BUSINESS BRIEFING
All the latest updates from across AMBA’s global network
Featured among our latest selection of news and research is a re-examination of how and why students engage in course readings, the role of collaboration in developing entrepreneurship education in Africa and the persuasive power of unexpected behaviour in others. Compiled by Tim Banerjee Dhoul and Ellen Buchan
NOVEL METHODS OF BOOSTING STUDENT ENGAGEMENT WITH COURSE READINGS
SCHOOL : University of Sydney Business School COUNTRY : Australia
trying to achieve with readings?’ and ‘How can we better design them so that students will want to engage?’,” Zeivots added. Over three terms, the authors worked with international business professor and course coordinator Vikas Kumar, as well as tutors and students, to reconsider readings for the school’s master’s of commerce degree. The end result was a change to half of the readings originally assigned, with one or two ‘must-read’ pages and an online discussion question set to guide students’ approach and ignite critical thinking. In follow-up surveys, 54 per cent of students reported reading the must-read pages, and Kumar said the accompanying questions helped raise engagement around key topics. In addition, students’ involvement in the process generated useful feedback, as Zeivots summarised: “Students wanted to learn more about fintech, so we introduced more case studies that aligned with our core teaching concepts.” The study was published in Academy of Management Learning and Education . TBD
Rethinking how and why course readings are assigned can address students’ worrying lack of engagement with programme material, according to research from the University of Sydney Business School. “Existing research suggests 70 to 80 per cent of students do not engage with course readings for a host of reasons, from time constraints and language barriers to a lack of understanding of the purpose,” explained Sandris Zeivots, a senior lecturer at the school. Zeivots suggests a change of approach to ensure that all readings are set with usefulness, enjoyment, quantity, access, intent and course integration in mind. These recommendations stem from the results of a new study, co-authored with University of Sydney learning designer Courtney Shalavin. “Anecdotally, lecturers know most students don’t comply with the system, but we act as though the fault is with the students. This research started by flipping that assumption and asking: ‘What are we
8 | Ambition |
JUNE 2024
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