LEARNING, TEACHING & STUDENT EXPERIENCE 2020...Digital skills for a digital age: Rethinking approaches to traditional teaching and learning through digital technologies RESEARCH PAPER

LEARNING, TEACHING & STUDENT EXPERIENCE 2020 12-13 May, ICC, Belfast

The Chartered ABS’s annual Learning, Teaching & Student Experience conference is the UK’s leading gathering of business & management educators. Each year the conference brings together over 350 delegates from more than 90% of UK business schools to explore the latest innovations in teaching practice, cutting-edge pedagogic research and inventive student engagement initiatives. The collegiate atmosphere makes it an ideal opportunity for learning, idea-sharing, personal development and networking. LTSE 2020 takes place at the International Convention Centre in Belfast. 2 Lanyon Place Belfast BT1 3WH

Gala Dinner

A Gala Dinner will take place on the evening of the first

day. We encourage all participants to attend as it will be a

great opportunity for informal discussion and networking.

This year’s Gala Dinner takes place at the world-famous

Titanic Belfast.

Keynote Speakers include:

Dr Lisa McIlvenna

Deputy Managing Director

Business in the Community

Dr Mairi Watson

Dean - Faculty of Business & Law

University of Northampton

Jackie Henry

Northern Ireland Office Senior

Partner, Deloitte

https://charteredabs.org/events/ltse2019/

https://titanicbelfast.com/

#LTSE2020

3 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020

LTSE 2020: Preliminary programme

Day One: Tuesday 12 May 08:40 09:20 09:30

Registration and refreshments Welcome Anne Kiem, Chief Executive, Chartered ABS Professor Georgina Andrews, Vice-Provost, Bath Spa University; Dean, Bath Business School and Chair, Chartered ABS LTSE Committee Keynote Question Time: Preparing students for the changing world of work Dr Lisa McIlvenna, Deputy Managing Director, Business in the Community Jackie Henry, Northern Ireland Office Senior Partner, Deloitte Additional speakers to be announced Chair: Professor Gillian Armstrong, Director of Business Engagement, Ulster University Business School

Breakout i. Outside of the box education Breakout ii. Developing enterprising, ethical and work-ready graduates

Breakout iii. Collaborating with employers, students other disciplines

Breakout iv. Developing enterprising, ethical and work-ready graduates

10:30

Blending assessment transformation with innovative personal tutoring to improve attainment and progression WORKSHOP (30 minutes) This interactive workshop will compare the successes of two business schools, LSBU and CU London, in combining assessment transformation with positive personal tutoring initiatives for improved progression and achievement. The workshop will contribute to practice and scholarship in Business School education, through the successful originality of combining transformative thinking in assessment change and student pastoral care to achieve improved progression and attainment Angela Dalrymple Director of Education and Student Experience, School of Business, London South Bank University Jonathan Sandling Head of Academic Studies, CU London (Coventry University Group)

Embedding work and work-like experience into the curriculum at scale WORKSHOP (30 minutes) In 2019/2020 Nottingham Business School launched a new Level 5 module, ‘Employment and Enterprise’, that embeds work or work-like experience into every course for every student. Students can gain experience through independently sourced part-time work, volunteering work, or they can apply to take part in School facilitated projects. In this workshop discussion we will share our experiences to date and explore how to successfully deliver work experience and experiential projects within the curriculum and at scale. Tom Spencer Assistant Head of Undergraduate Programmes, Nottingham Business School Dr Shelley Clark Head of Personalisation and Experiential Learning, Nottingham Business School

Collaborating with students in times of increasing diversity: Providing students with the space and agency to share their teaching and learning experiences in a four-year accounting course. RESEARCH PAPER (30 minutes) Academics design teaching and learning activities to give students every opportunity to achieve course outcomes. Designing a programme and not understanding how students experience these activities, may result in a mismatch between teachers’ expectations and students’ learning. We should understand why students may struggle with aspects of our courses and be courageous in responding to what their feedback reveals. Dr Peta Myers Senior Lecturer, University of Exeter

Digital skills for a digital age: Rethinking approaches to traditional teaching and learning through digital technologies RESEARCH PAPER (30 minutes) We will present empirical evidence on how, through digital support and inventive teaching, students are prepared for the workplace at the Lancashire School of Business & Enterprise. The research draws on concepts linked to pedagogy, and this empirical research contributes to our understanding of how to develop digital skills in students, using a case study, and has the potential to affect and contribute towards the digital agenda within both universities and business schools. Dr Emma Thirkell Senior Lecturer HRM, University of Central Lancashire Mark Wilkinson Learning Technologist, University of Central Lancashire


#LTSE2020


Breakout v. Personalised learning journeys Breakout vi. Learning beyond the classroom Breakout vii. Outside of the box education

10:30 Enhanced student satisfaction through effective allocation and supervision approach- A case study RESEARCH PAPER (30 minutes) Dissertation is an independent piece of work, which is key component of many undergraduate programmes. This paper assesses three allocation methods that were used to improve economics undergraduate dissertation supervision experience at the University of Glasgow. Online survey data were collected and analysed. The study suggests an allocation and supervision approach that significantly enhances student and supervisor engagement and satisfaction. Dr Paulina Navrouzoglou Lecturer, University of Glasgow Dr Lovleen Kushwah Lecturer, University of Glasgow

Bedfellows for 10 years: optimising academic English for business support at Newcastle and Hertfordshire Business Schools RESEARCH PAPER (30 minutes) This session shares the results of a collaboration between Newcastle and Hertfordshire Business Schools around embedding Academic English support. Delegates will understand how the CEM model (Contextualised Embedded Mapping) evolved over a 10 year period, with supporting data regarding its efficacy. The session hopes to demonstrate the benefits of CEM for wider take-up and further collaborations. Professor Diane Sloan Professor of Learning and Teaching, Newcastle Business School Daniel Pearce Academic English for Business Programme Leader, Hertfordshire Business School Helen Stamps Senior Lecturer, Hertfordshire Business School Karen Robins Associate Dean, Learning and Teaching, Hertfordshire Business School

The role of service design in programme review practice RESEARCH PAPER (30 minutes) Programme review practices vary across institutions and often they are reduced to course feedback, metrics around student numbers and degrees awarded. The paper shows how applying service design approach to programme review engages student voice and creates a conduit to incorporate more empathetic, holistic and human-centered view of student experience. Dr Radka Newton Senior Teaching Fellow, Lancaster University Management School

Breakout viii. Presentations powered by PechaKucha

10:30 1. Partnering modules with employers Embedding business issues in the curriculum helps students to gain valuable employability skills. It also means that all students have to engage, without taking on extra- curricular activities. This presentation will explain how partnering modules with businesses has helped to develop employability skills, and give placements to the best students. Kathy Daniels Associate Pro-Vice Chancellor International (Recruitment and Global Pathways), Aston University 2. Developing, designing and delivering a holistic employability programme: Enhancing the profile and provision in a Russell Group business school Further details to be announced Dr Fiona Robson Director of Excellence in Learning and Teaching, Newcastle University Business School Dawn McCartie Director of Undergraduate Studies, Newcastle University Business School

3. Developing employer-led soft skills through compressed pedagogy The session will enable participants to learn about the context and impact of learning and teaching using compressed pedagogy and considers the contribution it can make to the development and enhancement of graduate skills and attributes, and to the preparedness of graduates to enter the workplace. Dr Nick Quinn Lecturer in Entrepreneurship, Adam Smith Business School, University of Glasgow Dr Jillian Gordon Senior Lecturer in Entrepreneurship, Director of Learning and Teaching, Adam Smith Business School, University of Glasgow 4. Check out the digital skills check Further details to be announced Dr Terry O'Sullivan Senior Lecturer in Management, The Open University Business School

11:00 Break


#LTSE2020


Breakout i. Developing enterprising, ethical and work-ready graduates

Breakout ii. Learning beyond the classroom Breakout iii. Outside of the box education Breakout iv. Collaborating with employers, students other disciplines

