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 student-led
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.