#TALC2018
Beyond Metrics: Measuring the Immeasurable in Higher Education
The conference title ‘Beyond metrics’ was the result of a period of reflection on the frameworks and policies that govern the practices of HE. The ‘measuring the immeasurable’ theme aims to tease out such reflections on how the need for HE practices to be ‘measurable’ has an impact on students, staff and curricula, or is impacted by external bodies, government policy and accrediting bodies. These conversations are taking place across the sector and within FE and compulsory education. This conference aims to give these conversations a platform to be shared across the educational community.
8th LSBM Teaching and Learning Conference
#TALC2018
Programme 09:30 — 10:00
Registration (Tea and Coffee)
10:00 — 10:10
Conference Opening
10:10 — 10:50
Professor Tim Blackman The Comprehensive University
8 — 9
10:50 — 11:20
Dr Anna Kopec Massey Empathy: The educational space between us
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Dr Nnamdi Madichie Measuring the Immeasurable in Staff/Student Research Collaborations in Business and Management
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Asif Sadiq An investigation into the effectiveness of key interventions likely to close the attainment gap in HE
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11:20 — 11:40
Morning Break (Tea and Coffee)
11:40 — 12:10
Paul Massiah, Mathew Jones, and Monica Sounderraj UK HE business school graduate experiences of what causes vertical and horizontal employability mismatch
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Cal Courtney, Rabii Mounsif, Fiddian Warman and Henry Playfoot You Are Welcome: Developing a creative approach to hospitality at LSBM
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Usha Mistry Students’ Engagement through ACCA Partnership
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Professor Martin Parker Widening the Business School
10 — 11
12:10 — 12:50
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Page
#TALC2018
Teaching and Learning Awards and HEA Fellowships
13:30 — 14:20
Lunch (Musical guests Kopland & Miller)
14:20 — 15:00
Becky Hartnup Making Decisions in the Dark
12 — 13
15:00 — 15:30
Paul McKean Further Education saved me
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Rachael Curzons Evaluating engagement: An Aula case study of measuring impact in digital space
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Anna Krajewska and Tom Ironmonger Confession Tapes: What we’ve learnt from Academic Integrity interviews
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15:30 — 15:45
Afternoon Break (Tea and Coffee)
15:45 — 16:15
Dr E Albertini An assessment of Leadership Skills for the Future World of Work: The 5 Lens Development Platform
25
Dr Simon Taylor Professional recognition: Promoting recognition through the HEA in a UK HE institution
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Balasubramanyam Chandramohan and Arif Zaman Metrics, Sustainability, Education and Business Studies
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16:15 — 16:30
Closing Session
16:30 — 18:00
Drinks Reception
Beyond Metrics: Measuring the Immeasurable in Higher Education
12:50 — 13:30
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#TALC2018 8th LSBM Teaching and Learning Conference
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Professor Tim Blackman Vice-Chancellor, Middlesex University
Professor Blackman’s first academic job was at the University of Ulster, where he played a leading role establishing a new voluntary organisation employing architects and planners to work with community groups on plans for their neighbourhoods. He later returned to England as Head of Research at Newcastle City Council and then as a Deputy Dean at Oxford Brookes University and the first Director of the Oxford Dementia Centre. Tim moved back to the North East in 2000, first as Dean of the Faculty of Social Sciences and Law at Teesside University, where he also undertook extensive advisory work for the Office of the Deputy Prime Minister on neighbourhood renewal, and then as Head of the School of Applied Social Sciences and subsequently Director of the Wolfson Research Institute at Durham. Professor Blackman joined The Open University in 2011 as a Pro ViceChancellor, responsible for research and academic quality, as well as major projects such as the MK:Smart project to create a smart city infrastructure for Milton Keynes, later moving to Middlesex.
