PG winner: Eoin Costello, Marketing Entrepreneurship & Strategy
“What makes a class un-missable?”
What goes on in the un-missable classes - How are they run?
Learning objectives lead to involvement
For me the starting point for an un-missable class is the framing by the tutor of the purpose of
the learning at the start of the module. My key motivation in taking the MSc was to improve
my job prospects and to learn new skills. The ideal framing questions I have heard are “Why
are you here, what is your motivation, how do you want me to approach the module” and the
tutor is guided by the feedback. This then appeals to the intrinsic motivation of each of us in a
way that “here is the outline of what we will be covering to achieve the learning objectives of
this module” fails to. It is also helpful for the tutor to tell us a bit about themselves.
Reasons and factors that motivate me to attend particular classes
The more the content and delivery matches my learning needs, the more motivated I am to
attend. Topics covered that are relevant and up to date with the current business climate,
using topical examples, make learning more relevant.
Tutors that are innovative in the content of the module make a big difference to my
attendance. The study of Hannan and Silver (2002) identifies the relatively easy ways in
which tutors can incorporate innovation such as making use of computers (web, internet,
intranet, computer-mediated communication). In my experience it is important that this
complement the course work rather than being included “for the sake of it”. In one of our
modules we watched an excellent talk by a Harvard Professor concerning content we were
covering whereas another module included an extended video on pig farming where the
direct linkage to the class work we had done was not clear.
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Innovative approaches to skills development in the class is much appreciated (communication
and problem solving for example). A number of times during class we broke up for group
mini-projects which was helpful in building collaboration and learning.
Having external speakers (particularly alumni of the MSc course) that complemented the
learning objectives of the module was a major benefit as it set our work in the context of the
outside world and gave us the opportunity to make useful contacts. Since I started the MSc
my Linkedin connection count has risen from 62 to 172. My classmates, lecturers and
external speakers form the bulk of this growth in my network. A great networking
opportunity was provided by the Business Excellence series of talks organised by the Ulster
Business School. These featured high profile Ulster entrepreneurs such as Dr. Gerard O’Hare
and Michael McQuillan from The Streat.
The way I learn
For me a case study approach works best, firstly we look at a business or industry we are
familiar with and then fit the theoretical models into this study. This reflects my personal
learning style which is tactile, I learn best when I can see how things work in practice, I can
then build more abstract concepts on this frame of reference. I very much subscribe to the
cognitive view of learning, building more abstract concepts with a start in familiar businesses
(for example Ryanair) which are already in the locale memory system gives me a much
higher chance of understanding and long term retention.
This approach would then be best complemented by formal assessment based on the
behaviourist school where the assignment is group orientated, case study focussed (where we
use our work to benefit a local business or enterprise agency) and is “rewarded” with face to
face feedback from the tutor. The application of the model advocated by Race (2001), the
wanting/needing, doing, feedback, digesting model, gives us the opportunity to have a real
sense of ownership of the learning.
The assignment approach (rather than an exam) was very helpful to me. At the start of the
MSc I contacted each of the lecturers and asked them to send me an outline of the potential
assignment. I then contacted relevant enterprise agencies and asked how I could use my
assignments (where appropriate) to the best use for their objectives.
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Once I completed each assignment I provided my work to those bodies and published it on
my website: http://www.eoincostello.ie/msc_ulster.html . As a result a conference organiser
at Invest NI, searching for Innovation topics in Northern Ireland, came across my page
through a Google search and invited me to speak at an upcoming Innovation conference.
In terms of delivery occasionally tutors employed copious busy slides which caused my
attention to drift and a relatively low level of cognitive engagement would take place. If we
are doing a two hour slides led session my attention span (in common with many students
(Dukette 2009 pp. 72–73)) is less than 20 minutes. This approach loses sight of the fact that
learning is done by people, not to us. One approach to addressing this might be to implement
a fixed limit of 10/15 slides per hour in order to help change tutor behaviour, with 5 minute
discussion breaks every 20 minutes to make meaning of the content covered.
What goes on in the un-missable classes - What do you, your classmates and the tutor do?
What do I do?
I enjoy the module structure as learning gains momentum as the module progresses. I enjoy
the sessions that are structured yet informal, that include discussion and debate within the
classroom. I get involved in all the discussions (no doubt some of my class mates might say
too involved) based on my interests and a wish to inform from my personal experience.
What do my classmates do?
I find it particularly interesting when the international students are encouraged to talk more
about relevant aspects of the countries they come from. In some of our modules considerable
corp-d’esprit developed which makes the learning more enjoyable.
What does the tutor do?
An approach by the tutor that challenges us in the class to think something through for
ourselves using a conversational style engages my interest and thinking. One comment made
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to me about our most recent tutor was “he gets great debates going and draws out people’s
opinions, gets you to think.” One of our tutors regularly moved us around to sit with different
people, which was good in that it took us out of our comfort zone. Another would randomly
direct questions at different class participants which kept us all alert and attentive.
The tutor joining us in the main body of the room rather than taking refuge behind the lectern
helps stimulate our interest and attention.
It is clear that all our tutors are highly qualified in their discipline (we have the privilege of
being taught by a number of Professors and Doctors) however occasionally the findings of
Hannan’s 2002 study might have been relevant (where discipline expertise and teaching skills
might have displayed some discrepancies on occasion).
What goes on outside the class?
What happens outside the un-missable class is as important as the in-class experience in my
opinion. The higher the degree of alignment between the module content and assignment and
my personal goals and community involvement the more motivated I am.
I see learning as a type of eco system that operates outside the classroom environment which
leads to high levels of intrinsic motivation. The components are the current students, the
tutors, the alumni, the assignments, the external speakers, the local business community. The
more the class experience reinforces this eco system the better learning outcomes and job
prospects. Please see appendix 1 for more information.
Conclusion
My motivation in writing this paper is to challenge and inspire the tutors in our University. I
can see from the high level of commitments that the tutors have they do not have an easy job.
A lack of time and resources probably forces them to make compromises that they would
prefer not to make. The pressure to comply with the learning outcomes sheet and the course
evaluation rigor compromises learning in my opinion to some extent. The proliferation
of external assessment, in the form it currently takes, has not helped learning outcomes.
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I hope that I have been a reasonable, constructive advocate of the “voice of the customer” and
that my suggestions are helpful to tutors in taking classes back to learning and away from the
externally applied assessment pressure.
References
Dukette, D. & Cornish, D. (2009) The Essential 20: Twenty Components of an Excellent Health
Care Team. RoseDog Books.
Fleming, N. (2005) Teaching and Learning Styles; VARK Strategies. Neil D. Flemming.
Hannan, A. & Silver, H. 2002, Guide to Innovation in Teaching and Learning [Homepage of Higher
Education
Academy],
[Online].
Available:
http://www.heacademy.ac.uk/resources/detail/resource_database/id192_Guide_to_Innovatio
n_in_Teaching_and_Learning [2011, 3/10/2011] .
Race, P. (2001) The lecturer's toolkit : a practical guide to learning, teaching & assessment. 2nd
edn, London: Kogan Page.
Walton, S. & Galea, C. (2005) Some considerations for applying business sustainability practices to
campus environmental challenges. International Journal of Sustainability in Higher Education,
Appendix 1
The modern Learning Eco-system
Taking each party in turn:

The current students: Motivation and involvement depend on the degree to which our
voice is heard by the tutors. It would help if a SU rep from the class sat in on each
department board meeting.

The tutors: As well as their non-teaching activities, in order to enhance the motivation
to learn the academic system should reward tutors for outreach/network enhancement
programmes that engage the highly experienced MSc students in the local community
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drawing on Walton and Galea’s (2005) observation of the “growing awareness that
universities cannot continue to isolate themselves from the community in which they are
embedded.”

The alumni: An active alumni that is promoted and intertwined with the MSc would
add to the motivation through our exposure to role models. The lack of a network
detracts somewhat from the ability to fully exploit our MScs.

The assignments: I enjoy team projects and group learning with an emphasis on
‘learning by doing’. It works best when the assignment brings out the best in the
student towards their career goals and business community involvement without
compromising on academic content.

The external speakers: Tie-ups with external events (such as the Business School
Business Excellence talks) are excellent due to exposure to role models and practical
opportunities to ask them about ideas we come up with in our classes.

The local business community: Another motivation for learners is the degree of
usefulness their activity possesses, the degree to which they can connect with the local
business community. In addition to the practical aspect of helping SME’s it is also a
benefit to the CV and personal skills base. In my case at the start of the MSc I
contacted each of the lecturers and asked them to send me an outline of the potential
assignment. I then contacted Education Ireland, Enterprise Ireland and Higher
Education Authority and asked how I could use my assignments (where appropriate)
to the best use for their objectives. Once I completed each assignment I provided my
work
to
those
bodies
and
published
it
on
my
website:
http://www.eoincostello.ie/msc_ulster.html
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