1. ASB projects 2 go

2. Enhancing Learning and Teaching Quality in the ASB
This project is set in the context of the ASB’s Undergraduate Program Review that is being conducted in 2007–2009 for implementation in 2010.
A market research company was employed to investigate the positioning of the undergraduate programs in the Australian market
Stakeholder perceptions sought included employers, alumni, ASB students, students from competitor institutions, UNSW academics and senior management.
Aim was to benchmark ASB programs against similar products in the undergraduate market.
Also included secondary data from consecutive years of CEQ, GDS, UNSWSES and CATEI
Tom Cockburn ASB

3. Aims, Values and principles underpinning the B.Com review
Each graduate will have attained a level of depth in a particular discipline (major);
Each graduate will have acquired a degree of breadth across business disciplines commensurate with a B.Com (or B.Econ degree) via a common core;
Each graduate will have acquired breadth by undertaking study outside of the business discipline (via the General Education requirements of UNSW);
Each graduate will have developed a set of graduate attributes embedded in the curriculum (e.g. communication, critical thinking, team work, leadership, self directed learning, ethical values);
Each graduate will have been provided with opportunities for student exchanges especially with international institutions to encourage personal growth and breadth of experience;
Internships with industry partners will be facilitated and encouraged to provide work-based learning opportunities;
Students will be exposed to the research mission of UNSW and research will inform teaching.
Tom Cockburn ASB

4. Five distinct but inter-related phases of the project
Phase 1: Market Research
Phase 2: Determining Program Coherence and Structure
Phase 3: Embedding Graduate Attributes and Assessing Graduate Capabilities
Phase 4: Professional Development for Academic Staff
Phase 5: Monitoring and Support for Implementation of New Programs and Curricula
Tom Cockburn ASB

5. Key findings about BCom
There are numerous courses not in the current core that are considered to be essential by segments of the market (this argues for a broadening of the current core);
The market emphasized the need for universities to improve the professional and employability skills of graduates (e.g. critical thinking, teamwork, business communication and leadership);
The market believed that this was best achieved by embedding these skills and attributes and relating them to relevant assessment tasks;
The market believed that some at least of these attributes could be attained through workplace experience and internships.
Tom Cockburn ASB

6. Links to other research reports
Market research reinforces and reflects national trends (see Carrick Projects ), international trends (e.g. the Bologna Declaration, and Tuning Program ), and UNSW trends (Faculty of Medicine Graduate Attributes Program).
The research also reflects Australian Government recommendations on Employability Skills (BIHECC Report 2007) and internships (National Internship Scheme 2007)
The co-responsibility of universities and industry in relation to graduate employability, is recognised.
The need for universities to embed employability skills through curriculum design, course content and delivery strategy is made clear (Universities Australia 2007, p.10).
Tom Cockburn ASB

7. The way forward
Phases 2-5 of the ASB Undergraduate Program Review Process
Aim for a systemic and coherent approach to reviewing programs for structural coherence, relevance, depth and breadth in learning, balance of core, discipline and general education courses
Scaffolding, assessing and integration of graduate attributes in program
Allied professional development for staff to facilitate effective design and delivery of program modification and changes.
Tom Cockburn ASB

8. Phase 2—where we are now
A pedagogically sound core that ensures foundation knowledge in Business Education and provides breadth has been agreed in the faculty;
Coherent structures that balance theoretical, technical and applied knowledge (including industry knowledge and experience) are being developed;
Structures that support the maximising of learning through double majors, double degrees, fulfilling of accreditation requirements are currently under review in schools;
Coherent structures that ensure breadth of learning through inter-disciplinary opportunities (inter-Faculty) and international exchange, and transfer of credits are under review by a sub-committee;
Tom Cockburn ASB

9. Where we are not (…yet)
Sequencing of majors to ensure progressive learning and cumulative knowledge acquisition;
Consultative design, sequencing and scaffolding of assessment tasks to suit the level of learning, diversity of student mix, and knowledge and skills acquisition ;
A set of clearly articulated rules for undergraduate program implementation in the ASB, consistent with UNSW requirements, rules and regulations;
Opportunities for innovation –to distinguish UNSW / ASB programs and graduates;
Tom Cockburn ASB

10. May 2008-Aug 2008
Phase 3: The sub-committee will focus on exploring and making recommendations on core competencies expected of graduates on completion of their studies in the ASB, and will seek to:
Identify a comprehensive set of Business related core competencies required of ASB graduates;
Ensure flexibility for inclusion discipline specific graduate competencies required by professional associations (e.g in Accounting, Actuarial Studies Finance, Information Sciences);
Consider Government recommendations on Employability Skills (BIHECC Report, 2007) and Industry Reports in relation to work related and generic skills (BHERT, 2002, BIHECC, 2007);
Consider Accreditation and Quality of Learning Assurance Requirements (AACSB, EQUIS);
Obtain Faculty wide agreement on descriptors of sub-sets of each graduate competency to ensure plausible assessment across courses.
Tom Cockburn ASB

11. Aug 2008-Aug 2009 Work will be expanded in this phase and seek to:
Explore the efficacy of existing mechanisms and interactive mapping tools (e.g ; ReView)
Modify existing tools or design ASB specific tools that are user friendly;
Design approaches for horizontal integration of skills across the core to create a cohesive first year learning experience;
Design approaches for vertical integration and scaffolding of skills across the majors and three levels of study (in some instances four levels of study);
Identify appropriate methods to assess graduate attributes in programs of study;
Establish pilots in a selection of courses / majors to trial mapping and scaffolding processes
Evaluate pilots, seek feedback and refine attributes, mapping tools and embedding strategies;
Evaluate the student experience in the pilot and use feedback for further improvements;
Create models for the embedding of graduate attributes in course outlines, to demonstrate alignment between course objectives, course content, assessment and learning outcomes
Tom Cockburn ASB

12. Professional Dev: Academic & Sessional Staff Aug 2008-Dec 2009
Phase 4:an extensive program of professional development for program leaders, course coordinators, academics and sessional staff
The sub-committee will plan for immediate and on-going strategies in targeted areas including:
Understanding program coherence, inter-relatedness of courses & interdisciplinary learning;
Course design with the integration of graduate attributes and the notion of scaffolding;
Managing collaborative / team mapping and embedding tools and processes;
Structuring the assessment of graduate capabilities, determining appropriate assessment tasks and marking criteria, and embedding approaches to providing feedback to students;
Tom Cockburn ASB

13. Phase 4(cont’d)
Strategies for assisting junior & sessional staff in teaching preparation, delivery & assessment;
Innovations in learning and teaching for systemic incorporation of workplace skills development (simulations, project based work , business partnerships, internships etc);
Training of members of the Learning and Teaching Committees to act as focal points of reference in the Schools;
Information sessions for staff in other Faculties where ASB students engage in combined degrees (Law, Engineering, Arts, Science)
Information sessions for HOS and Senior Management in the ASB to ensure familiarity with the new processes and procedures.
Tom Cockburn ASB

14. Mechanisms for on-going support
Phase 5 Implementation: Support, Monitoring, Feedback Feb 2010 – Dec 2010
Mechanisms for on-going support
Action plans for Learning and Teaching Committees in Schools;
Effective monitoring and communication pathways between planners, designers, professional developer/s, Learning and Teaching Committees and academics (and sessional staff);
Support strategies and mechanisms for just-in-time responses to avoid disruption to students;
Mechanisms for eliciting feedback, on-going evaluation of changes, refinement and revisions;
Evaluation of the processes, mapping tools and student and staff experience at the end of 2010 for further refinement at levels of concern;
Tom Cockburn ASB