There is still a common view that admission to university is about intrinsic academic ability rather than having been taught well or having the potential to do better. This has driven the toughness of academic entry requirements as a measure of how good a university is, resulting in a hierarchy of institutions based on how exclusive they are. Because attainment at school is so closely correlated with family background, a consequence of academic selection in higher education is that the sector is very stratified by social class, with efforts to widen access in the most selective universities only having a marginal effect. In fact, the most selective universities cream off highly achieving students from other institutions, creating a lack of diversity across the whole sector; one of the key criticisms of the effect of selective schools on local comprehensives. However, while 90% of young people are educated in comprehensive schools and colleges, our higher education sector is a bastion of academic selection. The above has many important consequences, from a lack of emphasis on excellent teaching that achieves learning gain to social stratification in universities and professional jobs. It also means that institutions are failing to capitalise on the recent growth of evidence that mixed abilities and identities among student communities create a richer learning environment than more homogenous communities of the type we find in most universities, including benefits such as better academic engagement, achievement and valuing of difference. Changing this situation requires radical measures of the type we saw with the widespread abolition of the 11-plus test in the 1960s. Learning from how the comprehensive school ideal became undermined by housing segregation, the best policy approach is to use entry quotas in all institutions aimed at creating better balanced student communities and underpinned either by financial incentives or regulation. Learning from the American experience of positive action to increase the intake of black students to the most academically selective institutions, this argument needs to be made on educational grounds, emphasising that there is a diversity bonus in education.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Professor Tim Blackman is ViceChancellor of Middlesex University. He has long-standing teaching and research interests in urban sociology and social policy, and is a Fellow of the Academy of Social Sciences. Before heading for university, Tim spent a year as a merchant seaman, returning to work at sea during his vacations while he studied for a Geography degree at Durham University. He left Durham to work as a community service volunteer in Belfast before returning to undertake a PhD.
The Comprehensive University
#TALC2018
Keywords: Academic Selection, Exclusivity, Social Class, Widen Access, Comprehensive, Entry Quotas, Diversity
Contact: mail: vc@mdx.ac.uk twitter: @TimJBlackman
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#TALC2018 8th LSBM Teaching and Learning Conference
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Professor Martin Parker Department of Management, University of Bristol
Widening the Business School
Martin Parker is Professor of Organization Studies at the Department of Management University of Bristol. His research and writing is an attempt to widen the scope of what is usually part of business studies, whether in terms of particular sorts of organisations (the circus, the worker co-op, Apollo space programme etc), or ways of representing organising (in art, cartoons, films etc).
Words like ‘business’ and ‘management’ refer to some particular forms of organization. Mostly large private sector corporations. These specific forms are then assumed to provide general models for all sorts of other organizations. Yet there are lots of forms of organization that we might look at in order to learn lessons about organizing. This means that the curriculum would not ignore organizations on a different scale, or in different cultures, or from different times, or that don’t assume the capitalist economy.
Martin’s latest book is called ‘Shut Down the Business School’ (Pluto Press 2018). He is also very interested in how academics write, and how they might cultivate new audiences for their ideas, and writes journalism as regularly as he can. His plans for the next few years include pieces on the history of zoos, comic book villains and dead spaces in and around organizations.
‘Organization’ refers to the characteristic patterns of people and things that humans arrange in order to get things done. It is a generous word, and it doesn’t need to be reduced to ‘management’. It could include co-operatives, local markets, kinship systems, groups, swaps, networks, communes, clubs and many other different forms, and which all articulate different assumptions about hierarchy, exchange, tenure, boundaries and so on. This will be a school for people who want to learn from other places, other times, other politics, and to consider the relevance of these lessons for their own attempts to make the world.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Martin’s recent writing has been about ‘alternative’ organisation in two senses. One is work on co-operatives, worker self-management, alternative finance and so on. The other is on different ways of thinking about what ‘organisation’ means, so he has written about angels, shipping containers, art galleries, as well as a book on outlaws.
