As developing the horizontal curriculum after regarding at student’s employment, we primarily focus on general knowledge and language skill to nurture a humanity and holistic education and enhance student’s core competitive competences of solving problem, creative thinking and applying at information through the three features curriculum which are project management, creation and innovation, and information application. On the side of the vertical curriculum included general management, marketing and logistics, and e-business leads student’s professional requirements based on his/her interested employment career. Furthermore, student is encouraged to study at an integrated program of crossing fields to empower his/her specific core competitive competence. As this educational goal, we design a 333 curriculum developed strategy and curriculum developed process are displayed as Figure 1 and Figure 2.

Figure 1 333Curriculum Developed Strategy

Figure 2 Curriculum Developed Structure

In the course design, the course of department is from the basic theory, the professional knowledge, the core competencies to the employment, then to the cross-discipline integration, proceeds in an orderly way and complete. First, the basic theory course, besides general knowledge elementary education and the language training program, still included the calculus, statistics, the economic and the accounting and so on, the teaching way by the theory discussion primarily, strengthens the theoretical foundation of student knowledge. Next for the professional basic course, in view of the characteristic and demand of the students in BA, the plan has the production and the operation management, the market management, the human resources management, the organization behavior, the financial management, the enterprise research methodology, the merchant law, the business strategy management and the graduation project and so on, the teaching way in addition to the theory discussion, also auxiliary by practical case study.

In addition, the characteristic core competencies course has “the project management” (including project management, project management practice topic, marketing and research and development project management practice), “the innovation creativity” (including creativity and development, innovation and creativity management, innovation and industrial development, innovation and commercialization and so on) and “the information application” (including electronic commerce application, Internet application, information management application, management information system and electronic enterprise management and operation) the student all should have three big core characteristic course.

Finally, according to the demand for employment tendency of students, to plan employment professional course of different class group by the employment domain. Within them, “the management and operation” domain practice course have the management economy, cost accounting, the industrial competition analysis and so on; “the marketing circulation” domain practice course have the marketing research, the retail sales management, the logistics management, the customer relationship management and so on; and “e-business” domain practice course have the supply chain management, accountant information system, electronic commerce and the network marketing and so on. Above professional domain course also adopts the practice topic, the enterprise visit, the practice course, the case study or the system simulation and so on multi-dimensional teaching way to carry on. Related course design structure is shown in Figure 3.

Figure 3 Course Design Structure