AMBA SPECIAL REPORT
The survey then sought to find where business school leaders are currently experiencing challenges in their e orts to create an inclusive environment for students in online modes of programme delivery. The top challenge, cited by 80 per cent of respondents, is ensuring that all students interact and engage when working online. Other key challenges respondents identify include understanding individual student needs (54 per cent); ensuring learners have access to the necessary software and technology (20 per cent); providing specialist equipment to allow for learning (18 per cent); and ensuring every learner has access to the internet (16 per cent). Promoting and measuring engagement The survey’s results also highlight some di erences in perceived levels of interaction and engagement for students attending on campus and online. For example, respondents give higher ratings for students’ engagement with learning materials when they are working on campus, as opposed to when they are working online. A total of 31 per cent of respondents rate the level of engagement as ‘very high’, while 57 per cent rate it as ‘high’, when students are on campus [ see chart on p25 ]. The equivalent figures for students working online are just seven per cent and 37 per cent respectively. While this finding identifies a clear challenge for business schools, it could also o er an opportunity to explore the potential benefits of new online resources, such as adaptive online course materials that can help students who are struggling in particular areas, or who are looking to achieve specific career goals. The survey also asked how business schools are tracking and measuring student interaction and engagement for both on-campus and online activities. Looking at on-campus activities, nearly three quarters (74 per cent) of respondents say that they monitor student interaction and engagement by asking feedback questions during teaching. Other popular answers include taking attendance from students and tracking performance and grades (cited by 59 per cent in each case). Respondents were less likely to say that students had to sign in (only 22 per cent cited this measure) or that they tracked attendance through tapping in with a campus card (14 per cent). The survey’s respondents were then invited to give a few more details of how their business schools monitor student interaction and engagement on campus. Answers include facilitating discussions and workshops in smaller groups; programme coordinators sitting in on sessions; and promoting interactions during sessions, as well as experiential learning and activities. Meanwhile, in relation to online activities, 54 per cent say they monitor log-ins to track interaction and engagement. In addition, 37 per cent say their institution has a camera-on policy, 35 per cent measure the logged-in session lengths of students and 27 per cent track when students click on specific content. Examples of other approaches cited by respondents include making use of learning management system (LMS) reports that
FINDINGS SNAPSHOT
Creating a sense of community 82 per cent of business school leaders believe that creating a strong sense of community is easier when students are on campus than when they are online. 80 per cent say that ensuring all students interact and engage when working online is a key challenge in fostering an inclusive environment at their business school. Promoting interaction and engagement 88 per cent of leaders rate student engagement with learning material as being either ‘high’ or ‘very high’ when students are on campus. The equivalent figure when rating engagement among students working online is just 44 per cent . What are the main changes to new ways of working? 80 per cent of business school leaders say their school has implemented hybrid learning opportunities. 53 per cent say they have implemented a virtual learning environment (VLE) or learning management system (LMS). How has the campus approach changed in response to the pandemic? 33 per cent of business school leaders say that the majority of their funds will be allocated to on-campus initiatives in the next five years, while 52 per cent are set to split funding equally between campus and online initiatives. Just 14 per cent of respondents say the majority of their funds will be allocated to online initiatives.
Ambition SEPTEMBER 2023 | 23
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