#TALC2018
Keywords: Organisations, Management, Curriculum, Co-operatives, Different Assumptions about Hierarchy
Contact: mail: martin.parker@bristol.ac.uk twitter: @ProfMartinP
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#TALC2018 8th LSBM Teaching and Learning Conference
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Becky Hartnup Imperial Business School MBA, Becky Hartnup Consulting
She has recently written a paper on student use of social media and its impact on learning, and is now researching the use of “escape rooms” in education. Becky holds an MBA, with distinction, from Imperial College Business School, where she was recognised on the Dean’s List for Academic Excellence, and received the PLJ award for exceptional engagement with the Personal Leadership Journey module and significant contribution to student experience.
Contact: mail: becky.hartnup@gmail.com twitter: @beckyhartnup
Most academics and edtech teams are in the dark about their students’ behaviour on social media. They may suspect students are scrolling through Instagram when they should be studying, and wonder why the online forum is so quiet, or they may worry about WhatsApp encouraging groupthink or spreading negative attitudes. How can they make decisions about this area which is both unknown and constantly evolving? By understanding the fundamental drivers behind student social media behaviours, educators can anticipate issues and structure activities and infrastructure to encourage engagement and positive outcomes. Social media use by students is near to universal, with most using multiple platforms at least once a day. Existing literature suggests that social media is particularly important in the transition phase, when students are separated from their support networks and entering an unfamiliar environment. Social media can provide social support and increase emotional wellbeing by maintaining relationships from home and enabling new relationships. Accompanying the rise in online and blended learning are leveraging social media tools and techniques to support learning: peer learning, self-study and the development of skills such as collaboration, project management and presentation skills which are important for employability. However, there appears to be a disconnect between the apparent high but invisible use of networks socially, and the far lower levels of engagement seen within the institutional context. As analytics reveal low use of functionality such as online discussion groups and social sharing, publishers and institutions have been prompted to provide further training, or to develop more intuitive interfaces. This study explores the emotional drivers and inhibitors behind student engagement with social media during their college adjustment phase, and how these impact on their behaviour in a learning environment. Interviews were carried out with undergraduate students at UK research-focused universities and with digital technology experts. Results suggest that students’ social media activity is cautious in all environments, not only within the institution. Most use is either passive viewing of content, or one to one messaging. Their behaviour is driven by the need to build and maintain relationships for social and academic support. However, their engagement is limited by factors including perception of social risk, careful management of their identity and a sense of competition. This can lead to behaviours that institutions may want to discourage, such as groupthink, unwillingness to take intellectual risks and potential for students that do not fit in to become ostracised. Although these behaviours occur in a space that is ‘social’ and invisible to educators, it clearly impacts on learning, bonding and cohesion.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Becky Hartnup is an independent consultant with more than 20 years’ leadership experience in edtech and digital publishing. She specialises in innovation, digital business, communication and strategy, working closely with institutions and tech companies to realise new initiatives. Recent projects have included the introduction of immersive and experiential approaches to learning, and mapping the developing UK edtech market. Previously she has worked within small start-ups and big brands, such as the BBC and Macmillan Publishing, where she led the transformation of the businesses from print to digital.
Making Decisions in the Dark
#TALC2018
Keywords: Social Media, Social Learning, Social Risk, Group Think, Blended Learning
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#TALC2018
Empathy: The educational space between us Dr Anna Kopec Massey, London School of Business and Management Council Chamber
8th LSBM Teaching and Learning Conference
Keywords: Empathy, Education, Co-production, Shared Goals, Teaching and Curriculum Design
Empathy has become established as an interdisciplinary term not centrally located within a specific discipline and appears to link various experiences and activities (Jensen and Moran, 2012; Pavlovich and Krahnke, 2012) including educational processes and outcomes (Feshbach and Feshbach, 2009). Years of study within fields of counselling and psychotherapy have developed the importance of empathy in establishing interpersonal relationships (Rogers, 1957) and in producing change and learning (Rogers, 1975). Empathetic communication enables greater shared understanding, collaboration and positive attitudes in educational settings (Feshbach and Feshbach, 2009). Recent studies discuss empathy as consisting of affective and emotional elements and, as a result, three aspects of empathy have been identified: emotional contagion, emotional disconnection and cognitive empathy (Carre et al., 2013; Joliffe and Farrington, 2006). Emotional contagion is understood as a capacity to experience emotions of others and to be affected by them, almost as experiencing them for that person (Maibom and Heidi, 2009). Emotional disconnection enables the necessary differentiation of the self and other; and cognitive empathy is understood as sharing or more accurately understanding of the mental states of others. These three elements suggest that the nature of empathy is complex and yet measurable (Carre et al., 2013; Grady and Rose, 2011).