11:40 Can real-world sustainability audits provide a tool for effective responsible management education? RESEARCH PAPER (30 minutes) Further details to be announced Dr Kay Emblen-Perry Senior Lecturer, Sustainable Management, University of Worcester Business School

Driving student engagement with financial news using e-learning: a case study of using ForceRank by Estimize, Inc. RESEARCH PAPER (30 minutes) This is a paper about a live weekly stock market prediction competition, Forcerank, driven by an iDevice app, to develop students’ financial markets literacy in a classroom setting, and help them to make the connection between finance theory and the real world. I also cover its assessment challenges, and the statistics on students’ diligence in participation and forecasting ability. Dr Chris Godfrey Lecturer in Finance, Alliance Manchester Business School

Making it stick: How to get your students to read, retain and apply information Further details to be announced Speakers to be announced

Dare to design? Integrating design thinking into management education RESEARCH PAPER (30 minutes) This research paper aims to reveal the challenges of design thinking teaching practice in business curriculum. The findings shared will reflect on the progress and recommendations on how to adapt uncertain and ever-evolving design concepts to a striking-for-perfection paradigm of rigorous business curriculum and demonstrate value of design to students and businesses. The paper will also demonstrate the benefits of cooperation between design and management education faculty who are traditionally based in different disciplines. Dr Radka Newton Senior Teaching Fellow, Lancaster University Management School

12:10 Mission impossible? Developing graduate resilience skills for future workplace leaders RESEARCH PAPER (30 minutes) Lightning change in the workplace contributes to the current climate of increasing mental health challenges for transitioning graduates. Recruiting employers expect graduates to be ‘work ready’, focusing on resilience as one of the most desired skills (CBI, 2019). This presentation will share with Chartered ABS colleagues the challenges and paradoxes of an institution wide intervention endeavouring to develop resilience skills in transitioning students. Nikki McQuillan Course Director, Ulster University Business School Christine Wightman Associate Head of Department, Ulster University Business School Cathy Moore Employability and Careers Consultant, Ulster University Business School

Towards a communities of practice (CoP) evaluation model: Learning from ‘real world’ simulations RESEARCH PAPER (30 minutes) Based on communities of practice (CoP) thinking, we propose a new evaluation model for simulated learning – under the ‘learning beyond the classroom’ LTSE (2020) conference theme. Results suggest that: (a) mimicking real world conditions; (b) developing strategic decision-making skills, and; (c) having positive personal learner reflections from crisis simulation events are important for overall learning. Our mixed-methods research contributes to the (empirical) communities of practice, experiential learning and simulated learning literatures. Dr Colm Fearon, Senior Lecturer in Business Education, Birmingham Business School Kristine Pole, Director of Teaching Enhancement, Canterbury Christ Church University Professor Heather McLaughlin, Pro Vice-Chancellor and Dean of Business and Law, De Montfort University

The pedagogic case for kindness: Loss aversion, framing and student engagement RESEARCH PAPER (30 minutes) Further details to be announced Dr C. Rashaad Shabab Senior Teaching Fellow in Economics, University of Sussex Business School

Session to be announced


#LTSE2020


Breakout vi. Developing enterprising, ethical and work-ready graduates Breakout vii. Effective assessment & constructive feed-forward Breakout vii. Enriching learning through technology

11:40

Exploring a pedagogy of ethics education RESEARCH PAPER (30 minutes) Many business schools have vision statements which allude to responsible business education. In this session I will present the findings from a quasi-mixed methods study looking at Accounting Ethics Education in the UK and Ireland. The study is based on a pedagogic framework for the development of ethics education which examines, the need for ethics in the curriculum, learning objectives, modes of delivery, content and assessment issues. The framework is general enough that it can be used by anyone considering developing ethics education within their programme and the research study provides information about existing practices and attitudes to ethics education. Beth Picton Senior Teaching Fellow in Accounting, Durham University Business School

Improving assessment in business and management education; calibrating academic standards WORKSHOP (60 minutes) This workshop will be valuable for colleagues involved in assessment in business and management education. It will explore the tricky subject of marking consistency and academic standards. Starting with a brief overview of key points from research, participants will subsequently identify and explore key characteristics of students’ work that shape our judgements, using short exemplars of students’ work drawn from open-ended and complex assignments in the field of strategic management. Dr Berry O'Donovan Principal Lecturer, Oxford Brookes University Professor Margaret Price Professor Emirata, Oxford Brookes University

'But they'll hate it!' Using MS Teams in SCALE-UP workshops to overcome accounting students' resistance to active learning and group-work WORKSHOP (60 minutes) This interactive workshop will focus on the benefits, drawbacks and lessons learned from a recent trial introducing MS Teams to a level 4 accounting module delivered via SCALE-UP workshops. The emphasis is on the effectiveness of MS Teams in overcoming students’ resistance to active learning and group work, acknowledged as a significant barrier to engagement with the module in prior years. Katharine Pearce Assistant Course Leader, Nottingham Business School

12:10 Session to be announced

Breakout viii. Presentations powered by PechaKucha

11:40 1. Data-driven teaching: Using learning analytics to inform teaching practice In the new era of big data world, educators can use data for planning and adjusting their teaching in accordance with the student performance and learning needs. This presentation will demonstrate how we made use of data from Canvas Analytics to inform our teaching practice. Participants would benefit from an illustrative overview of how the data-driven teaching was implemented to improve student retention and progression rates. Lim Teoh Faculty Head of Learning and Teaching, Faculty of Business, Law and Digital Technologies, University of Winchester Siew Min Tan (in absentia) Programme Leader for Undergraduate Accounting, Finance, Economics and Banking Programmes, University of Winchester 2. Towards a skills-based finance masters course Most Finance Master’s courses take as a starting point the academic interests and specialisms of their lecturers, and have curricula and assessment which are knowledge-centred. This presentation dares to ask what would happen if we asked what skills our students are likely to need in their future finance careers, and imagined curricula and assessment which are primarily skills-centred instead. Dr Chris Godfrey Lecturer in Finance, Alliance Manchester Business School

5. Lake District leadership development: Learning beyond the classroom A university education should offer a transformative experience for the whole person. Too often rear view mirror inspired research dominant pedagogies unduly focus on knowledge transfer and the development of academic inquiry skills required for doctoral studies. Generation Z students nurtured in the digital age benefit from soft skill development and learning how to become part of 'in the moment' communities. Can an off-campus, low-tech, outdoor adventure residential experience for first and second year undergraduates help catalyse beneficial management student interactions? Justin O’Brien Director for Undergraduate Students, Royal Holloway University of London 6. Plagiarism and academic misconduct (allegations, challenges and management tools) This PechaKucha presentation aims to provide some concluding thoughts about how we could manage the main challenges of academic misconduct. It aims to provide some ideas about new assessment tools, teaching approaches and research ethics. It introduces some suggested best practices to help students to enhance the academic integrity of their work. Dr Mohamed Saeudy Senior Lecturer in Accounting and Finance, University of Bedfordshire


#LTSE2020


3. Preparing students for their future careers: Coventry University London’s approach to developing ‘Global Enterprising Graduates’ This PechaKucha will demonstrate how business schools can better prepare students for graduate level careers by embedding business practice as part of curriculum design and content. Research often reveals a growing tendency towards an embedded curriculum focused practice. By the end of the presentation attendees will have an understanding of benefits and challenges of this embedded approach, a lessons learnt from Coventry University London. Dr Hany Wells Associate Dean - Student Experience and Quality Assurance, Coventry University London Gareth Lewis Head of Careers, Employability and Enterprise, Coventry University London 4. Feeling is believing: Student self-perception of employability Our research into the influencers of students’ self-perception of employability suggests making students aware of employability and the skills associated with it, helps improve their self-perception of the attainment of these skills, which in turn is likely to influence their confidence and motivation to achieve employment. In addition, improving the competencies associated with conscientiousness will have the same effect. Julie Hayward Senior Lecturer, University of Wales Trinity St David’s Beth Cummings Lecturer, Swansea University School of Management

