Business and Economics Teaching Resources
The Learning and Teaching Unit of the Faculty of Business and Economics, in collaboration with the Learning and Teaching Centre, has brought out a series of Guides to various aspects of university teaching and pedagogical research.
How to Embed Discipline-specific Discourse - Learning Through Communication [PDF - 377k]
Discourse is the way spoken and written language is used to structure areas of knowledge and social practice. Discourse positions people as social subjects, such as accountants and other professionals. We are all teachers of discourse because when a student undertakes a program of study, part of that journey is learning the discourse of the discipline.
How to Align Assessment - Learning through a program approach [PDF-330k]
Assessment drives what students learn. In this guide we go beyond the tasks set in a unit to take a "whole of program" approach to designing and aligning assessment.
Research Enhanced Learning and Teaching [PDF - 303k]
Our teaching is founded on the theory and practice of our disciplines which means we implicitly embed research enhanced learning and teaching in our approaches. However surveys of graduates show that few realise they have been exposed to any research through their undergraduate study.
How to Teach with Inclusive Practice [DOCX - 127k] or PDF - 575k]
Inclusive practice is about designing learning experiences for all students. In our university classes we have a diversity of students with a diversity of learning needs and preferences. By catering for a range of student requirements we find that learning opportunities are enhanced for all students.
How to collaborate with peer observation: Learning from each other [PDF 260k]
Peer observation of teaching (or POT) is where two or more colleagues collaborate in observing each other's teaching and then provide feedback and suggestions for improvement. It can provide a number of benefits both to the teacher and the teaching institution.
How to Give Quality Feedback - Learning Through Dialogue [PDF 264k]
High quality, timely feedback on learning tasks requires good planning and procedures so that the students' work gets submitted, marked and returned quickly and effectively. In this booklet we discuss ways to organize feedback. We consider the form of the feedback, the type of feedback and offer practical hints to improve feedback. Feedback is not only for assessment. Constructive feedback helps motivate and engage students in their learning. It encourages them to develop the skills to self-assess and to critically analyze their own work as well as the work of others.
How to Create Exams - Learning Through Assessment [PDF 260k]
Examinations are high risk for students - as much as 60% of their mark is based on a final examination. It is therefore important that we, as educators, create the best possible examinations that accurately and fairly measure students' knowledge and skills at an advanced level. This will help us to separate learners from walking memory banks, which are bankrupt after the examinations are over due to the failings of surface learning.
How to Run a Lead Project - Learning Through Innovation [PDF 1.7mb]
The Learning Excellence and Development (LEAD) program brings together as a team a multi-disciplinary group of university staff - general staff as well as academics - each working on a separate but related project to enhance student learning. The projects use an action research approach to nurture a research-based and responsive teaching culture. Central to the philosophy of the program is pedagogical change for the improvement of learning.
How to Run a Lead Project outlines the basic procedures for conducting an action research project investigating an aspect of teaching.
- Are you keen to engage your students in active learning in your unit?
- Are you looking for ways to support your students in developing skills such as communication and argumentation?
- Are you searching for new ideas to spark up class discussions?
HOW TO LEAD DISCUSSIONS is a guide to some of the best techniques for engaging students in active learning, improving their communication and argumentation skills, and getting them to participate in class debates and discussions.