Research-Based Learning Project
Case Studies of Good Practice at the University of Warwick
Brief description:
This module develops the critical analytical skills of all WBS undergraduates through studentled analysis of key contemporary issues in business and its relations with society.
Name of Module: Critical Issues in Management
Stage of Degree Course:
Undergraduate Year 3 / 4
Name of Degree Course: Accountancy and Finance; Management Science; International
Business (compulsory module on all these degrees)
Contact Name and Phone no./Email address: Paul Edwards tel ext 24270
IRRUPE@WBS
Department: Warwick Business School
Links between research and teaching/learning
✔
Outcomes of research informing the taught curriculum
✔
Students learning the process of research and enquiry
✘
Students learning particular research methods or techniques
✘
Developing an inclusive culture of research in the department involving staff and
students
Rationale:
The module was introduced to improve students’ integration of their learning across their
courses of study and to develop skills in the analysis of unstructured problems. The core
method of student-led presentations was used to strengthen research, group working and
presentation skills. Assessment includes group work and individual written assignments aimed
at developing skills of analysis and writing and awareness that there may be several ‘answers’
to a given problem. For 2001/2 a learning diary strengthens integration. The module aims to
introduce students to indicative substantive issues of importance, to develop skills in
approaching problems, and to encourage a critical appreciation of their field of study.
Teaching, learning and assessment:
The module is organised around groups of about 20 students who meet 10 times on a
fortnightly basis, with a member of staff as tutor. Each group is divided into 5 syndicates,
with each syndicate making during the course 3 presentations to the class on a problem
which all the class is expected to have read. Presentations may be formal business-style
assessments, or they may use role play or other devices. Student-led presentations are the
core method, with class discussion facilitated by the tutor. In addition, each student is
required to present a review of a management book from a set list. A small number of
lectures support the classes. Open class discussion is emphasised (and such peer comment
and questioning is one key form of feedback). Tutor feedback is given on every group
presentation orally and in writing. Assessment is based on 1 of the group presentations, a
written book review, two individual essays, and an individual learning diary. The individual
assignments receive feedback through a sheet of comments from the marker.
Advantages:
Brings together students from different degrees; develops team work and presentation skills;
exposes students to messy real-world problems and some means of analysing these; ability
to handle unstructured problems increasingly stressed in professional examinations;
enjoyable to teach.
Disadvantages:
Some students find the nature of the problems hard to analyse, and also take time to accept
the open and participative style of group work; some Accounting and Finance (A&F) students
feel that they lack preparation; developing integration is hard; class time sometimes too short
to reach a proper conclusion.
Feedback from students:
General enthusiasm for the concept and the substantive cases used; some concerns about
workload, esp. from A&F students; some concerns about shared marking standards across
tutors.
Future developments:
Learning diary is a new initiative for 2001/2. New cases are generally introduced on a rolling
cycle. Links with other courses and best ways of preparing students in 1st and 2nd years need
consideration.