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14 TH EDINEB Conference Vienna, 2007 Teaching, learning, and risk in a non-elite environment* fp.forsythe@ulster.ac.uk Frank Forsythe School of Economics & Politics University of Ulster Northern Ireland fp.forsythe@ulster.ac.uk *Project funded by the Economics Network, Bristol: www.economicsnetwork.ac.uk
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The Economics Network Supporting university teachers of economics www/economicsnetwork.ac.ukfp.forsythe@ulster.ac.uk
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The risky routeThe safe route student-centred regimes teacher-centred regimes innovate‘auto-pilot’ emphasis on learningemphasis on teaching Teaching, learning, and risk in a non-elite environment
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SOME OF THE RISKS INVOLVED High opportunity costs -- Research v teaching Assessment issues -- group v individual -- examination performance Learner characteristics - rogue learners -- poor commitment -- mixed ability Potential for Litigation -- Fee paying students Pressure from colleagues -- Ability to progress to next level
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SOME OF THE RISKS INVOLVED Learner characteristics - rogue learners -- poor commitment -- mixed ability
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SOME OF THE RISKS INVOLVED Assessment issues -- group v individual -- examination performance
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SOME OF THE RISKS INVOLVED Pressure from colleagues -- Ability to progress to next level
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SOME OF THE RISKS INVOLVED High opportunity costs -- Research v teaching
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SOME OF THE RISKS INVOLVED Potential for Litigation -- Fee paying students
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… AND A FEW MORE management quality-control measures Externally moderated Staff-student consultative Committee meetings student questionnaires ‘Assessment of teaching’
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… AND A FEW MORE management quality-control measures Externally moderated
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… AND A FEW MORE management quality-control measures Staff-student consultative Committee meetings
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… AND A FEW MORE management quality-control measures student questionnaires ‘Assessment of teaching’
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Proposition 1 High ability students excel under ANY learning regime
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Proposition 1 High ability students excel under ANY learning regime High ability students LEARN more in a student-centred regime Proposition 2
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Proposition 3 weaker students LEARN more and PERFORM better in a student-centred environment
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a student-centred regime: does not harm high ability students will raise the performance of weaker students. Summary Proposition
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COHORT 1 2006-07 MIXED ABILITY FIRST YEAR BSc ECON STUDENT-CENTRED (PBL) FIRST YEAR MODULE: MICROECONOMICS 1 FEATURES GROUP WORK – 2 presentations, 3 written reports, 1 quiz INDIVIDUAL WORK – personal development report, final year examination Final year students acted as group facilitators Code of conduct governing group sessions Worked harder & showed more commitment than in other 5 modules Rogue learners present
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COHORT 2 2005-06 MIXED ABILITY FINAL YEAR BSc ECON STUDENT-CENTRED (PBL) COHORT 3 2006-07 MIXED ABILITY FINAL YEAR BSc ECON TEACHER-LED (LECTURE-SEMINAR) COHORT 4 2006-07 HIGH ABILITY FINAL YEAR (BA LAW with ECON) STUDENT-CENTRED (PBL) FINAL HONOURS MODULE: THE LABOUR MARKET
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REFERENCES: Forsythe, F (2002), ‘The role of problem-based learning and technology support in a ‘spoon-fed’ undergraduate environment’, in Tor A. Jojannessen et al (Eds.), Educational Innovation in Economics and Business VI: Teaching Today the Knowledge of Tomorrow, Kluwer Academic Publishers, Dordrecht, The Netherlands, pp 147-161. Forsythe, F (2002), ‘Problem-based learning’, in Davies, P. (Ed.), Handbook for Economics Lecturers, Chapter 3, available at www.economicsnetwork.ac.uk/publications/handbook/pbl www.economicsnetwork.ac.uk/publications/handbook/pbl Teaching, learning, and risk in a non-elite environment
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