change academy in marketing & enterprise

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…

• 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

• 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.

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!

Struggle- change – reconstructionStudents expect to be and do differentlyHow do we enable them to do this?

Not by reinforcing dependency models oflearningNot by expecting them to ‘just get on with it…’

How do we ‘live’ learning at university?Are we walking the talk?

Transition as a Rite of Passage - arriving to graduation as this Rite

Students as enquirers; lecturers as enquirers

Imagine co-creating a collaborative community of enquiry …