The LPC program at the University of Sydney Business School aims to rehumanise leadership education through storytelling and connected learning, preparing emergent leaders for complex crises. It fosters a community of shared experiences, focusing on resonant learning, transformative practices, and the integration of personal narratives to enhance leadership capabilities for uncertain futures.
Category Archives: Educational Design
Design Patterns Crossing Borders
Joy Nguyen and Carmen Vallis at the University of Sydney Business School (Source: Joy Nguyen) How do educational design patterns cross borders? A collaboration between educational researchers from the University of Sydney, Australia and Hanoi University of Science and Technology in Vietnam set out to answer this question. This international collaboration began as an approachContinue reading “Design Patterns Crossing Borders”
We Need to Talk: Interactive Oral Assessments in Business Education
Designing assessments that assure learning in the age of AI is a challenge. How can we assess learning and be sure that students have achieved the learning outcomes we say they have? Interactive Oral assessments (IOs) gained attention during the COVID-19 lockdowns as an alternative to on-campus exams (Logan et al., 2020) and is nowContinue reading “We Need to Talk: Interactive Oral Assessments in Business Education”
Enhancing Online Learning: Insights from a Comparative Analysis of Design and Student Experience
As educators, we strive to create learning experiences that not only impart knowledge but truly engage and resonate with our students. This challenge becomes even more pronounced in the realm of online education, where many pedagogical frameworks and design principles have been developed to address these issues. However, it remains unclear whether online courses thatContinue reading “Enhancing Online Learning: Insights from a Comparative Analysis of Design and Student Experience”
Enhancing Student Engagement with Early Feedback
Joint authors: Terry Wickenham and Joanne Nash Students disengaging from course content is a major concern for educators. At the University of Sydney Business School (USBS), personalised emails were used to intervene and connect with students who were not engaging with the content of BUSS2000 Leading and Influencing in Business. We thought of it asContinue reading “Enhancing Student Engagement with Early Feedback “
Reflecting on Reflection in Entrepreneurship using EdTech
Recent years have seen an increased emphasis on reflective learning in higher education, and a corresponding incorporation of reflective learning assessments into coursework at both undergraduate and postgraduate levels. Reflecting as an entrepreneur A practical question for educators is, how can we scaffold reflective learning in our teaching to help students develop their reflective competencies,Continue reading “Reflecting on Reflection in Entrepreneurship using EdTech”
Innovative. Responsible. Sustainable: Creating an authentic innovation experience for Dalyell program students
The University of Sydney offers high achieving students enrichment units, mentoring, and development opportunities through the Dalyell Scholars program. The Business School’s program “aims to nurture future leaders ready to create innovative solutions to disrupt the world for good”. In recent years there have been strong calls from industry to develop innovation skills and capabilitiesContinue reading “Innovative. Responsible. Sustainable: Creating an authentic innovation experience for Dalyell program students”
When the process becomes the prize: Co-creation in management education
Higher education institutions are increasingly looking for innovative ways to develop transformative teaching experiences for students. This is due to increasing scrutiny of the efficacy of management education for today’s challenges such as economic and societal changes (Schoemaker, 2008) and a rather competitive teaching landscape in management education (Colombo, 2023). Emerging trends particularly highlight student-centredContinue reading “When the process becomes the prize: Co-creation in management education”
Developing Learning Skills through Multi-Part Assessment
British academic and author Phil Race in his excellent and straightforward guide for teaching in higher education called Making Learning Happen, declared that assessment is the most powerful lever we have to influence student behaviour. Former University of Sydney Pro-Vice Chancellor, Paul Ramsden (2003), noted that assessment is the actual curriculum. It determines what isContinue reading “Developing Learning Skills through Multi-Part Assessment”
Adding the Affective to the Cognitive in assessment
TEQSA are about to release guidelines on assessment reform for the age of artificial intelligence. Traditional approaches to assessment were already under threat from contract cheating (Ellis et al., 2020). The advent of generative artificial intelligence agents has exacerbated those challenges. TEQSA’s draft guiding principles call for assessment that allows us to form trustworthy judgementsContinue reading “Adding the Affective to the Cognitive in assessment”