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Academic communication in business, science, or humanities

Louise Kaktiņš louise.kaktins@mq.edu.au Context: Academic Communication in relation to business studies, science or humanities. Students: Mainly Chinese students in the 19 to 23 age bracket. Class size: 25 Format: Tutorial (i.e. small group discussion of less than 10 students) Pedagogy used:Teachers should always keep in mind that international students, especially those just starting studies in … Continue reading Academic communication in business, science, or humanities

Interaction and engagement for soft skill development

Jasvir Kaur Nachatar Singh j.nachatarsingh@latrobe.edu.au Context: Management & Human Resource Students: International students mainly come from China, India and Malaysia. Class size: 40 Format: Workshop (i.e. group or individual tasks led by tutor) Pedagogy used: I teach soft skills subjects such as Leadership, TeamWork and Negotiation. For group assignment, I made the group composition to … Continue reading Interaction and engagement for soft skill development

Using Wikipedia as a teaching and learning tool

Caroline Ball c.ball@derby.ac.uk Context: Library and research skills Students: Mostly undergraduate, largely European and Chinese students Class size: 10-20 Format: Workshop (i.e. group or individual tasks led by tutor) Pedagogy used: I'm a firm believer in using Wikipedia as a teaching and learning tool, and I love to get students editing, creating and translating articles … Continue reading Using Wikipedia as a teaching and learning tool

‘Show and tell’ icebreaker for online seminar

Jenny Lewin-Jones j.lewin-jones@worc.ac.uk Context: BA Sociology (this is for a first year online lockdown seminar) Students: This seminar cohort has 12 students, 3 of whom are international and in lockdown back in their home countries Class size: This seminar only has 12, more typical would be 25 Format: Seminar (i.e. whole group discussion of 10 … Continue reading ‘Show and tell’ icebreaker for online seminar

Guest lecturers in sports MSc

David Cockayne Associate Professor in Marketing University of Liverpool Management School On our sports MSc we often invite industry guest lecturers, and I structure this really carefully.  For example, a major chief executive usually comes to give a sort of opening talk to kick the year off and start the academic programme.  We orchestrate a … Continue reading Guest lecturers in sports MSc

Structuring interactive large group teaching

Glyn Williams The course that I have largely been teaching is a planning and international development Master's.  The international development MA started off with 12 students and so the core modules for this course became shared with other programmes, which have massive numbers. Modules that were originally designed for teaching something like 15 or 20 … Continue reading Structuring interactive large group teaching

Panel presentations in a business seminar

Chiara Marzocchi Lecturer in Entrepreneurship & Innovation Newcastle University Business School Chiara.Marzocchi@Newcastle.ac.uk  Seminars are designed to be a natural follow up from lectures, so my typical seminar is linked to the lecture material, generally of one or two weeks previous. In this case, the seminar activities were group presentations. I divided them into groups and gave them an … Continue reading Panel presentations in a business seminar

Authentic assessment in sports business

David Cockayne Associate Professor in Marketing University of Liverpool Management School I designed the programme to have industry relations built in. I spent four or five months interviewing Chief Executive Board members, governing bodies, leagues,  building up through the various different sports and different structural levels. The feedback in terms of what they were looking … Continue reading Authentic assessment in sports business

Teaching content through gathering evidence of understanding using drafts

Context: In my experience this can be done with almost any subject with written coursework. I teach, in perfect alignment with neoliberal fungibility, compossibility, and universality, pretty much anything I am asked to. Having said that though, I believe that the approach I describe here may not be suitable once class numbers increase to above … Continue reading Teaching content through gathering evidence of understanding using drafts