Globally Transformative Student Experience: Challenges and Opportunities in Learning and Teaching in the Transnational Business Education Program

2019 ◽  
pp. 225-253
Author(s):  
Margaret Heffernan ◽  
Nattavud Pimpa
Keyword(s):  
Education Program ◽  
Business Education ◽  
Student Experience ◽  
Learning And Teaching ◽  
Challenges And Opportunities

scholarly journals Challenges in the Transnational Business Education

2020 ◽  
Vol 10 (2) ◽  
pp. 226-243
Author(s):  
Nattavud Pimpa ◽  
Margaret Heffernan
Keyword(s):  
Learning Strategies ◽  
Education Program ◽  
Business Education ◽  
Business Students ◽  
Transnational Education ◽  
Host Countries ◽  
Global Competencies ◽  
Learning And Teaching ◽  
Feedback Communication ◽  
International Issues

Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.

Transforming the economics curriculum by integrating threshold concepts

2016 ◽  
Vol 58 (5) ◽  
pp. 492-509 ◽  
Author(s):  
Prashan Shayanka Mendis Karunaratne ◽  
Yvonne A Breyer ◽  
Leigh N Wood
Keyword(s):  
Learning Outcomes ◽  
Curriculum Design ◽  
Student Experience ◽  
Threshold Concepts ◽  
Content Type ◽  
Course Structure ◽  
Learning And Teaching ◽  
Entry Level ◽  
Higher Education Economics ◽  
Survey Responses

Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

Student-led fellowships: developing partnerships to identify best practice and promote change

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Ruth Matheson ◽  
Nicola Poole
Keyword(s):  
Student Voice ◽  
Best Practice ◽  
Evidence Based ◽  
Shared Understanding ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Development Unit ◽  
Joint Ownership ◽  
Institutional Drivers

In 2011/2012 Cardiff Metropolitan University instigated a Student-Led Teaching Fellowship Scheme, which unlike other similar schemes sought to develop joint ownership between the University’s Learning and Teaching Development Unit (LTDU) and the Students’ Union (Cardiffmet SU), providing the opportunity for closer partnership working. Through establishing categories and criteria and developing an evidence-based nomination system the Fellowships have provided the opportunity to develop a shared understanding of both institutional drivers and pedagogic practice and have enabled a larger platform for the dissemination of best practice to both staff and students. In capturing the student voice it has been possible to recognise and evidence what students value and use this in a variety of ways to promote best practice. This case study seeks to demonstrate how the Student-led Teaching Fellowships have and can be used to instigate change within the institution together with identifying remaining challenges and opportunities for future development.

Piloting Online Submission and Online Assessment with GradeMark

2014 ◽  
pp. 125-151 ◽  
Author(s):  
Trudy Ambler ◽  
Yvonne Breyer ◽  
Sherman Young
Keyword(s):  
Higher Education ◽  
Implementation Process ◽  
Cultural Transformation ◽  
Student Experiences ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Electronic Assessment ◽  
Online Submission ◽  
Challenges And Opportunities

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

Role of MOOCs for Technology and Business Education

2021 ◽  
pp. 102-121
Author(s):  
Saneem Fatima
Keyword(s):  
Online Education ◽  
Business Education ◽  
Online Courses ◽  
Analytical Skills ◽  
Challenges And Opportunities ◽  
World Economic ◽  
Youth Population ◽  
The Government ◽  
Teaching Learning ◽  
New Education

Education with the help of technology is deliberated as an encouraging development and means of transforming the teaching-learning model. The significant changes in use of the technology in online education has seen the emergence of the concept of massive open online courses (MOOCs). India has the world's largest youth population of about 500 million in the age bracket of 5-24 years. According to the statistics offered by Deloitte, 69% of jobs will be impacted by automation and analytical skills. Critical thinking and emotional intelligence will have a higher demand as against reading and writing by 2022. The World Economic Forum's ‘Future of Jobs 2018' report states that more than one-half of India's workforce will have to be reskilled by 2022. There is a need to make the Indian educational system globally more relevant and competitive. In this context, this chapter attempts to bring out the various aspects related to the challenges and opportunities through usage of MOOCs in technology and business education, especially in the context of the new education policy of the Government of India in 2020.

Is Your Business Education Program Measuring Up?

1980 ◽  
Vol 56 (2) ◽  
pp. 63-65
Author(s):  
Eugene P. Whitney ◽  
Ralph Ruby
Keyword(s):  
Education Program ◽  
Business Education
Sign in / Sign up

Export Citation Format

Share Document