Release Date: 2026-01-27

School of Economics and Management Launches Series of Seminars on Implementing the OBE Concept (Financial Engineering Chapter) ——Deepening the Reform of Talent Training Model with the Outcome-Based Education (OBE) Concept

On January 8, 2026, the Department of Financial Engineering held a seminar on studying the 2025 talent training program and cultivating students under the OBE concept in Room 16-328. At the meeting, all faculty carefully studied the latest professional talent training program, systematically understood and got familiar with the specific components and contents of training objectives. They closely linked ideological and political objectives, ability objectives, knowledge objectives and quality objectives with the objectives and contents of the courses they teach, and mastered the 12 specific graduation requirements, the support of graduation requirements for training objectives, and the supporting relationship between all courses and graduation requirements. The faculty gained a clear understanding of curriculum modules, credit requirements, graduation criteria, requirements for bachelor’s degree conferral, academic length and degree regulations, core professional courses, curriculum arrangement and credit distribution. They also learned about the logical relationship between courses across different semesters so as to properly guide students in course selection and answer their inquiries about course credits.

Meanwhile, all faculty carried out discussions on student cultivation under the OBE concept. Global higher education is undergoing profound transformation. The traditional knowledge-centered teaching model can hardly meet the new-era demand for innovative, interdisciplinary and application-oriented talents. Against this backdrop, Outcome-Based Education (OBE), an educational concept centered on students’ learning outcomes and featuring “beginning with the end in mind”, has increasingly become an important guiding principle for international engineering education accreditation and higher education quality assurance systems. The Financial Engineering Program is currently preparing for self-evaluation for professional accreditation. Understanding and mastering the OBE cultivation concept serves as a key measure for program development and upgrading.

The core essence of OBE lies in that the design and implementation of an education system shall revolve around clear, measurable learning outcomes that students can achieve upon completing their studies. This concept subverts the traditional “input-process” oriented educational logic and shifts to the systematic thinking of “output-reverse design”. Specifically, the OBE cultivation concept requires building a closed-loop, dynamic and collaborative educational ecosystem, which mainly includes scientifically defining learning outcomes, reversely designing the curriculum system, innovating teaching methods and evaluation mechanisms, and establishing continuous improvement mechanisms. It requires students’ learning outcomes to realize the organic integration of knowledge, ability and quality. Such outcomes should align with national professional teaching quality standards and industrial accreditation standards (such as the 12 graduation requirements in general accreditation criteria), and also take into account the university’s positioning, regional economic and social development needs and students’ personalized growth demands. On this basis, curriculum objectives are decomposed from graduation requirements to restructure the curriculum framework. Each course shall specify its supporting points for graduation requirements to avoid redundant or missing content. In addition, practical teaching, project-based learning, integration of industry and education and other links shall be strengthened to ensure competence development runs through the whole training process. OBE emphasizes the consistency of “teaching-learning-assessment”. Teachers shall transform from knowledge lecturers to learning facilitators, and adopt case teaching, flipped classrooms, PBL (Problem-Based Learning) and other approaches to motivate students to actively construct knowledge. Evaluations shall shift from summative assessment to a combination of formative and summative assessment, focusing on accumulating process evidence such as case collections, project reports and peer reviews to truly reflect the achievement level of students’ competencies.

OBE is not a one-off project but an iterative process of continuous improvement. The Department of Financial Engineering needs to establish a regular internal quality assurance system. Data from graduate tracking surveys, employer feedback and analysis of curriculum objective achievement will be used to diagnose problems in the training process and adjust training programs, teaching contents or resource allocation in a timely manner to form a closed loop of “evaluation-feedback-improvement”.

Through the study of the talent training program and discussions on the OBE training model, all faculty have gained deeper insight into the program development direction and curriculum reform requirements. This lays a solid foundation for smooth professional self-evaluation and improvement of student training quality, enriches the development of the Pioneer Plan of Tianjin University of Science and Technology and promotes the Pioneer Spirit.

Source: School of Economics and Management

Writer: Gong Yuxia

Three-Round Review and Three-Round Proofreading: Li Wenfu, Liu Tong, Yu Liyan