7. Supporting students to become what they want to be We will introduce the EPIIC (Excellence, Professionalism, Inclusivity, Integrity, and Creativity) values of LSBU, which we introduce to our students at their induction and reinforce throughout the curriculum, to ensure that these values are experienced and embraced by students throughout their academic journey. The EPIIC values are practically applied through a creative and innovative group assessment. Through coaching and mentoring, we open doors of opportunity to students from the moment they step into our university. Dr Helen Ismael Lecturer in Coaching, Mentoring & Skills Development, School of Business, London South Bank University Shaun Barrett Student, London South Bank University Dr Carrie Rutherford Senior Lecturer, School of Business, London South Bank University 8. Mentorship melding: piloting a postgraduate mentoring network within the Fashion Business School Bethan will share findings from a 12-month pilot research study that asked what the role, benefits and effects of mentoring for mentees and mentors is, in order to propose its integration within the support offered to Fashion Business School PGT students. The study used Network Theory and Collaboration and Mentoring frameworks to understand how mentoring fits within the collaborative learning model, especially learning outside of the classroom that looks to deliver a more personalised learning experience to a diverse range of students. The presentation will focus on the mutual benefits and effects expressed to consider how the network’s practice is shared, sustained and subsumed within the student learning journey. Bethan Alexander Senior Lecturer, Course Leader Global Fashion Retailing & Research Fellow, London College of Fashion, UAL

12:40

Lunch

Afternoon plenary session

13:40

Keynote Address: The challenge(s) of change(s): Active blended learning and the peculiar paradox of doing everything at the same time Dr Mairi Watson, Dean - Faculty of Business & Law, University of Northampton


#LTSE2020


Breakout i. Effective assessment & constructive feed-forward

Breakout ii. Enriching learning through technology Breakout iii. Personalised learning journeys Breakout iv. Post-experience education

14:20 Transcending transaction through transformation: Implications for assessment re-design RESEARCH PAPER (30 minutes) This paper focuses upon the implications for assessment design of the currently under-researched concept of students’ understandings of ‘intellectual stimulation’. Our empirical study shows a diversity of student understandings, and misunderstandings, of the concept and examines the implications of this diversity for whether students report that their courses provide intellectual stimulation. Assessment designs for intellectual stimulation are then examined. Kate Black Associate Professor in Management and Director of Education, Newcastle Business School Russell Warhurst Associate Professor in Human Resource Management, Newcastle Business School

Embedding digital and 21 century employability skills in the business and management curriculum RESEARCH PAPER (30 minutes) This project demonstrates how academics can embed digital media skills into the business and management curriculum, in order to enhance student employability skills, confidence and behaviours. Overall, this project strategically aligns to the digital skills agenda within Higher Education. A pre and post survey was used to gather views from students about skills developed. Dr Harriett Purkis Lecturer in Event and Leisure Management, Ulster University Dr Clare Carruthers Senior Lecturer in Tourism and Marketing, Ulster University

A model for assessing employability for part-time learners in higher education RESEARCH PAPER (30 minutes) The purpose of this session is to present the Career Enhancement Model of Employability (CEME) which has been designed and developed to provide a framework to support part-time students in their academic journey. The model facilitates the opportunity to design and offer personalised learning journeys for part-time students who represent a largely under-research student groups within the discourse of graduate employability. Dr Dawn Whitton Director of Employability Leadership and HRM, Newcastle Business School Professor Andrew Robson Head of Department, Northumbria University

Post-experience learning: Towards a framework of participation RESEARCH PAPER (30 minutes) This session will explore the nature and context of students’ participation in post-experience education, with a focus on the experiences of those engaging in a Masters level, professionally accredited qualification. This paper presents a single open framework that considers the reasons for, the challenges to, and the enablers of post-experience participation across defined contextual dimensions. It is proposed that the framework can be used as a means of identifying areas of improvement or change in learning support practice. Dr Lesley McLean Lecturer and Programme Leader, Edinburgh Napier University

14:50 How exam results are impacted if you give students the freedom to fail in coursework RESEARCH PAPER (30 minutes) The paper looks at the rationale behind strategies such as student-led learning, student-driven assessment, metacognition and reflection, and presents an analysis of student reflections, module evaluations and exam marks, and a comparison of final exam marks before and after a method known as freedom to fail was introduced. It was found that the introduction of this approach led to a greater student awareness of learning strategies and improved exam results. Danielle McWall Head of Department of Accounting, Finance and Economics, University of Ulster Business School

Curricula, creativity, digitalisation and authentic assessment RESEARCH PAPER (30 minutes) Business schools lack a focus on teaching practical business skills, are theory and research centric and their graduates lack creative digital skills. The researcher identified, that authentic assessment was missing from the curricula, and created an innovative digital store design assessment. This paper argues that authentic assessments, can enhance student engagement and support the development of digital employability skills. Dr Sarah Montano Senior Lecturer in Marketing, Birmingham Business School

Compulsory career coaching for final year undergraduates RESEARCH PAPER (30 minutes) In 2018 MMU Business School launched a two-year compulsory coaching pilot programme for 800 final-year students on two large UG degrees. This paper examines data from the first year of the pilot, analysing 1) whether students value such employability and career development interventions and 2) the potential link between engagement in such activities and levels of career decidedness. We find high value placed on this intervention by students and a positive link between engagement and career decidedness. Dr Maria Allen, Principal Lecturer and Head of Employability: Faculty of Business and Law, Manchester Metropolitan University Nick Dearden, Head of Education: Faculty of Business and Law, Manchester Metropolitan University

Mind the gap: Experiencing the space between academic and practice communities in HRM/D education RESEARCH PAPER (30 minutes) HRM/D programmes are often delivered as a part-time option to fulltime professionals, a model which will only grow with the expansion of degree apprenticeships. This study examines how such students experience their journey across the academic and practice landscapes, and proposes ways in which we can seek to bridge the gaps which are experienced. Dr Helen Charlton Director of Education, Degree Apprenticeships – Leadership and HRM, Newcastle Business School


#LTSE2020


Breakout v. Outside of the box education Breakout vi. Effective assessment & constructive feed-forward

Breakout vii. Developing enterprising, ethical and work-ready graduates

Breakout viii. Learning beyond the classroom

14:20 Understanding the interpretation of skills mapped into the ‘official’ curriculum, where universities should be focusing their attention and why WORKSHOP (30 minutes) The importance of developing global graduate skills has long been documented yet how can Universities respond to Government, Employer and Student demands for work-ready graduates if there is no universally agreed taxonomy from which to assess a graduates’ employable quotient? This workshop will explore through discussion and Cartesian questioning, the challenges and possibilities for agreeing and articulating an applied learning taxonomy of the graduate skills, attributes and behaviours employers seek, relevant across discipline domains and curricula. Carole Still Head of External Engagement (Doctoral Skills Researcher), Coventry University London

Innovative applications of strengths-based teaching WORKSHOP (30 minutes) Further details to be announced Angela Ellermeier Head of Careers and Professional Partnerships, School of Business, London South Bank University

The responsible management and leadership paradox: Using micro-moments to understand and explore our teaching practice WORKSHOP (60 minutes) This interactive session is designed to explore and discuss the day-to-day paradoxical realities faced with teaching responsible management and leadership. These realities are presented and discussed using the conceptual framework of Organizational Ambidexterity (a theory pertaining to paradox). We will work towards finding teaching solutions that engage with paradox and satisfy all stakeholders involved. Dr Simon Smith Senior Lecturer, University of Winchester

Beyond the classroom: a “next steps WALKshop” for career development’ WORKSHOP (60 minutes) The “Next Steps WALKshop” helps London Business School students reflect more creatively on key career-related questions and draws on research into walking for creative problem-solving. Participants in this session will try a reduced version of the WALKshop, followed by a discussion on adapting this idea for their own institution. We will also share feedback received on this initiative. Gemma Stansfield Student Learning and Development Manager, London Business School Elizabeth Newton Head of Professional Development, London Business School

