Two teams of students, representing both Royal Thimphu College and Bhutan, have won 2^nd place and 4^th place in the regional Mekong Business Challenge held in Cambodia on Saturday, March 12, 2016.

The Mekong Challenge is a “business model” contest, with over 100 teams from South-East Asia competing (Thailand, Cambodia, Viet Nam, Lao, China, and Bhutan for the first time this year). This is greatly different from the traditional “business idea” or “business plan” type of contest. The “business model” contest requires each competing team not only to develop an idea or plan, but also requires very extensive field work to talk with potential customers, suppliers, financing sources, potential competitors, government officials, etc.). This work was diligently accomplished by the RTC teams over the past three months after they were confirmed for round two of the competition. Each team continuously revised their initial plans and assumptions as they gained more insight and data from these sources. In this way, the process mirrored that of a real entrepreneur, who is continuously learning from, and adapting to, new information from the market.

Remarkably, two of RTC’s initial three teams won in the first round of the competition in November: Bhutan Interlocking Bricks, and Menjong Pasta. Only 11 teams out of over 100 in the initial round were chosen for the second round, held in Phnom Phenn, Cambodia.

The Bhutan Interlocking Bricks team won the Silver Medal (2^nd place) along with a smartphone each to the three team members, and an all-expense paid trip to Singapore, to meet with the Google office. The Menjong Pasta team came in 4^th, with the jury particularly impressed by the team’s serving of their actual pasta product – this received considerable appreciation for their original idea.

In light of RTC’s very strong performance, officials of the Mekong Challenge are exploring the possibility of RTC being the host for next year’s regional competition.

Furthermore, both teams will continue competing for a wildcard entry into a global business model competition in the USA. 

Bhutan Interlocking Bricks

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Menjong Pasta 

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Bhutan Instant Puta  

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The programme deals with the principal issues of economic development, with the objective of preparing students for employment in the development sectors of the country and for further study and research in this subject area. It also aims to promote the overall personal development and well-being of the students by imparting relevant and good quality education in the core and general education modules offered in the programme, thereby enabling the graduates to contribute to the economic and social development of Bhutan and possibly in the global arena. The programme emphasizes learning at the current frontier of knowledge in the subject of Economics. It places an emphasis on the understanding of basic economic principles at a level of rigor generally appropriate to an undergraduate experience. The programme is designed to provide a firm grounding in modern economic theory with special emphasis on the issues pertaining to economic development and instill a capacity amongst students for independent thought about economic policies and problems. The programme aims to produce economists who are socio-politically engaged, quantitatively adept, historically informed, and philosophically grounded.

This programme provides specialised focus on issues related to development patterns, challenges, policy framework, and choices. The first two years of the programme provide training in core theoretical modules, while the last two years of the programme mainly focus on modules that provide an in-depth study of development issues, and new approaches to address development challenges. The programme provides a standardised approach to studying critical development issues. Unlike a general programme in economics, this programme incorporates a holistic approach to studying socioeconomic development- philosophical underpinning, institutional building, sectoral perspective, financing of development, and global experience.

The programme will aim to intellectually stimulate the students to apply the subject knowledge to a range of development problems by encouraging critical, evaluative, and strategic thinking. The programme will aim to foster skills that would be essential to prepare students for the emerging part of the 21st century- creative, adaptive, and critical thinking, new media literacy, collaboration, effective communication, and multidisciplinary, and social intelligence. These skills will enable the students to effectively navigate in a rapidly shifting landscape of organisational forms and skills requirements. Broadly, the programme aims to produce productive citizens who can contribute to the nation-building processes.

Programme Learning Outcomes

Graduates of this programme are expected to acquire not only a grounding within the field of Development Economics (subject-specific skills) but will also gain competency in the following skill areas: critical-thinking skills, application skills, and transferable skills. Specific learning outcomes based on these four different skill sets are the foundation of this programme, along with appropriately aligned teaching, learning, and assessment approaches.

Subject-Specific Skills (SS):

KU1. Explain the fundamental principles of economics, including microeconomics and macroeconomics.
KU2. Evaluate the application of economic reasoning to the study of relevant problems and policies in economics.
KU3. Make graphical and statistical representations of economic ideas using appropriate techniques.
KU4. Analyse economic issues at a level of depth expected from undertaking research appropriate to an undergraduate Development Economics degree.
KU5. Apply relevant quantitative and qualitative techniques to common economic analyses.
KU6. Analyse the functioning of the state, market, and institutions in the context of economic issues.
KU7. Relate economics to the wider socio-political contexts.

Critical Thinking Skills (CS):

CS1. Identify relevant patterns from the given information.
CS2. Synthesize and interpret information from a range of sources.
CS3. Solve complex problems within the given constraints.
CS4. Effectively participate in the public discourse related to relevant socio-economic issues.
CS5. Apply ethical reasoning to making the right choices.

Application Skills (AS):

AS1. Gather and organize data for analysis, presentation, and decision-making purposes.
AS2. Effectively use statistical software for data analysis.
AS3. Simplify complex problems to improve decision-making processes.
AS4. Use techniques for planning and scheduling work/projects.
AS5. Adopt and apply new technology at the workplace.

Transferable Skills (TS):

TS1. Function effectively as a reflective and independent learner.
TS2. Effectively present and communicate concepts, ideas, and opinions both by writing and speaking.
TS3. Undertake self-evaluation and preparation for employment.
TS4. Develop and apply strategies for managing personal and organisational resources.
TS5. Take initiative and responsibility to lead others.
TS6. Relate to, and collaborate effectively with mutual self-respect for colleagues.

Programme Handbook - see complete programme details here

Career-related Opportunities

The programme will expand the range of career choices available to graduates. Upon successful completion of this programme, graduates will have adequate training to pursue entry-level careers as development practitioners, policy analysts, consultants, researchers, Entrepreneurs, bankers, social leaders, political leaders, and teachers. The programme will also help graduates to develop adequate generic skills to remain employable in an increasingly unpredictable and volatile job market.

Programme Structure

All the modules, except for UGR404 are 12-credit modules, cumulating to 480 credits achieved over four years of full-time study. Each semester requires approximately 15-16 weeks of teaching-learning incorporating 40 hrs of student effort per week, and approximately 2 weeks of examinations. UGR404 spreads over two semesters and adds up to 24 credit points.