City Research Online

Abstract

The twenty first century has been a period of major change for business organisations and industries. This has led to an ever greater interest in and demand for managers with not only the traditional subject knowledge and technical skills but also individual business skills such as creativity, people skills, personal self- knowledge, managerial intuition and judgement.

To meet these demands business schools are under pressure to innovate and adapt their courses appropriately. For an undergraduate degree in business management, this includes both the structure of the degree, the subject disciplines covered and the teaching methods used. But innovation poses a major challenge for researchers and teachers alike – how can the effect on student learning of an innovation be measured or assessed? For each new subject discipline and teaching method there are three critical issues – the quality of the delivery of the module, student response to the learning experience and the overall effect on student learning. A raft of student feedback methods using multiple channels of communication, have grown up in recent years, which set out to measure student satisfaction and student learning as well as the quality of the delivery of the module.

This paper outlines the innovation challenge to business schools and describes the approach taken to evaluation on the newly designed set of first year modules for the Cass business management undergraduate degree.

Publication Type:	Conference or Workshop Item (Paper)
Publisher Keywords:	21st century business, constructivist teaching methods, transmissive teaching methods, evaluation of learning, student feedback methods, business management degree
Departments:	Bayes Business School > Management

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