14:50 Re-energising employability through experiential learning WORKSHOP (30 minutes) This workshop will encourage the sharing of best-practice in relation to embedding experiential learning within programmes in a way that re-frames and re-energises the often underestimated term ‘employability’. Stef and Costa will share their own experiences of embedding employability in an undergraduate Business programme at the University of Exeter and will discuss and showcase their experiential learning practice. Discussions will focus on capturing and promoting the value of employability provision. Stephanie Foley Lecturer in SITE and Senior Tutor, University of Exeter Business School Constantine Manolchev Lecturer in SITE, University of Exeter Business School


15:20 Break


#LTSE2020


Breakout i. Collaborating with employers, students other disciplines Breakout ii. Enriching learning through technology Breakout iii. Learning beyond the classroom

16:00

Why engage? An interdisciplinary approach to the engagement of students in the effective educational use of communication and collaboration platforms RESEARCH PAPER (30 minutes) An enterprise level social learning platform can be used to build a learning community, thus enriching student learning experiences through technology (theme 3). The paper proposes gaps in the understanding of the model which stem from the empirical evidence that students often lack engagement with educational e-communities that academics attempt to use to connect with them. The business and marketing e-community development literature will be used to explore the key drivers of successfully developing engagement in e-communities with the key generally accepted and validated constructs discussed. A model is proposed to participants that connects Stahl’s social knowledge building cycle and personal understanding cycle using a separate, but bridging, set of moderator constructs which come together to form a learning community engagement cycle Gill Holden Lecturer in Accounting, Newcastle University Business School David Grundy Senior Lecturer in Digital Education, Newcastle University Business School Marc Bennett Learning Technologist, Newcastle University Business School

Comparison as the catalyst for internal feedback: A theoretical model and implications for practice RESEARCH PAPER (30 minutes) This research paper focuses on the ‘comparison’ processes by which students generate internal feedback and the impact of different types of information (e.g. teacher comments, peer works, a video) on such feedback generation. It explores how to turn tacit and informal comparisons into deliberate and formal comparisons so as to increase the power of internal feedback. This ‘paradigm shift’ in feedback thinking opens up a completely new agenda for research and practice. Professor David Nicol Research Professor, Adam Smith Business School, University of Glasgow

Developing a cross-cultural mindset for our ‘Generation-Z’ student RESEARCH PAPER (30 minutes) The future of work, jobs and career is increasingly called into question, driven significantly by technological, cultural and social acceleration. Multinational employers are looking for the ‘Generation-Z’ student to demonstrate ability to work collaboratively with teams all over the world. To meet this demand, Ulster University has designed and incorporated a module called ‘Cultural Awareness’ (values, traditions and practices) into the curriculum to prepare our students for employability in the international world of work. Frances Devine Course Director, Ulster University Dr Donna Caldwell Employability Adviser, Ulster University Dr Adrian Devine Lecturer, Ulster University

16:30 The future helix: Industry, student and higher education collaboration RESEARCH PAPER (30 minutes) This research focusses on the linkage between industry, students and higher education and involved industry involvement in the re-design of an undergraduate module and student involvement in module delivery. Participants will learn the process that was followed for this project and the key lessons learnt from its implementation, leading to a best practice approach to implement moving forward Dr Samantha Burvill Senior Lecturer, Swansea University School of Management Barrie Davies Programme Director, Fujitsu

Transitioning to a workplace mind-set: formalising reflective role play to develop an integrated undergraduate curriculum in the business school RESEARCH PAPER (30 minutes) This paper documents the use of reflective role play in the teaching of business strategy at undergraduate level. While the typical demographic of an undergraduate student may not provide great experience of strategic decision making, by introducing structured role plays we can replicate the stresses and challenges of this. The paper offers a number of structured role play activities and demonstrates how professional reflection allows the student to synthesis their broader learning, using strategic decision-making as an integrative vehicle. Dr James Cunningham Academic Team Lead, Aberdeen Business School, Robert Gordon University

Do high-calibre students choose to do work placements or do high-calibre students complete work placements? RESEARCH PAPER (30 minutes) There is substantial evidence that the learning associated with work placements can enhance academic performance. Our paper produces a clearer analysis of the impact of work placements by distinguishing students on the basis of their intentions signalled at enrolment. Our findings suggest that academically stronger students are more likely to choose to do a work placements at enrolment. Further self-selection is evident through the significantly better academic performance throughout the degree exhibited by students who successfully completed a placement, better even than those who signalled their intention to do one but were unsuccessful in doing so. Dr Michael McCann Senior Lecturer, Nottingham Trent University


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Breakout iv. Developing enterprising, ethical and work-ready graduates

Breakout v. Outside of the box education Breakout vi. Outside of the box education Breakout vii. Personalised learning journeys

16:00 Debunking the digital natives myth: Supporting widening participation students with their digital literacy WORKSHOP (60 minutes) This workshop will take an interactive, innovative and practical approach to exploring the problems faced by many of our students. We assume they are 'digital natives' (Prensky, 2001) but the reality is very different and we will explore why... and what we can do about it. Dr Peter Wolstencroft Associate Head of School, Coventry University Dr Xue Zhou Assistant Professor and Academic Developer, Coventry University

From classroom to textbook and back again: exploring innovative pedagogical materials to develop experiential, critical and engaged forms of learning WORKSHOP (60 minutes) This workshop draws upon the authors’ and editors’ experiences of developing Organizational Behaviour (Oxford University Press) and presents examples of how adopters use the textbook and accompanying pedagogical materials. It invites participants to share experiences of their use of textbooks and accompanying materials, focusing on the delivery of critical thinking skills, experiential learning and engagement with contemporary workplace issues. Dr Scott Lawley, Associate Professor, Nottingham Business School Nicola Hartley, Commissioning Editor, Oxford University Press Professor Daniel King, Professor of Organisation Studies, Nottingham Business School

No icebergs, no onions: An innovative approach to cross-cultural Integration at Huddersfield Business School WORKSHOP (60 minutes) This workshop introduces the fundamental elements of cultural difference; how our cultural worldview, as logical as it may seem to us, is not the only one possible. We explore why fundamental aspects of world view may differ according to culture and how those differences in our world view impact on cross cultural team working, both during the university experience and beyond into the global workplace. Jo Thomas, Academic Development Manager, University of Huddersfield Sara-Jane Postill, Academic Development Manager, University of Huddersfield Kirsten Jones, Senior Lecturer, University Huddersfield

‘Lost in the UK’: Assumptions and realities of Chinese students’ HE experiences WORKSHOP (60 minutes) Barriers to understanding Chinese students’ learning journeys include stereotyping and emphasis on academic skills. This workshop aims to offer a more multi-dimensional ‘gateway’: it acknowledges less noticeable affective and more noticeable behavioural & cognitive aspects of student engagement; it combines pastoral and academic stakeholder perspectives provided by both English and Chinese tutors from both UK and Chinese HEIs; it is informed by individual interviews with Chinese students. Dr Paul Fallon Senior Lecturer and International Lead, Lancashire School of Business and Enterprise, University of Central Lancashire


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Breakout viii. Roundtable Discussions

16:00 1. Working with students as our partners to deliver new and innovative approaches to improve learning, teaching and research and in so doing enhance student engagement This session will focus on ways in which we can work with our students as our partners to deliver new and innovative approaches to improve learning, teaching and research and in so doing enhance student engagement. In particular we will look at the practicalities / specifics of partnership working, the key challenges and potential solutions. Tracey Holker, Assistant Professor, Coventry University Business School 2. Managing effective learning collaboration within higher and degree apprenticeships Gillian Saieva, Head of Business, Finance & Accounting, Higher and Degree Apprenticeships, Solent University Celia Walters, Apprenticeships Programme Manager, Solent University 3. Exploration of the data literacy skills of business and management graduates. What is the effect of skill levels in this area on graduate employability in business? As a former data management practitioner I am aware of how vital data literacy is in business. As an academic I feel we do not prepare our graduates sufficiently in this area within Business and Management degrees. Liz Cunningham, Senior Lecturer, Newcastle Business School 4. How can academics encourage and enable students to develop the employability skills they need for a successful career? This roundtable discussion will investigate the roles Academics can take in helping students to prioritise and engage in their skills development. We will explore: What motivates students to maintain focus on their skills development throughout their degree? How can the development of employability skills be embedded into teaching, learning and assessment? Nicky Thomas, Senior Lecturer, University of Exeter 5. Equal opportunities for success in the graduate labour markets. A personalised approach? This discussion will explore the opportunities that a personalised approach to working with our students might offer in the context of career development. Particular focus will be given to how this approach might better support students from lower-socio economic backgrounds. The discussion will be an opportunity to share good practice and to consider new ideas in the area of career development in the formal syllabus and beyond. The session will also explore opportunities for future cross institutional collaboration and networking in the area of career development. Jill Webb, Director of Teaching and Learning, University of York Caroline Chaffer, Director of Undergraduate Programmes, University of York