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Empathy enables people to suspend judgement and as a result creates more interactive and cooperative learning environments. The suspension of judgement promotes collective understanding rather than individual self-interest. This suggests important contributions for teaching and curriculum design, as research suggests engaging with empathy aids in the development of human flourishing (Pavlovich and Krahnke, 2012; Feshbach and Feshbach, 2009). Empathy enables one to consider another person’s viewpoint by adopting their perspective (Pavlovich and Krahnke, 2012). In addition, it enables the ability to imagine how another is affected by a situation (Gerdes et al., 2010; Stotland, 1969). In sharing perspectives and striving for joint goals, the boundaries between self and others become blurred to the extent that institutional learning outcomes and processes become collective and shared goals. This presentation will present empathy as a crucial skill required in the coproduction of teaching and curriculum design.
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Measuring the immeasurable in staff/student research collaborations in business and management Dr Nnamdi O. Madichie, London School of Business and Management Syndicate Room 1 Keywords: Pastoral Support, Unstructured Assessment, Undergraduate Student Research, Research Collaboration, Transferable Skills Development
Beyond Metrics: Measuring the Immeasurable in Higher Education
The purpose of this discussion paper is to revisit a paper I presented at a marketing conference about a decade ago calling for the need for knowledge co-creation between academic staff and students, especially those studying at Level 6 and above. In that paper, which has now been published as a book, I emphasised the need for assessment to remain unstructured, or better still only semistructured in order to enable students’ imagination to kick in, and the requisite pastoral support to follow suit. Indeed, student pastoral support (McChlery and Wilkie, 2009) remains an imperative in higher education provision, and needs and motivation warrant rewarding achievements. In this context, the importance of student conferences as a means of rewarding “… Business students [in the hope] that [they] will invest more time in a project knowing they have an opportunity to have their work considered for acceptance” (Buff and Devasagayam, 2008, p. 40) cannot be overemphasised. Indeed, such events have resulted in outcomes above and beyond motivational and aspirational, but also cognitive and social, as they “encourage other students to undertake undergraduate research upon witnessing the success and accomplishments of their peers.” Overall, this paper will have implications not only for business students and staff, but also for other disciplines as well, especially the pure sciences, who may be ahead of the field in this direction.
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An investigation into the effectiveness of key interventions likely to close the attainment gap in higher education Asif Sadiq, London School of Business and Management Syndicate Room 2
8th LSBM Teaching and Learning Conference
Keywords: Socio-economic Background, Assessment and Attainment Gap, Institutional and Classroom Interventions, Pedagogy and Professional Development, Key Stakeholders in HE
Students from poor socio-economic backgrounds underperform compared with their privileged peers. The attainment gap in Higher Education has widened and this is more so among disadvantaged students. The major challenge in addressing this problem is that research findings are general messages that are difficult to translate into specific practice. As a response, this study aims to answer some key questions such as what interventions work well in raising attainment and closing the gap. To investigate these pertinent issues, some key interventions at both institutional and classroom level are required. This is explored further by discovering and examining the relationship between leadership and closing the attainment gap in higher education. Moreover, this paper examines whether teaching strategies and pedagogy development have a positive impact on closing the gap. This further leads to improvements in professional expertise and its impact on closing the attainment gap. The research evidence indicates that pedagogy and assessment practices have drawbacks and do not deliver the desired and expected results and learning outcomes, and that students are profoundly dissatisfied which does not motivate them to make the desired improvements to achieve high standards. Moreover, they have been critiqued for failure to provide equal opportunity to all learners regardless of ability or socio-economic background.
