1. Embedding Academic Literacy – A Case Study in Business at UTS:Insearch
Susan Brooman-Jones (Presenting)
Greg Cunningham (Presenting)
Laura Hanna
David Wilson
ALL Conference – Adelaide 24 November 2011

2. UTS: Insearch - Business
Provider of pathway diploma with entry based on
High school academic performance
English language performance (IELTS) for international students
Old Program Structure
Discipline subjects
Generic stand-alone literacy subject
New Program Structure
Opportunity to review the entire DipBus program
Focus on integrating literacy objectives into discipline subjects
Slide 1: Case study overview
Introduce the three subjects involved in the case study
BABC, BACC and BECO

3. Focus on Academic Literacy
DEEWR report (2009) emphasises...
“for the retention and academic success of international students in Australian universities, a range of skills and strategies (in particular, written and oral communication) need to be made visible, explicit, and accessible and, importantly, integrated within specific disciplinary contexts”
Slide 1: Case study overview
Introduce the three subjects involved in the case study
BABC, BACC and BECO

4. Levels of Integration (Dudley-Evans 2001)
Cooperation
Independent adjunct classes offering generic skill support
Servicing all disciplines – often by referral
Academic literacy support regarded as remedial
Collaboration
Independent adjunct classes – discipline focused
Co-developed by discipline and academic literacy staff
Run concurrently with discipline classes
Team Teaching
Support is embedded in discipline subject
Academic literacy and discipline staff co-teach
No separation of academic literacy from discipline content
Level 1
Level 2
Slide 1: Case study overview
Introduce the three subjects involved in the case study
BABC, BACC and BECO
Level 3

5. 4 A Fourth Level Integrated Assessment Level
Integrated and shared assessment between discipline and academic literacy classes
Scaffolding literacy learning and outcomes across three core subjects
Collaborative development of course material
Clear literacy outcomes assessable in both academic literacy and discipline subjects
Academic literacy “in context”
Level 4
Slide 1: Case study overview
Introduce the three subjects involved in the case study
BABC, BACC and BECO

6. Case Study: Overview BABC001 Academic and Business Communication
The ‘Academic Literacy’ subject focusing directly on the communication and study skills required for further study in business.
BACC001 Accounting for Business
This subject focuses on the broad and basic knowledge and skills required to deal with accounting information systems.
BECO001 Economics for Business
This subject introduces students to the basic concepts, theories and principles of economics and their application.
Slide 1: Case study overview
Introduce the three subjects involved in the case study
BABC, BACC and BECO

7. Accounting Communications Economics BACC Assignment: Week 5
Company analysis
(short answers)
Common company and topic used for all three assessment tasks
BABC001Assessment 2: Week 9
Report
(written using the company from Accounting)
Communications
Assessment 3: Week 11/12
Presentation
(groups present an analysis of the case they write about in Economics)
BABC001Assessment 1: Week 5
Review
Slide 4: overview of assessment links
Requires clear communication between coordinators since an adjustment on one side can impact both
Timing is very important.
Common case study
Economics
BECO001 Assignment: Week 12
Case study analysis (written report)

8. Outcomes Benefits of embedding through assessment
Positive feedback from students and staff
Effective model that involves collaboration and coordination in a way that is practical and sustainable in an ongoing program.
Sense of ‘community of practice’ among staff
Challenges to address
Communication of aims and objectives across subjects and disseminating information to tutors.

9. References Full Paper Presentation
Brooman-Jones, S, Cunningham, G, Hanna, L and Wilson, D. (2011) ‘Embedding academic literacy – A case study in Business at UTS:Insearch’ Journal of Academic Language & Learning Vol. 5, No. 2, 2011, A1-A13. ISSN (Received 17 March 2011; Published online 28 November 2011)
Presentation
Department of Education, Employment and Workplace Relations [DEEWR] (2009). Good Practice Principles for English Language Proficiency for International Students in Australian Universities. Final Project Report. Retrieved from
Dudley-Evans, T. (2001). Team-teaching in EAP: Changes and adaptations in the Birmingham approach. In M. Peacock, & J. Flowerdew (Eds.). Research perspective on English for academic purposes (pp ). Cambridge: Cambridge University Press