In early 2006, a re-development project team from the Organisation Studies group of the University of Western Sydney’s (UWS) School of Management was formed. Its rationale was to review 2551 Bachelor of Business (Management) degree in terms of industry relevance together with student satisfaction and employability. The overview of the project was to examine ways in which UWS Graduate Attributes tailored to actual program outcomes were or could be integrated within and across the course. A further aim was to identify units where an ethics and corporate social responsibility focus could be located and scaffolded across levels of study. It also sought to align the curriculum in terms of the relationship between learning outcomes, assessment and teaching and learning strategies and introduce ways of being more flexible in terms of access, pedagogical resources and delivery. The specific aims of the project included establishing a model for course review, design an integrated program of studies and develop a strong teaching team. Further it was to provide a mechanism for developing and demonstrating good practice in teaching and learning and to enhance an understanding in order to discuss the linkages between research, teaching and the scholarship of teaching and learning. In addition, issues of a blended learning approach incorporating student e-learning skills and assessment were addressed. A guiding influence was a constructionist approach and the work of Biggs (2003). This paper examines the processes and outcomes, intended and unintended, of the project in a multi-campus environment.
|Keywords:||Contructivist Approach, Change Management, Academic Leadership, Degree Redevelopment, Professional Development|
Head of Program, School of Management, University of Western Sydney, Sydney, New South Wales, Australia
Associate Head of School, School Of Management, University of Western Sydney, Sydney, New South Wales, Australia
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