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The findings will potentially identify the degree of effectiveness of each intervention thus filling a gap in the literature. Secondly, the findings will enable key stakeholders to translate findings into specific practice. Lastly, policy makers will be able to take better-informed decisions in addressing attainment gap in higher education.
#TALC2018
UK higher education business school graduate experiences of what causes vertical and horizontal employability mismatch Paul Massiah, Birmingham City University; Matthew Jones, University of Warwick; and Monica Sounderraj, Birmingham City University Council Chamber
The population in the UK within the age group of 25 to 34 years old with higher education (HE) qualifications has increased from 28% in 2000 to 52% by 2016 (OECD, 2018). This increase in the population with tertiary education has contributed to an ever-increasing competitive labour market landscape, with implications for graduate preparedness, and their respective aspirations for graduate entry employment. A review of literature in the arena of graduate employment suggests a number of studies have focused on the post-graduation experience of higher education students. Historically the emphasis of research has been on exploring the relationship between academic achievement, and the final destination of the graduate, in terms of the subject studied and achieved variables such as subsequent career and income measures. Set against a background of increasing numbers of students entering higher education (OECD, 2018), and the generic definition of a number of business school disciplines (QAA, 2018), this paper encompasses the findings of a 2-year mixed methods longitudinal study, which explores business school graduates’ experience of preparedness for graduate employment. The major objectives of the paper are to determine unmeasurable factors which potentially inhibit current UK business school students to successfully make the transition from academic attainment to career orientated graduate employability, together with understanding what
critical curricula needs to be embedded into HE business school provision. With this in mind, the basis of this paper seeks to explore business school graduate perceptions in order to go beyond historical graduate employability research, which has previously been directed at influencing govern-ment and large enterprise recruitment policy. By contrast, this paper explores the impact of issues such as widening participation, austerity measures, HE in a BREXIT era, internationalisation and issues in the context of globalisation.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Keywords: Graduate Employability, Higher Education, Business School, Graduate Labour Market, Management Employment
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You Are Welcome: Developing a creative approach to hospitality at the London School of Business and Management Cal Courtney, Rabii Mounsif, Fiddian Warman and Henry Playfoot, London School of Business and Management Syndicate Room 1
8th LSBM Teaching and Learning Conference
Keywords: Welcome, Hospitality, Otherness, Connection, Solidarity, Care, Authenticity
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LSBM’s Artist in Residence programme as well as recent re-branding and re-styling exercises have brought the notions of welcome and hospitality into focus for students and staff. The presenters will outline the nature and content of discussions which have taken place and highlight how the LSBM community’s reflections on creativity are impacting on how we offer hospitality, and on the spaces in which our hospitality is experienced. Underlying much of the dialogue which has taken place as part of our Artist in Residence programme is the sometimes neglected philosophical concern with the stranger. When thinking of strangers there is often a compulsion to “know” them, make them familiar, part of a group, make them understood. However, as Kierkegaard famously noted, “once you label me, you negate me.” Kierkegaard’s concern that our tendency to appropriate the stranger negates their existence was taken up with renewed vigour in the 20th Century by Emmanuel Levinas, who, having survived the Nazi’s attempted destruction of the Jewish people, sought to articulate an ethic of welcome which gave ‘the other’ the space required to be.
Does Levinas have anything to say to a higher education institution in the United Kingdom today? Can his philosophical reflections on otherness and our moral obligations to the other have impact on how we treat colleagues, students and visitors? What effect does a reappraisal of “how we welcome” have on the built environment in which we work and learn, and how can we best articulate our discussions into the design of our built environment?
