Examining Different Learners’ Development of Critical Learning Skills in Postgraduate Taught Programmes: A Comparative Study in Accounting and Finance and in Applied Linguistics and TESOL

Lana Liu, Senior Lecturer in Accounting and Finance in NUBS and Mei Lin, Senior Lecturer in Applied Linguistic in ECLS describe how they developed a critical learning skills (CLS) framework, which identifies critical moments in students’ learning journey and pedagogical strategies focusing on knowledge application and critical evaluations and helps inform critical thinking (CT) in curriculum design.

A picture of Angela Mazzetti

Working in Partnership with the Academic Skills Team to Develop Effective Student Guidance on Designing and Producing an Infographic Assessment

Dr Angela Mazzetti from NUBS explains her partnership work with Liv Jonassen of the Academic Skills Team from the Library to produce engaging and informative assessment support videos on the subject of designing infographics for BUS2040, resulting in an improvement in student achievement, and increased confidence when engaging with the assessment.

A picture of Angela Mazzetti

Engaging Students in the Co-creation of Session Content: A Global Human Resource Management Example

Dr Angela Mazzetti, Senior Lecturer in Management Practice in NUBS explored how the transferability of human resource management concepts to a wider global context could be enhanced through involving international students in the co-creation of session content, enabling the concept of ‘the quality of working life’ to be explored from a diversity of global perspectives, encouraging students to reflect on how these insights might impact their future practice as people professionals.

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The Magic of Scratch Cards for Immediate Feedback

Benjamin Bader, Senior Lecturer in International Human Resource Management in NUBS, combined the critical tenets of active learning and formative assessment by incorporating the active learning method of Immediate Feedback Assessment Technique (IFAT) scratch cards into the BUS3021 module, moving students away from the passive intake of information to a more engaged, dynamic learning process where they could apply their understanding to solve problems, think critically, while making learning enjoyable and stimulating.

A photograph of Jytte Nielsen

Using experiments to teach economics

Jytte Seested Nielsen (Reader in Economics) from Newcastle University Business School developed decision-making experiments for her students to participate in, promote engagement in the module and encourage active learning to consolidate their understanding and prepare them for assessment.

Image of the cover design for the Get Sust! Sustainable Development Goals Board Game. It has 4 logos from the UN's 17 Sustainable Development Goals: clean water and sanitation; life on land; affordable and clean energy and life below water.

Get Sust! Working in partnership with students to co-develop a board game for raising student awareness of sustainable development

Tracy Scurry, Professor of Work and Employment and Sarah Carnegie, Senior Lecturer in HRM from Newcastle University Business School, discuss the Get Sust! project, working in partnership with students to develop a game-based learning approach to engage Business School students with sustainable development, to facilitate a social and developmental learning experience, and support the personal development of students by enhancing their teamworking skills and global and cultural awareness.

A photograph of Dr Lucy Hatt

Design Sprints as a collaborative pedagogy for innovation, enterprise and sustainability

Dr Lucy Hatt, Senior Lecturer in Leadership, discusses how the Executive Master of Business Administration (EMBA) at Newcastle University Business School uses the structured process of a Design Sprint to enable learners to develop entrepreneurial thinking and utilise design thinking techniques that can be applied to the workplace in real time.

A photograph of Dr Lucy Hatt

Concept Mapping: a novel way of evaluating student understanding

As part of a doctoral research study, Dr Lucy Hatt, a Senior Lecturer in NUBS, conducted concept mapping workshops across all years of an undergraduate entrepreneurship programme. This case study explains how the workshops enabled the evaluation of students’ understanding of entrepreneurship and discusses the benefits of concept mapping as a tool to help students and educators visualise the development of conceptual understanding.

Using in-class debate to deepen students’ understanding of a teaching topic

Dr Xin Li, Senior Lecturer in International Management and Degree Program Director for MSc International Business Management describes how he used in-class debate with the 2022/23 cohort of full time MBA students, using group work to develop presentations and debate to encourage communication, self-reflection and learning by giving students the opportunity to listen to and engage with different opinions.

Canvas Course Structure – Guided Tour

Dr Simon Parry, Senior Lecturer in Accounting & Finance Newcastle Unviersity Business School Faculty of Humanities & Social Sciences In this case study, Dr Simon Parry takes us on a guided tour through his approach for structuring the MBA Accounting Canvas Course. Contents: 0:13 Introduction 1:19 Module order 3:39 Section order 5:17 Blended learning approach Read more about Canvas Course Structure – Guided Tour[…]