6. Playing hard to get: Employer challenges in ‘work-romancing’ students In this discussion I will share insights from a case study attempting to embed employability into the curriculum through employer-focused assessment, and highlight the challenges arising from student apathy and disengagement with the process. We will discuss the implications for employer and employability-focused university ambitions and challenges of preparing work-ready graduates. Dr Usha Sundaram, Associate Professor, University of East Anglia 7. Non-profit consulting projects for undergraduates: developing the skills for Industry 4.0 through ethical business education Dr Patrick McGurk, Deputy Director Education, Queen Mary University of London 8. Has the personal tutorial got a role to play in supporting the development of feedback literacy? Do you struggle to ensure personal tutorials are well attended? Could a dialogue around continuous improvement, provide a clear purpose? Could there be a new role for the personal tutorial that deepens the tutor-student relationship through engagement with strategies of self-regulation? Could this then develop feedback literacy as a skill for life-long learning, in turn supporting attainment and positive mental well-being? Come and join the debate. Liz Gee, Associate Dean, Fashion Business School 9. Exploring assessment and feedback through a different lens: Business school academics in management roles undertaking doctoral studies Academics engaging in a programme of intense study whilst working full time reverses the usual staff/ student status. This discussion allows us time to explore insights into assessment and feedback, touching on themes like the mechanics of student submission, interpreting assignment instructions, confidence- shattering comments in a stressful world …and consider making changes to our practice as a result. Erica Cargill, Academic Strategic Lead - Department of Management, Aberdeen Business School Garry Carr, MBA Course Director, School of Business Strategy, Operations & Enterprise, Leeds Beckett University Lesley Glass, Associate Dean Visiting Lecturers, Hertfordshire Business School Dawn Howard, Senior Lecturer in Organisational Behaviour (Management), University of Sussex Business School 10. How do UK universities support commuter students? Recently students have increasingly chosen to live at home whilst studying; over 25% of UK undergraduates (440,000) are now “commuter students”. It is widely accepted that commuter students obtain poorer outcomes and academic experiences than their campus-based peers. This roundtable discussion explores challenges faced by commuter students and seeks to share recommendations to enhance their academic experiences and outcomes. Dr Kay Emblen-Perry, Senior Lecturer, Department of Management and Finance, Worcester Business School

17:00 19:00

End of Day One Drinks Reception & Gala Dinner at Titanic Belfast


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Day Two: Wednesday 13 May 08:50 09:20 09:30

Registration and refreshments Welcome Anne Kiem, Chief Executive, Chartered ABS Professor Heather, Pro Vice-Chancellor/Dean, Faculty of Business and Law, De Montfort University; Vice Chair, Chartered ABS LTSE Committee Keynote Address Speaker to be announced

Breakout i. Collaborating with employers, students other disciplines Breakout ii. Enriching learning through technology Breakout iii. Developing enterprising, ethical and work-ready graduates

10:20 Cocreation through action research with employers, students and staff for employability development RESEARCH PAPER (30 minutes) This doctoral study evaluates a transitional Community of Practice between employers, students and academic staff in a first-year marketing classroom. Through cocreation and action research, stakeholders compared conceptions of key graduate attributes, and identified attributes for focus in the next teaching cycle. The study explores how cocreation did, and did not, support learning, and psychosocial barriers to effective cocreation processes for developing pedagogic approaches. Sara Bird, Faculty Director for Learning and Teaching, Bristol Business School, University of the West of England

Online students as consumers or producers of knowledge? Challenges and enablers RESEARCH PAPER (30 minutes) This research examines the roles of both students and tutors in an online learning environment. The professional impact of this is to ascertain if a paradigm shift is evident and if so, what impact it presents to UK HEIs in terms of module and course planning, delivery, and assessment. Dr Helen Shiels, Lecturer in Management, Ulster University Business School Professor Diane Sloan, Professor of Learning and Teaching, Newcastle Business School

Designing curriculum to develop entrepreneurial competencies: an evaluation of educational approaches and the EntreComp framework RESEARCH PAPER (30 minutes) Various entrepreneurship education tools and approaches (business model canvas, lean methodology, business pitching and planning and computer simulation) have been utilised in the design of a year-long business start-up undergraduate model. Using the EntreComp Framework, this presentation assesses the extent to which each education tool and approach has impacted students’ entrepreneurial competencies. It will also offer a critique of the EntreComp Framework in terms of its usefulness in curriculum design. Dr Adam Frost Lecturer (Education) in Entrepreneurship, Queen's University, Belfast

10:50 Creativity outside the creative disciplines: a cross disciplinary study of business and history students RESEARCH PAPER (30 minutes) This longitudinal interdisciplinary study explores student perceptions of creativity, and mechanisms to encourage student creativity in disciplines not regarded as inherently creative – Business and History. We will provide an overview of student creativity and the study results. There will be opportunity for participants to explore the topic and consider mechanisms to encourage creativity in student work in their own teaching. Dr Maria Kutar, Senior Lecturer in Information Systems, Salford Business School Dr Marie Griffiths, Reader in Digital Technologies, Salford Business School Dr Jamie Wood, School Director of Learning and Teaching, School of History and Heritage, University of Lincoln

Virtual learning environments: Student engagement, perceptions and performance RESEARCH PAPER (30 minutes) We examine the impact of VLEs on student achievement by analysing measures of both actual and intended VLE use against actual performance from two year-through business modules. Our findings examine the impact of VLE engagement by content type and module, and consider the issue of whether measuring student perceptions matches actual VLE use, and whether either are linked to student performance. Melanie Powell Senior Lecturer in Economics, Derby Business School Dr Eugene Michaels Senior Lecturer in Economics, University of Derby

Adopting a skills development framework in work integrated modules RESEARCH PAPER (30 minutes Our presentation will discuss the findings from our research on developing skills in Business undergraduate students who are studying on Work Integrated Modules (WIL) as part of their Degree Apprenticeship. Through incorporating a Skills Development Framework in the modules and developing a reflective approach we have identified areas whereby universities can make students more aware of the skills they are developing and enable them to reflect on those in ways which can help them professionally. Dr Iro Konstantinou Research Subject Leader, Pearson College London Dr Elizabeth Miller Deputy Dean, Pearson Business School


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Breakout iv. Post-experience education Breakout v. Outside of the box education Breakout vi. Effective assessment & constructive feed-forward

10:20 10:50

Management development through action research: Insights & lessons from a case study on social prescribing undertaken as part of an MBA-DA programme RESEARCH PAPER (30 minutes) Action research emphasises the importance of emergent inquiry that integrates academic knowledge with organisational understanding to help define and through action resolve work-based problems. This emphasis provides a platform for continuous action, reflection, personal learning and ongoing organisational development. It therefore holds great potential for making post-experience education more relevant to managers in addressing challenges within their workplace. The purpose of this paper is to illustrate, via a case study on social prescribing undertaken as part of an MBA-DA, how action research can facilitate both management development and instigate a process of change within an organisational setting. Dr Thomas Scanlon Deputy Head Department of People and Performance, Manchester Metropolitan University

Beyond the LSP duck-verse; a LEGO serious play workshop on equality diversity & inclusion WORKSHOP (60 minutes) Our workshop uses the LEGO® SERIOUS PLAY® method and materials to investigate the complexity of equality diversity and inclusion in management education. This approach provides a non-intrusive and non-threatening means of investigating the two concepts and their relevance to business education as well as the dilemmas that academics may face in teaching these complex and multi-faceted subjects. Dr Alexander Kofinas Principal Lecturer in Strategy, University of Bedfordshire Dr Crystal Tsay Senior Lecturer in Human Resources and Organisational Behaviour, University of Greenwich Dr Anna Romanova Associate Professor, University of Greenwich