#TALC2018
Student Engagement through Association of Chartered and Certified Accountants (ACCA) Accelerate Partnership in Enhancing Employability Skills of Undergraduate Accounting Degree Students Usha Mistry, London School of Business and Management Syndicate Room 2
The arrival of the Teaching Excellence Framework (TEF) with its core metrics measurements (Z score) of National Student Survey data (teaching, assessment and feedback and academic support), retention rates, and employment/further study data offers all Higher Education Providers an opportunity to measure themselves against their competitors, as well as for students to compare universities.
The key findings reveal that students begin to identify with the profession (Pre-Professional Identity) and start thinking as a qualified accountant. Analysis reveals what students learnt from ACCA global members through sharing their work experience, webinars, blogs, articles, networking and job vacancies from internship, graduate employment to fully qualified accountant.
At LSBM, we are always thriving to develop new innovative teaching and employment initiatives to support our students regardless of any shortterm metric measurements. One such initiative is the second successful year of partnership with the Association of Chartered and Certified Accountants (ACCA) called ‘Accelerate’, offering all undergraduate accounting degree students free ACCA student membership throughout the duration of their studies.
The findings suggest that students can benefit from the ACCA student membership on their CV, helping them to get a head start in demonstrating networking skills (Social Network Theory) to potential employers, including portraying passion about their accounting career.
The Accelerate Partnership offers students an opportunity to connect with local, national and international accounting professionals providing engagement in enhancing both technical and employability skills to all levels of accounting undergraduate students, assisting them in being more prepared for the world of work. This research is action-based using online questionnaires, focus group meetings and weekly email reminders regarding evaluation of the Accelerate Partnership and what students have gained from it.
The results from this paper have implications for both research and practice, particularly illuminating to higher education providers the importance of integration of Professional Statutory Regulatory Bodies (PSRB) student membership into the curriculum, taking cognisance of the recent decades of corporate failures.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Keywords: Accelerate Partnership, Social Network Theory, Preprofessional Identity, Accounting Employability Skills, PACE Model
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#TALC2018
Further Education saved me: A personal story Paul McKean, Head of FE and Skills, Jisc Council Chamber
8th LSBM Teaching and Learning Conference
Keywords: Further Education, Challenges, Barriers to Education, Student Support
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This presentation will discuss how education has the power to enable people to face and conquer challenges and adversities. This presentation will be extracted from the published work, Further Education saved me, from March of this year. This paper is about a personal journey through the challenges of negotiating physical and mental debilitation, the loss of independence, depression and how education held the key to Paul’s personal and academic success. For more information about Paul’s experience, please follow this link to visit the publication: www.jisc.ac.uk/news/further-education-saved-me26-mar-2018
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Evaluating engagement: An Aula case study of measuring impact in digital space Rachael Curzons, Aula, UK Syndicate Room 1 Keywords: Student Engagement, Impact, Evaluation, Mixed-methods Approach, Analytics, Digital Learning Environments, Partnerships
Research into student engagement tells us that ‘engaged students find their learning personally meaningful, they believe the learning tasks are challenging, they find that accomplishing learning tasks is worthy of their time, and they focus on improving their performance and keep on working even when they encounter difficulties’ (Nygaard et al. 2013: 2). In particular, further research highlights that a partnership or co-production approach to student engagement ‘could lead to increased learner satisfaction, reduced student anxiety and greater understanding of learner needs, increased satisfaction amongst academic staff, and improved educational outcomes’ (QAA 2009), and that ‘institutions with good and improving NSS scores often have initiatives that engage students as co-producers of knowledge’ (Gibbs 2012). If improving student engagement can impact retention, NSS scores, educational outcomes and even educators’ satisfaction, then it is understandable that it has come to be seen as something of a panacea. However, as digital learning environments and online presence become increasingly important
aspects of higher education teaching, how can we measure digital student engagement in a nuanced and impactful way that mirrors educators’ face to face assessments of engagement? This paper discusses the challenges of answering this question and outlines the approach we have chosen. By centring student learning and experiences in our definition, and encouraging collaboration and partnership in our implementation strategy, we have decided to measure the impact of the Aula platform on digital student engagement through a mixed-methods approach. This approach moves beyond the number of logins to a system and considers the volume and quality of the interactions in the digital space, as well as the growth of community and connectedness on the platform.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Touching on the themes of from data to decisions, engagement through partnership and co-production and ownership of teaching and curriculum, this paper will explore issues surrounding evaluating student engagement in digital space and the approach we have chosen to measure the impact of a digital learning environment on learning and engagement within Aula.
