Exploring Pathways for the Reconstruction of Business Administration Courses Driven by New Quality Productive Forces: Taking the Course “Organizational Behavior” as an Example

Abstract

The development of new quality productive forces has placed entirely new demands on the competency structure of business administration professionals, making it imperative to transition the curriculum system from traditional models to future-oriented paradigms. Taking “Organizational Behavior” as a representative case study, this research systematically diagnoses the gap between current teaching practices and the requirements of new quality productive forces, and designs a comprehensive teaching reform plan covering philosophy, objectives, content, methods, and evaluation. Consequently, the study distills a four-dimensional, interconnected logic model for curriculum reconstruction: Demand Anchoring (DA)–Competence Mapping (CM)–Scenario Embedding (SE)–Evaluation Closed-loop (EC) (DCSE). This model provides a meta-framework for the systematic innovation of business administration courses that combines theoretical coherence with practical applicability, helping to resolve the “fragmentation” dilemma in curriculum reform.