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Teaching & Learning Presentation to Board July 2007

Teaching & Learning Presentation to Board July 2007. Teaching & Learning Goals. ‘Building a vibrant T&L culture in the business school’. Current Environment. Target Environment. Introduction of Learning and Teaching Performance Fund Low CEQ scores in many KPI’s (sector-wide)

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Teaching & Learning Presentation to Board July 2007

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  1. Teaching & Learning Presentation to Board July 2007

  2. Teaching & Learning Goals ‘Building a vibrant T&L culture in the business school’ Current Environment Target Environment • Introduction of Learning and Teaching Performance Fund • Low CEQ scores in many KPI’s (sector-wide) • High student/staff ratio compared with other faculties (but not other Business Schools) • Limited focus on out-of-classroom student experience • Perception of less career advancement opportunities from pursuing T&L excellence • Potential impact of the UWA Course Review • Business school CEQ scores above Go8 average in all disciplines • Sustained investment in student experience for Business School students • Excellence in T&L considered to be a serious route to promotion • Greater use of business-relevant research (including case studies) in teaching • Strategic Objectives • Enhance the Student Experience • Improve Teaching Quality • Build links between teaching/research

  3. Enhance the Student Experience

  4. Improve Teaching Quality

  5. Build Links Between Teaching and Research

  6. Ultimately, the CEQ measures student satisfaction

  7. Undergraduate CEQ scores appear to be impacted by larger class sizes

  8. Comparison of Course Satisfaction across Go8 UWABS UNSW ANU UNSW UAdel UAdel UWABS UNSW UAdel UNSW UAdel UAdel UNSW ANU UWABS UQ UNSW USyd LEGEND OIS – Overall Satisfaction Index GTS – Good Teaching Scale DME – Desired Mode of Employment

  9. Moves to develop standard set of T&L Performance indicators across sector through future Carrick research projects • Develop timely KPI’s to allow benchmarking across business schools • Identify and establish processes to support responsive curriculum (for industry associations) • Teaching and assessment of generic skills for business degrees • Identify strategies and methods to facilitate industry involvement with teaching and learning in business courses.

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