Change Academy in Marketing & Enterprise
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Transcript of Change Academy in Marketing & Enterprise
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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
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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.
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Graduate attributes
• Professionalism, employability and enterprise
• Learning and research skills
• Intellectual depth, breadth and adaptability
• Respect for others
• Social responsibility
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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
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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.
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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!
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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
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Students as enquirers; lecturers as enquirers
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Imagine co-creating a collaborative community of enquiry …