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Change Academy in Marketing & Enterprise. Sue Halliday with Joel Shahar, Sue Anderson, Lesley Glass, Veronica Earle, Tassos Patokos, Jan Moorhouse, Pfavai Nyajeka, Garry Goodwin, Karen Robins, Hajni Handler, Maria Banks, Alex Kalinkov Project signed off by: Quintin McQuellar
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Change Academy in Marketing & Enterprise Sue Halliday with Joel Shahar, Sue Anderson, Lesley Glass, Veronica Earle, Tassos Patokos, Jan Moorhouse, Pfavai Nyajeka, Garry Goodwin, Karen Robins, Hajni Handler, Maria Banks, Alex Kalinkov Project signed off by: Quintin McQuellar Sponsored by HEA and Leadership Foundation for HE
Commitment to research-informed • The University is committed to providing a culturally enriched and research-informed educational experience that will transform the lives of its students. Its aspiration for its graduates is that they will have developed the knowledge, skills and attributes to equip them for life in a complex and rapidly changing world.
Graduate attributes • Professionalism, employability and enterprise • Learning and research skills • Intellectual depth, breadth and adaptability • Respect for others • Social responsibility
Change Academy • Presenting issue: students are with us less to become knowledgeable, more to become knowledge-able: • Able to find, sort, analyse, criticise and in the end to create new knowledge
Students’ PerceptionsA good student… • makes good use of feedback • is independent • asks questions and contributes to seminars • utilises fellow students A good student’s goal is to get good grades. • learns what they are told to learn – follows the criteria • reads the subject guide • does well in exams and course work • actively takes part in group work
Students’ PerceptionsA good learner… • goes beyond the syllabus • is curious • puts what’s been learned into practice • already has a broad interest in the subject • sets their own targets • likes to ‘ teach’ and tell others about the subject • is independent • utilises fellow students • asks questions and contributes to seminars Good learners don’t engage in a task just because it’s being assessed – they do it for the sake of learning!
Transition as a Rite of Passage - arriving to graduation as this Rite Struggle- change – reconstruction Students expect to be and do differently How do we enable them to do this? Not by reinforcing dependency models of learning Not by expecting them to ‘just get on with it…’ How do we ‘live’ learning at university? Are we walking the talk?