Video assessment: An innovation for students and assessors? WORKSHOP (60 minutes) This three-part workshop begins with Fodhla McGrane explaining how she used ‘video’ assessment this year, including details of the actual assessment and results. Secondly, Antoine Rivoire explains how he enabled the project, showcases his ‘Student Guide to Video Assessment’ and examples of students’ videos. 30 mins Q&A follows to discuss video assessment, the pros and cons, and impacts on students. Dr Fodhla McGrane Lecturer, Ulster University Business School Antoine Rivoire Educational Technologist, Office for Digital Learning, Ulster University

Building and sustaining long-term connections with PGT students using relationship marketing approaches RESEARCH PAPER (30 minutes) A small scale, qualitative study was undertaken at a Birmingham based Business School. It considered whether Relationship Marketing (RM) approaches could better assist universities in recruiting and retaining PGT students, more so than traditional Marketing approaches. This paper outlines the application of RM approaches, highlighting the importance of satisfaction, service quality in building loyalty, trust and commitment with PGT students. Wendy Tabrizi Head of Marketing & Strategy Group, Aston Business School Dr Anna Ackfeldt Senior Lecturer in Marketing, Aston Business School Professor Helen Higson Provost, Aston University


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Breakout vii. Presentations powered by PechaKucha

10:20

1. The value of giving back: The not-for-profit consultancy project in the MBA program The AMBS Not-for-Profit (Nfp) Consultancy Project combines the academic rigour of conducting a research project but goes beyond the academic literature in experience learning outside the classroom; incorporating the opportunity for charities to get a value added-service they can’t afford, the opportunity for students to understand the importance of giving back and local engagement for the global MBA student. Patricia Perlman-Dee Senior Lecturer, Alliance Manchester Business School 2. Using collaborative online international learning projects to enrich students' learning experiences This PechaKucha will contribute to theme 8: Developing enterprising, ethical and work-ready graduates. It will demonstrate how business schools can better prepare students for graduate level careers by embedding business practice as part of curriculum design and content. Research often reveals a growing tendency towards an embedded curriculum focused practice. By the end of the presentation attendees will have an understanding of benefits and challenges of this embedded approach, a lessons learnt from Coventry University London. Alison Maton Senior Lecturer Hospitality and Tourism, Coventry University London Dr Hany Wells Associate Dean - Student Experience and Quality Assurance, Coventry University London 3. Brick dominant logic: Bringing marketing to life with lego Explaining the varying forms of value co-creation can be a dry theoretical domain. Instead, we used an applied exercise sequence of trading, building, and explaining to embody the cocreation process in hands-on experiences. The presentation covers the how, the why, the bricks, and the response from the student cohort to a novel means of making the value concept click. Dr Stephen Dann Senior Lecturer, Australian National University 4. Empowering academic leadership Further details to be announced Dr Amanda Miller Education Lead, Manchester Metropolitan University Linda Matthews Senior Lecturer, Manchester Metropolitan University

5. The 6 P's of critical thinking learning Critical thinking is a vital graduate attribute preparing students for an increasingly uncertain future. To achieve this at the level of the individual student we need to focus on the way in which students experience learning. When termed like this, we consider what enables critical thinking learning and outcomes, from an individual student’s perspective. Dr Ivory’s ‘6 P’s of Critical Thinking Learning’ will help any teacher integrate critical thinking into large cohort lectures or small group tutoring. Dr Sarah Ivory Lecturer, University of Edinburgh Business School 6. Creating a personalised learning journey through lecture maps Students at times find it difficult to apply or link knowledge learned from one module to another. To try to help students see the bigger picture, maps have been produced showing on a week by week basis the topics covered across the degree for each stage. This allows connections to be highlighted and cross subject links to be made, helping to create a clearer and more personalised student journey. Dr Andy Holden Senior lecturer, Newcastle University 7. Back-on-track: Supporting repeat-year students to progress This session will outline Hertfordshire Business School’s ‘Back-on-Track’ programme for repeat-year students, based on a personalised learning agreement with additional workshops, coaching and monitoring. Input and impact analyses will demonstrate the rationale for resourcing an intensive credit-recovery programme, highlighting the benefits for both students and the institution. Sara de Sousa Student Success Lead, University of Hertfordshire Maria Banks Associate Dean Student Experience, University of Hertfordshire 8. How to integrate the EPA within the apprenticeship programme (MSc Senior Leadership) This presentation will document the importance of integrating the End Point Assessment (EPA) when establishing an apprenticeship programme so that a more engaging and dynamic environment is created and the EPA is connected to all of the modules within the programme rather than as a ‘bolt-on’ at the end. Yvonne Moogan Associate Professor of Online Business Education and Director of Apprenticeship Programmes, Leeds University Business School

11:20

Break


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Breakout i. Effective assessment & constructive feed-forward Breakout ii. Learning beyond the classroom Breakout iii. Personalised learning journeys

12:00

This is not plagiarism however it is a bad use of "power phrasing”: Assessment of home and International student (mis)understandings of citation practice RESEARCH PAPER (30 minutes) The study of academic integrity frequently focusses on why students elect to “cheat”. A limited number however address more practical underpinnings of academic integrity as an educational activity. The presentation will discuss the outcomes of an empirical study, conducted over 2 years, to uncover the stumbling blocks presented by academic writing for students, and student (mis)understanding of what is and what is not plagiarism. Sarah Carnegie, Lecturer in Human Resource Management, Newcastle University Business School. Dr Elaine Tan, Lecturer in Education Innovation, Newcastle University Business School

Student resilience: challenges, coping strategies and resources RESEARCH PAPER (30 minutes) This research investigates students’ resilience in the context of higher education. Most students will face challenges during their studies, and some students will thrive from them. The results of a qualitative study are presented to illustrate both the key challenges faced by students and the resources that resilient students use to cope with them. Dr Caterina Presi Associate Professor of Marketing Practice, Leeds University Business School

Understanding similarities and differences in student experience preferences and the implications for personalisation RESEARCH PAPER (30 minutes) Using a business school student experience drivers study, the presentation will review the impact of profile characteristics (gender, UG/PG, year of study, ethnicity) on student needs. Similarities and differences in this will be identified and in turn these will provide useful insights in to those looking to understand the needs of students when designing and delivering personalised experiences. Julie Rosborough Principal Lecturer, Nottingham Business School

Breakout iv. Collaborating with employers, students other disciplines

Breakout v. Effective assessment & constructive feed-forward

Breakout vi. Learning beyond the classroom Breakout vii. Outside of the box education

12:00 Co-creating entrepreneurial education to support the future of work WORKSHOP (60 minutes) In today’s dynamic society, we are facing future of work challenges that demand new ways of thinking and of delivering programmes, Ulster University Business School is co-creating new learning models for the new world of work. The highly interactive workshop will showcase best practice in experiential and blended action-learning through a series of innovative, industry-specific sessions Professor Heather Farley, Professor of Management Education, Associate Dean (Education), Ulster University Business School Dr Shirley Davey, Lectures in Innovation and Management Development, Ulster University Business School Judith Wylie, Course Director BSc Hons Business Technology, Ulster University Frances Devine, Lecturer, Ulster University Dr Andrea Reid, Programme Director MSc Marketing, Lecturer Business Communication, Ulster University Professor Gillian Armstrong, Director of Business Engagement, Ulster University Business School

New ideas for assessments WORKSHOP (60 minutes) Over time, the MBA Elective courses on the Full-time and Global MBA Programs at Alliance Manchester Business School (AMBS) has moved away from traditional closed book exams and instead incorporated a range of other type of assessments. In this highly interactive workshop, you will explore what innovative assessments are/could be and how you can use these in your own courses. Patricia Perlman-Dee Senior Lecturer, Alliance Manchester Business School

