of Georgia dated January 5, 2007.
Student assessment system includes:

a) Five types of positive evaluation:
a.a) (A) Excellent – 91-100 points;
a.b) (B) Very good – 81-90 points;
a.c) (C) Good – 71-80 points;
a.d) (D) Satisfactory – 61-70 points
a.e) (E) Sufficient – 51-60 points;
b) Two types of negative evaluation:
b.a) (FX) did not pass – 41-50 points of maximum evaluation, which means that the student needs more work to pass the examination and is given the right to retake (one time) an exam via independent work;
b.b) (F) Failed – 40 points or less, which means that the work done by the student is not sufficient and he/she has to retake the course. In case student gets FX, he/she can take the additional exam in the same semester at least 5 days after the announcement of the final exam results. The number of points obtained in the final assessment is not added to the grade received by the student at the additional exam. The grade obtained at the additional exam is the final grade and is reflected in the final grade of the study component of the educational program. Considering the additional exam evaluation if the points accumulated by student in the educational program component is 0-50 points, student is evaluated with F-0.
A prerequisite for a student’s admission to the final exam is to overcome the competence threshold of the Midterm Evaluation (No less than
11 points within Midterm Evaluation).

Competency threshold for the Final Exam is 30%, no less than 12 points.

Prerequisite for granting the credit is accumulating no less than 51 from 100 points and to overcome the minimum competency threshold of
Midterm Evaluation and Final Exam.