What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 2

Designing and delivering education at scale effectively is a challenge faced by many higher education institutions (Kagan & Diamond, 2019). This challenge is both an economic one, where the costs of magnifying and multiplying education offerings needs to be matched and exceeded by the revenue, and a pedagogical one, ensuring the quality of the teachingContinue reading “What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 2”

Adopting Cadmus for sustainable feedback and engagement

Continuous feedback has been recognized as a means of facilitating employee development and greater engagement in workplaces. The power of continuous feedback is equally applicable to students in higher education environments. Continuous feedback builds on pedagogical principles of formative feedback (Gedye, 2015), feedforward (Reimann et al., 2019) and assessment for learning (Sambell et al., 2012)Continue reading “Adopting Cadmus for sustainable feedback and engagement”

What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 1

Designing and delivering education at scale effectively is a challenge faced by many higher education institutions (Kagan & Diamond, 2019). This challenge is both an economic one, where the costs of magnifying and multiplying education offerings needs to be matched and exceeded by the revenue, and a pedagogical one, ensuring the quality of the teachingContinue reading “What do we mean when we talk about scale? Towards a definition of ‘at scale’ in higher education – part 1”

Rapport through a laptop? Benefits and drawbacks of online interviews

In this post, two researchers share their reflections on conducting interviews and focus groups online during a global pandemic for a large strategic educational project (CLaS). Both had previously conducted face-to-face interviews, which involved finding a suitable meeting room, printing information statements and consent forms, and making sure their trusty audio recorders were fully charged.Continue reading “Rapport through a laptop? Benefits and drawbacks of online interviews”

The classroom is a living community

Business Co-Design’s student intern, Sydney Haddad, sat down to speak with the latest winner of the Wayne Lonergan Award for Outstanding Teaching. This annual award recognises excellence, innovation and impact in teaching and learning at the University of Sydney Business School. Sydney talked with the inspiring Corina Raduescu from the Business Information Systems discipline aboutContinue reading “The classroom is a living community”

Our Place Live – Research Connections

Research Connections is part of the Business School’s globally innovative program, Leading in a Post-Crisis World, designed to inspire and develop the future leaders of a post-crisis society. Research Connections was launched in February 2020 as a joint initiative from the University of Sydney Business School’s Student Life and Education portfolios in order to showcase innovative research to ourContinue reading “Our Place Live – Research Connections”

A Learning & Teaching Transformation Project

Connected Learning at Scale (CLaS) is a Business School strategic priority that aims to transform the teaching and learning experience in our large cohort units. The project is led by Associate Professor Peter Bryant and his recent blog post series introduces his philosophical reasoning and the complex ecosystem underpinning the project’s design. The Business Co-designContinue reading “A Learning & Teaching Transformation Project”

Bringing AI Into the Audit Classroom

Artificial Intelligence (AI) is reshaping how we live, work, and even learn. Most of us are familiar with AI via chatbots imitating human-like conversations – think Siri, Alexa, and Google Assistant technologies. In the audit profession, AI often incorporates technologies such as data mining, machine learning, and natural processing language. However, what remains unfamiliar toContinue reading “Bringing AI Into the Audit Classroom”

Transforming Business Education Through Connected Learning – Part 2

Part 1 of this blog series posed several critical questions for business educators: How do designers and educators move away from the didactic pedagogies that teaching-at-scale can privilege and towards a more social, connected pedagogy? How do we design an education that counters the pedagogical influence of institutional space, systems, and expectations that ‘rust on’Continue reading “Transforming Business Education Through Connected Learning – Part 2”

Up to 80% of Uni Students Don’t Read Their Assigned Readings

University course readings are pivotal to advance student knowledge and prepare them for class discussions. Despite this, only 20-30% of students read the assigned materials. Drawing on research findings that help explain this alarmingly low rate, this article offers some strategies to help students engage with their required readings. Over the past two decades educatorsContinue reading “Up to 80% of Uni Students Don’t Read Their Assigned Readings”