The climate emergency and the end of 'beyond the classroom' student travel? WORKSHOP (60 minutes) The emerging environmental crisis and the declaration of a Climate Emergency demands we reevaluate many of the established practices associated with teaching and learning. In this context we will examine the future for student engagement in international (and beyond the campus) curriculum related fieldwork, which is often valued as a significant component in personal and professional development. This workshop will assess the possible alternatives to this long established practice, consider the legitimacy of strategies which might reduce the impacts of travel and explore the issue as an opportunity for learning and developing conceptual frames for learning Darren Hoad Senior Lecturer in Business and Management, Bath Spa University

Discovering your inner Aristotle. Engaging students using social media and Aristotelian rhetoric as a tool for critical thinking (and other things) WORKSHOP (60 minutes) Many students are hesitant to think critically, yet such skills are highly sought after in the workplace. As such, this begs the question, as educators, how do we teach students critical thinking skills and how can we do this in an engaging and inspiring way? One way to do this is to draw on the work of Aristotle’s rhetoric. Rhetoric is based on proofs, syllogisms and arguments, which activate the mental ability of humans and therefore promote creative and critical thinking. This workshop introduces a fun and out of the box technique to engage students in critical thinking drawing on Aristotelian rhetoric as a framework. Dr Lucy Gill-Simmen Lecturer in Marketing, Royal Holloway, University of London


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Breakout viii. Roundtable Discussions

12:00

1. Ways to enhance learning through cross-national interaction International students make up 20% of the student body and the proportion of international students in Business Schools is even higher. With ever-changing expectations of our students (both local and international), their skills and the job market, what are the challenges academics face and are they equipped sufficiently to make the best use of this phenomenon? We will focus on two questions: (1) Should academics actively facilitate intercultural interaction? (2) Can you share any methods you have used to facilitate intercultural interaction or do you know any methods others have used? Dr Geethanjali Selvaretnam, Senior Lecturer, University of Glasgow Dr Wenya Cheng, Lecturer, University of Glasgow 2. Feel the fear and do it anyway: Objections and solutions to online learning Online learning promises to democratise learning, allowing students to access new knowledge and skills in a way which is affordable, convenient and sustainable. Yet, far from being a ‘silver bullet’ many academics are concerned about abandoning tried and tested methods of teaching, the quality of online courses and workload. In this roundtable, Matt will facilitate a discussion around the hopes and fears of online learning with a view to discovering if online really is the future. The opinions and statements will also be used (if permitted) to begin a scholarship project exploring the leadership challenges of online implementation. Dr Matt Offord, Lecturer in Technology Enhanced Learning and Teaching, Adam Smith Business School 3. Digitalising learning opportunities to enhance student experience Digital platforms, beyond conventional Virtual Learning Environment (VLE), are becoming increasingly prominent part of modern teaching delivery styles. Using online tools such as webinars and Microsoft Teams as mandatory elements for dissemination of academic activities provides enhanced student experience, especially as it increases coverage and accessibility for students beyond classroom and positively impacts learning. The discussion will provide an opportunity to explore innovative digital platforms for enhancement of student experience. Professor Vish Maheshwari, Associate Dean – Students, Staffordshire University 4. #NBSdiscover In this roundtable we will share the details of an induction project we run at scale at Nottingham Business School. The project takes students outside of the classroom, to explore Nottingham city centre through the lens of a contemporary business issue. The session will provide insight into how we engage students, staff and external organisations with the project. Amanda Thompson, Director of Taught Undergraduate Programmes, Nottingham Trent University Dr Shelley Clark, Head of Personalisation and Experiential Learning, Nottingham Trent University

5. Student placements: Bringing work experience back into the classroom Year in Industry programmes give students the opportunity to learn in and through employment. Work placements offer a space for students to contextualise the theories and frameworks that they study in university. How we can further develop students’ learning when they return for their final year of studies after completing their Year in Industry? Julia Hodgson, Lecturer, University of Liverpool Management School Professor Liz Crolley, Associate Dean of Undergraduate Programmes, University of Liverpool 6. Less is more, the value of unstructured learning in higher education Dr Barbara Czarnecka, Associate Professor, School of Business, London South Bank University 7. A sense of belonging: Promoting a positive learner community identity This round table discussion will focus on how we can we harness the curriculum to promote a positive sense of learner identity and community. The session aims to explore innovative solutions that have demonstrated impact both in terms of promoting a positive identity and sense of belonging, and also in terms of enhancing learner retention, achievement and progression. Angela Mazzetti, Senior Lecturer in Management Practice, Newcastle University Business School 8. Professional competence frameworks and personalisation: Their role in employability In this roundtable, we will question the role and function of personalisation and/or professional competence frameworks in supporting and guiding the development of student employability. Of particular interest will be what this means when it comes to the dominant(?) approach to work in this area within business schools and the related outcomes. Dr Richard Howarth, Marketing Academic, Nottingham Business School Dr Seamus Allison, Course Leader, Nottingham Business School Helen Sharp, Principal Lecturer in Marketing, Nottingham Business School 9. Levelling inequalities in access to PG programmes: The impact of the postgraduate loan The Postgraduate Loan has allowed for a significant expansion in Master’ numbers. This discussion allows us time together to reflect on this expansion. Has the Postgraduate loan reduced the perceived inequalities in access to Postgraduate Education. Further, given there are few specifically postgraduate jobs outside of particular specialist areas (such as academic research) It is also unclear what Postgraduate students do after graduation and what factors affect master’s their destinations. Garry Carr, MBA Course Director, School of Business Strategy, Operations & Enterprise, Leeds Beckett University

13:00 Lunch


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Breakout i. Outside of the box education Breakout ii. Enriching learning through technology

Breakout iii. Personalised learning journeys Breakout iv. Outside of the box education

14:00 What’s wrong with our box and what we’ve put in it? An exploration of employers’ need for creativity WORKSHOP (60 minutes) Following indications from several recent global surveys that creativity is a skill of which employers are increasingly in need, and which they are not finding in graduates, the presenters have undertaken detailed research with employers to explore this in more detail. The workshop will entail a brief presentation of the key results, interspersed with activities that will explore the implications for curriculum development, pedagogy, and relationships between educators, careers advisors and employers. Elaine Clarke, Senior Lecturer, Aston Business School Chris Wilson, Lecturer in Learning Innovation and Professional Practice, Aston University

Using technology in active blended learning to accelerate praxis gains for employability WORKSHOP (60 minutes) Dr Elaine Yerby, Senior Lecturer in Practice, London school of Economics Rebecca Page-Tickell, Director of MBA Programmes, University of East London

Through the lens of students: How self-reflection, coaching and community is enhancing their personal & professional development and student experience WORKSHOP (60 minutes) Learn about UEBS’s innovative Edinburgh Award (EA) programme for Personal and Professional Development. Hear from Rona Doig and Mally Smith, UEBS/EA Alumna, who will share findings from her MSc dissertation research on this programme. Experience some of the EA’s tools, exploring how self-reflection, coaching and community can enhance PPD, student-experience and engagement. Rona Doig, Head of Student Development, University of Edinburgh Business School Mally Smith, MSc Alumna, University of Edinburgh Business School

Enabling innovation: practical measures and considerations WORKSHOP (60 minutes) This workshop addresses the practicalities associated with introducing innovative approaches to learning into a degree course, and considers tensions between the demands of academics, students, and a range of other stakeholders including external partners. Participants will be able to relate these factors to settings with which they may be familiar and will discuss how to create a climate within which educational innovation is encouraged. Dr Martin Rich Senior Lecturer in Information Management, Cass Business School

Breakout v. Effective assessment & constructive feed-forward Breakout vi. Personalised learning journeys Breakout vii. Developing enterprising, ethical and work-ready graduates

14:00 Can multiple small feedback activities improve student performance? Evidence from a final-year compulsory module RESEARCH PAPER (30 minutes) Further details to be announced Dr Peter Hughes, Lecturer in Economics, University of Leeds Dr Antonio Rodriguez-Gil, Lecturer in Economics, University of Leeds Dr Juliane Scheffel, Lecturer in Economics, University of Leeds

