The University of Notre Dame, Australia is a small Catholic university with three campuses (Fremantle, Sydney, Broome). It will implement a Work Integrated Learning (WIL) framework that will apply to the whole institution from 2024. I interviewed Associate Professor Kathie Ardzejewska from the Curriculum and Quality team in Fremantle on developing the framework. Internal driversContinue reading “Developing an institutional WIL framework”
Category Archives: praxis
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”
Object-Based Learning at the Business School – New connections and old memories
New connections and old memories were ignited when students from The University of Sydney Business School studying social action and leadership visited the Chau Chak Wing Museum for an Object-Based Learning (OBL) program. OBL is the active integration of curated objects into the learning environment to facilitate the acquisition of cross-disciplinary knowledge and skills (Chatterjee &Continue reading “Object-Based Learning at the Business School – New connections and old memories”
Developing the reflective student-entrepreneur by integrating reflection into assessments
How can we encourage reflexivity among students, so they gain insights from their experiences? This unit utilised a novel and highly effective approach that incorporated reflection into sequenced assessments. What is true knowledge acquisition? “Yo jāgāra tam richa kāmayamante The one who is awake, knowledge seeks her/him out” Rig Veda 5.44.14 Rig Veda’s ancient wisdomContinue reading “Developing the reflective student-entrepreneur by integrating reflection into assessments”
Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)
As we discussed in the first part of this blog, the practices of assessment in higher education have been problematic for decades. From a student experience perspective, assessment is the root cause of significant institutional administration burden and stress. It is also at the centre of student angst in the form of appeals, academic integrityContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)”
Gamifying Hybrid Classes for Student Engagement
Hybrid classes may have increased in quantity but not quality post Covid-19 Before the Covid-19 pandemic, some of the scholarship of teaching and learning (SoTL) literature discussed a move to hybrid classes, however this was not a very common research concern (Bates, 2019). Post-Covid, discussion of teaching and learning in hybrid modes has grown rapidly.Continue reading “Gamifying Hybrid Classes for Student Engagement”
Bringing calm to the chaos: Using educational theory to reframe AI in higher education
The furore around Artificial Intelligence (AI) and its significance for education and academic integrity can be overwhelming. Opinions abound on the merits and provocations of using (or not) these tools (see for example Bryant, 2023). UNESCO have recently produced this comprehensive report to getting started with ChatGPT and AI and outlines other major challenges includingContinue reading “Bringing calm to the chaos: Using educational theory to reframe AI in higher education”
ChatGPT; using pedagogy to reframe our perspective
Last night my daughter laughed uproariously. When asked what she was looking at, she replied, “My friend asked ChatGPT to describe coding functions in a Gossip Girls voice”. I looked, and the explanation was concise, easy to understand, accessible AND entertaining. A lightbulb exploded. My perspective on artificial intelligence and its role in education shifted,Continue reading “ChatGPT; using pedagogy to reframe our perspective”
Working Together: The Benefits of Providing Choice in Topic Selection
In recent years, there has been a shift in the educational landscape towards a more student-centered approach to learning. This means that educators are increasingly looking for ways to involve students in the design and delivery of their own education. One way to do this is through student-staff partnerships (Felten et al., 2014), where studentsContinue reading “Working Together: The Benefits of Providing Choice in Topic Selection”