This paper explores our definitions of digital student engagement, drawing on the recent work of Balwant (2018) and Nygaard et al. (2013), and our approach to measurement, including engagement analytics and scaleable qualitative inquiry. The central questions asked and attempted answers will apply to the evaluation of other aspects of higher education, and it is hoped that the paper will inspire more general discussion around measuring and defining highly important, but complex concepts such as student engagement.
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Confession Tapes: What we’ve learnt from Academic Integrity interviews Anna Krajewska and Tom Ironmonger, London School of Business and Management Syndicate Room 2
8th LSBM Teaching and Learning Conference
Keywords: Academic Integrity, Academic Misconduct, Commissioning, Cheating
According to a recent article in The Guardian, ‘cheating’ has soared by as much as 40% in the past three years (Marsh, 2018). However, there is a complex reality behind the metrics of this headline, as many on the frontline of education will attest. This presentation will explore the qualitative evidence surrounding Academic Integrity to help elucidate the cultural shifts currently occurring within Higher Education, with a view to providing some answers, and, more importantly, the relevant questions educators should be asking in response to this phenomenon. This presentation utilises the authors’ experiences of informing, investigating and rehabilitating Foundation Year students with diverse educational backgrounds, with a view to understanding their motives and the extent of the problem. Drawing from the personal accounts of students, the authors’ experiences of conducting Academic Integrity workshops and interviews with ‘offenders’, as well as analysis of the technological solutions available to students, the presentation will not so much reach conclusions, but rather offer suggestions as to how this can be solved in the interests of all stakeholders.
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An assessment of leadership skills for the future world of work: The 5 Lens Development Platform Dr E Albertini, Ennea International Council Chamber Keywords: Future Leadership Skills, Future - Fit Leaders, Emerging Competencies, Assessing Behaviours, Being of Leadership, Personal Mastery, Behavioural Assessments
Organisations are being challenged to identify and develop high-potential leaders who will best navigate in an age of uncertainty and disruption. There are those who believe that we are captives to a choice between “accepting the change and living with it” or “rejecting the change and trying to live without it”. Others, instead of taking a more reactive approach, take a more proactive approach, and seek ways to reconfigure their skills sets, and to retool themselves to take advantage of the changes brought about by the future world of work. To do this, now more than ever before, self-awareness is of critical importance.
There are many tools available to those who work developmentally with individuals, teams and organisations. However, many of these tools have some inherent shortcomings associated with them. The 5 Lens Development Platform provides a set of products and processes designed to help individuals, leaders and teams to maximise their performance by understanding self and others, build behavioural competencies and realise their full potential and stay relevant and effective in the future world of work. This paper explores the changes required in terms of what leaders need to Know, Do, and Be and positions the 5 Lens Development Platform as an integrated solution to assessing and developing key leadership skills for the future world of work.
Beyond Metrics: Measuring the Immeasurable in Higher Education
Humanity finds itself at the dawn of a revolution considered to be the 4th Industrial Revolution (4IR). The 4th Industrial Revolution and the skills needed by leaders to be effective and remain relevant in the future world of work is a topic that has received much attention from various sources in the last few years. The big question is: What is it that leaders and management practitioners require to navigate a future of unprecedented change, and how can these be assessed and developed?