Assessment choice: narrowing or widening gaps in achievement? RESEARCH PAPER (30 minutes) Choice in assessment topic/mode is widely accepted to reduce attainment gaps and help engage students. However, this pilot study with students from across one university and staff from multiple institutions suggests that, while many students cultivate career aspirations and increase grades though positive choices, others suffer lower grades, anxiety and poorer student satisfaction. We review implications for scaffolding of fair and effective choice in assessment. Sara Bird, Faculty Director for Learning and Teaching, Bristol Business School, University of the West of England

Innovative teaching practices in developing enterprising, ethical and work ready graduates WORKSHOP (60 minutes) This workshop will give attendees insight into how the Scottish Innovative Student Awards ( SISA) model is being used to enhance the student experience in Scotland and prepare students across all disciplines and levels for the future. There will be a focus on how this model is being integrated across different HE curriculums and used to validate the work being done by academics to prepare their students for the future and to help students identify when they are getting exposure to these future facing skills and why. Attendees will get practical experience of the pedagogies being used throughout SISA and the opportunity to reflect on how they might use them. Ann Davidson, Enterprise Programme Manager, Scottish Institute for Enterprise Dr Pauline Bremner, Lecturer, Robert Gordon University Dr Joy Perkins, Educational & Employability Advisor, University of Aberdeen

14:30 Closing the loop: using holistic rubrics for effective assessment and feedback RESEARCH PAPER (30 minutes) How can rubrics help students to improve their performance without increasing staff workload? This paper discusses the introduction of holistic assessment and feedback rubrics in our Business School. It begins by explaining what a holistic rubric is by situating the discussion within the pedagogical literature. It then sets out the benefits to staff and students of using this approach, both in academic terms and for student well-being. Sarah Honeychurch, Teaching Fellow, University of Glasgow


15:00 Close of conference


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Digital Posters

Mind the gap: Contextualising graduate liminality through transition design interventions Contemporary research, practice and higher education policy has broadly affirmed the importance of employability in safeguarding strategic graduate outcomes. Furthermore, several authors posit the value of eliminating graduate liminality via transition design to ‘’allow student space to develop their work identity’’ Without this support, many risk outcomes of being unemployed, economically inactive, or perennially seeking for work. This poster presents a contextualised illustration of embedded transition design interventions and the impact on planned graduate outcomes and pedagogy. Andrew Amayo Senior Lecturer, Birmingham City University Fostering academic socialisation through peer assisted learning On this poster we present our reflections and experience of developing a Peer Assisted Learning (PAL) programme for a period of three years. Academic Socialization, fostered through PAL, resulted in phenomenal improvements on student attainment and retention. Students holding non-traditional entry qualifications – BTECs - and those coming from less advantageous socio-economic backgrounds benefited the most from their engagement with PAL. Dr Grigorios Theodosopoulos Senior Lecturer in Accounting, Brunel Business School Sue Hardman Senior Lecturer in Financial Accounting and Auditing, Brunel Business School

Enhancing the method of adaptive comparative judgment to improve assessment design, peer evaluation and feedback We look at Comparative Judgment marking, in which a peer assessor compares two assignments and selects the better of the two. A special advantage of Comparative Judgment is that assessors are generally reluctant to assign marks to their peers directly but are happy to make pairwise comparisons. Our pilot project builds on this methodology, testing for sequence order and depletion biases in the assessment process. Professor Leighton Vaughan Williams Professor of Economics and Finance, Nottingham Business School Does academic performance depend on undergraduate student attendance rate? University attendance policies and their reception by the undergraduate students The poster provides with an overview of different attendance practices adopted in interviewed universities and compares the university motivations with the student reception of these policies. The study also presents the results of the analysis of the relationship between the undergraduate students’ performance and the attendance and aims at proposing an “optimal” attendance policy formula, the one which assures that all the academic objectives are met on one side and the student reception of the same is constructive. Wioletta Nawrot Teaching Professor, ESCP Business School

Supporting the student journey: A 360 approach to extra curricula activity This poster explores the range of extra-curricula activities our department has implemented to support student journey. As a large department, we recognise the importance of having a range of mechanisms in place to achieve this. This poster tells a story of our implementation journey, including our achievements and challenges. Anna Egan Reader, Accounting and Finance, Manchester Metropolitan University Anna Hard-Watmough Deputy Head of Department, Manchester Metropolitan University Catherine Youds Senior Lecturer, Manchester Metropolitan University The ‘narrated PowerPoint presentation’ as an alternative to traditional assessed oral presentations This poster reports on the use of 'narrated PowerPoint presentations’ as an alternative tool for summative group assessment in a large MSc class in the field of Business/Management. It highlights the key facets of this novel approach, weighs-up the associated benefits and challenges from the instructor and student perspective, and considers its applicability in different learning and teaching scenarios. Dr Mike Crone, Lecturer (Education) in International Business, Queen’s Management School


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Educators' and learners' views about the adoption of Virtual Reality technology within HE and potential pedagogical challenges Virtual Reality (VR) has the potential to significantly alter how educators teach and how learners learn. However, extant research found that some students were less pleased with modules using Internet technology compared with traditional methods. Furthermore, the adoption of VR has been slow partially because of the cost and content. Using the case of Greenwich Business School, this poster illustrates how educators and students view the adoption of VR and the potential pedagogical challenges. Michael De Domenici Head of the Department, Department of Marketing, Events and Tourism, University of Greenwich Business School Dr Hyunsun Yoon Senior Lecturer in Advertising and Marketing Communications, Department of Marketing, Events and Tourism, University of Greenwich Business School Enhancing Indian MBA students’ employability through an experiential and inclusive learning residential: A longitudinal study on student self-development outside of the classroom Further details to be announced Dr Victoria Jackson Senior Lecturer in Business, Full Time MBA programme lead, Lancashire School of Business and Enterprise

Re-placing the placement: Enhancing the work placement experience of Newcastle University Business School students Students who had spent a year on placement often referred to it as the best experience of their lives. At the same time, they were among the most dissatisfied graduates in 2019 NSS. What was causing dissatisfaction and how could it be prevented? These questions sparked a pilot project for enhancing overall student experience with work placement, presented in this poster. Dr Ana Popovic Lecturer in Marketing, Newcastle University Business School Dawn McCartie Lecturer in Marketing, Newcastle University Business School Using a digital one minute paper in business school classes to increase participation and engagement, and improve student experience The poster discusses the use of a digital one-minute paper (DOMP) feedback mechanism across a range of disciplines in UK business schools. Addressing the conference theme of “enriching learning through technology” the poster will be of particular interest to those engaging with large classes, new teachers who want more detailed feedback of their teaching development and anyone interested in improving student engagement and enhancing student experience. Alison Gibb Lecturer in Marketing, University of Glasgow Dr Paula Karlsson-Brown Lecturer in Management, University of Glasgow Dr Paul Ferri Senior Lecturer, University of Glasgow

The Future Leaders Certificate: Preparing our MSc students for the future of work The Future Leaders Certificate’, is an extra-curricular programme for MSc students which has been successful in developing enterprising, ethical and work-ready graduates. Students developed a range of skills such as creativity, communications, networking, working with others including companies, and digital capabilities by attending guest lectures, workshops, working on live projects and finally an international entrepreneurial trip to San Francisco. Dr Nicki Newman Director of Postgraduate Taught Programmes, Birmingham Business School Sandy Purewal Skills Development Consultant, University of Birmingham Using social media in teaching and learning in higher education This poster aims to present different types of social media tools that could be used to support teaching and learning e.g. Online blogs, YouTube, Facebook, Twitter, Linkedin other online application such as Mindmeister. It provides some best practices in exploring how students learn and building up active learning communities. This poster suggests some interactive teaching and learning approaches that could be used to identify and measure learning gains as a key foundation for student experience. Dr Mohamed Saeudy Senior Lecturer in Accounting and Finance, University of Bedfordshire


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Documents

LEARNING, TEACHING & STUDENT EXPERIENCE 2020...Digital skills for a digital age: Rethinking approaches to traditional teaching and learning through digital technologies RESEARCH PAPER