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Multidisciplinary working to support the development of 21st century students

Multidisciplinary working to support the development of 21st century students. Julie Aris J.Aris@herts.ac.uk Lesley Glass L.Glass@herts.ac.uk Hazel Messenger H.Messenger@herts.ac.uk Amanda Relph A.Relph@herts.ac.uk University of Hertfordshire: Business School. The research team. :.

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Multidisciplinary working to support the development of 21st century students

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  1. Multidisciplinary working to support the development of 21st century students Julie Aris J.Aris@herts.ac.uk Lesley Glass L.Glass@herts.ac.uk Hazel Messenger H.Messenger@herts.ac.uk Amanda Relph A.Relph@herts.ac.uk University of Hertfordshire: Business School

  2. The research team : Julie: Year 1 tutor: BA Business Studies Module leader ‘The Professional Manager’ Lesley: Director of Visiting Lecturer Development Module leader ‘Professional in Tourism Management’ Amanda: Skills coordinator: Marketing and Enterprise Hazel : BS Academic skills tutor (Project coordinator)

  3. Setting the scene : The world is changing: a new look at Britain today (TalentTaskforce 2009) http://www.youtube.com/watch?v=5VtuUwOxr0Y

  4. A major Undergraduate review Multi million £ decision Started 2009 Exciting modules Exciting teaching Integrating Collaborative

  5. UH Strategy: Drivers for change: • Skill development • Internationalisation • Contemporary research • Wor k Based Learning • Enterprise and employability • Student experience • Student Experience • Learning and Teaching • Employability • Entrepreneurship • Research • Innovation and Enterprise • International Engagement

  6. UHBS agenda: • Tariffs • Logistics: rooms, support, PTs • Overseas student numbers • Part-time student numbers • Progression, attainment, achievement • Work Based Learning • Research Informed Teaching • Student Staff Ratios

  7. Programme contents: Provide academic and employability skills at all levels Include the opportunity to study a foreign language Include an international perspective Recognise and provide opportunities for work based learning Explicitly include aspects of contemporary research Include aspects of Employability and Entrepreneurship

  8. Positive impact of placement Failure at level 4 Differing and low attainment The skills agenda: RIT traditionally more PG Student experience Employability, entrepreneurship and WBL

  9. Focus by level: Level 4: - emphasis on personal and academic skills Level 5: - Employability and Entrepreneurship Level 6: - contemporary issues and Work Based Learning

  10. Level 4: Aim – to develop student understanding of key topics relevant to the subject and enhance their academic skills in order to facilitate the transition to Higher Education.

  11. BA, BS & JH Skills Module 4BUS1040 - Semester A GENERIC TEACHING MATERIAL 400 STUDENTS = 19 WORKSHOPS THREE MODULE TUTORS + FOUR NUMERACY TUTORS

  12. Professionalism in Tourism Management 4BUS1048 - Semester A 40 STUDENTS = 1 weekly session of 2 hours Subject specific material TWO MODULE TUTORS + NUMERACY/ICT TUTORS

  13. Focus on Student Experience • Ideas • Workshops vs lectures • Transition - school to UH • Terminology • Student Communication • ebooks • Strategy • One size had to fit all • Teach transferable ’Management’ skills • Re-use existing UH resources e.g.ASU, i-spy, on-line tests • Students • Weekly email for pre-work & reading • Regular ’homework’ • Attendance strictly monitored • Boundaries enforced • Generic Feedback • Progress monitored (RAG) • Large number of repeaters • Process • Interactive weekly workshops no lectures • Link theory to in-class activities (learn by doing) • Small teaching team • Consistency • Resources • Student allocator • Equipment • Labs • Servicing Lecturers • Assessment Practice

  14. Focus on Student Experience • Strategy • To embedd skills within a Tourism context • Teach a combination of academic and employability skills • Ideas • Series of 8 assignments • Groupwork in both semesters - Keeping same student groups for both semesters • Students • Programme – centric • Focus on getting to know each other as a group and working together in teams • Regular assessment with timely feed -forward and feedback • Process • Weekly 2 hour session • Team teaching • Interactive , creative sessions, disucssions, variety, visual impact • External activities • workshops no lectures • Link theory to in-class activities (learn by doing) • Small teaching team • Consistency • Resources • Room layout X • Equipment X • Labs X • Servicing lecturers

  15. Developments for 2011- 12 TRANSITION TO UH OFF-SITE ACTIVITIES NUMERACY IT SKILLS BASED RESOURCES

  16. Analysing data

  17. Using CHAT (Cultural Historical Activity Theory Engeström 1987) StudyNet Assignments Visitors Induction Visits Subject Object Level 4 students Student skills development Attendance Hand in Academic quality Groups Rooms Timetables Workload Ft/Pt Lecturers VL ASU IH Students Resource management Availability of rooms Staffing

  18. Using CHAT (Cultural Historical Activity Theory Engeström 1987) StudyNet Assignments Visitors Induction Visits Level 4 students Student skills development Attendance Hand in Academic quality Groups Rooms Timetables Workload Ft/Pt Lecturers VL ASU IH Students Resource management Availability of rooms Staffing

  19. And none of this could have been learned without effective collaboration

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