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Professional recognition: Promoting Recognition through the Higher Education Academy in a UK higher education institution Dr Simon Taylor and Dr Knowledge Mpofu, London School of Business and Management Syndicate Room 1
8th LSBM Teaching and Learning Conference
Keywords: Professional Recognition, Continuing Professional Development, Staff Development, Policy, Higher Education Academy
As part of the subject-level Teaching Excellence Framework, the Department for Education (2018) is consulting on whether to introduce a new measure of teaching intensity. One of the six options presented for consideration as part of the current consultation is a “gross teaching quotient� weighted by qualifications/seniority of teacher. This would weight contact time by qualifications/seniority of the teacher as well as by class size. The idea of equating the seniority of staff with teaching quality has been scorned and critiqued as a disservice to early career academic and doctoral students who teach. This study focuses on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning in its Faculty of Business, Law and Accountancy. The paper outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional recognition under the framework, and highlights the need for such a project to be driven by visible and consistent commitment from senior management. A survey of participants highlights the benefits to be gained by entrants to the profession from participation in the HEA Associate Fellow scheme and the more established professionals on the experiential entry route to fellow membership.
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This paper focuses on three key themes in relation to teaching and learning practice development: reward and recognition for teaching and learning quality; change in teaching practice and enhanced engagement with professional development; and action planning and CPD. The results are expected to show that a significant degree of peer development underpinning activities, which enhanced individual and group confidence, supported developing practice on an ongoing basis and were believed to be relevant to students and other stakeholders.
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Metrics, Sustainability Education (SDG 4.7) and Business Studies Balasubramanyam Chandramohan, Institute of Commonwealth Studies, and Arif Zaman, London School of Business and Management Syndicate Room 2 Keywords: Sustainability, Metrics, UN Sustainable Development Goals, Business Studies, Curriculum
Running through all the 17 SDGs is the theme of sustainability and SDG4 focuses on Education. Goal 4.7 states: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through ... promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development; using the Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development ... are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.
At the 20th Conference of Commonwealth Education Ministers in Fiji in February 2018, Commonwealth Governments endorsed the Commonwealth Curriculum Framework for Sustainable Development (2017) and encouraged its adoption and use. This toolkit sets out how education, including at the tertiary level, can shape learning outcomes applying a competencies-based methodology by focusing on Knowledge and Understanding, Skills and Applications, and Values and Attitudes. The paper focuses on the ‘the immeasurable’ aspects of Goal 4.7 such as appreciation of cultural diversity and of culture’s contribution to sustainable development. It reviews different tool-kits and academic programmes currently in use and the ways in which three modules currently taught at the London School of Business and Management address them. Additionally, where necessary, suggestions for future changes to the content, delivery and assessment to imbed sustainability as a learning outcome are made. It will also consider how the Commonwealth Curriculum Framework for Sustainable Development can support and strengthen that process.
Beyond Metrics: Measuring the Immeasurable in Higher Education
The UN Sustainable Development Goals are increasingly being adopted by more and more businesses across the world. Notions of sustainability are gaining traction in the face of environmental challenges and volatility and growing protectionism in international trade. Different local and national governments, international organisations such as the Commonwealth, and trade bodies support Sustainable Development Goals (SDGs). Business Schools in particular need to provide scope and incentives to students to understand the SDGs in order to respond to business opportunities as governments and development funding agencies prioritise SDGs in their work.
The three modules chosen for close analysis are: Business Ethics, Risk Management, and Critical Issues in Business and Management.
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Beyond Metrics: Measuring the Immeasurable in Higher Education
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Beyond Metrics: Measuring the Immeasurable in Higher Education
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30 8th LSBM Teaching and Learning Conference
#TALC2018
Notes:
#TALC2018
Beyond Metrics: Measuring the Immeasurable in Higher Education
31
32 8th LSBM Teaching and Learning Conference
#TALC2018
Notes:
#TALC2018
Beyond Metrics: Measuring the Immeasurable in Higher Education
33
34 8th LSBM Teaching and Learning Conference
#TALC2018
Notes: