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LEARNING, TEACHING & STUDENT EXPERIENCE 2020 12-13 May, ICC, Belfast Keynote Speakers include:

The Chartered ABS’s annual Learning, Teaching & Student Experience conference is the UK’s leading gathering of business & management educators.

Each year the conference brings together over 350 delegates from more than 90% of UK business schools to explore the latest innovations in teaching practice, cutting-edge pedagogic research and inventive student engagement initiatives. Dr Lisa McIlvenna Deputy Managing Director

The collegiate atmosphere makes it an ideal opportunity for learning, idea-sharing, personal Business in the Community development and networking.

LTSE 2020 takes place at the International Convention Centre in Belfast. 2 Lanyon Place Belfast BT1 3WH Dr Mairi Watson

Dean - Faculty of Business & Law University of Northampton

Gala Dinner

A Gala Dinner will take place on the evening of the first day. We encourage all participants to attend as it will be a great opportunity for informal discussion and networking. Jackie Henry This year’s Gala Dinner takes place at the world-famous Northern Ireland Office Senior Titanic Belfast. Partner,

#LTSE2020

LTSE 2020: Preliminary programme

Day One: Tuesday 12 May

08:40 Registration and refreshments

09:20 Welcome

Anne Kiem, Chief Executive, Chartered ABS Professor Georgina Andrews, Vice-Provost, ; , Bath and Chair, Chartered ABS LTSE Committee

09:30 Keynote Question Time: Preparing students for the changing world of work

Dr Lisa McIlvenna, Deputy Managing Director, Business in the Community Jackie Henry, Northern Ireland Office Senior Partner, Deloitte Additional speakers to be announced Chair: Professor Gillian Armstrong, Director of Business Engagement, Business School

Breakout i. Outside of the box education Breakout ii. Developing enterprising, ethical and Breakout iii. Collaborating with employers, students Breakout iv. Developing enterprising, ethical and work-ready graduates other disciplines work-ready graduates

10:30 Blending assessment transformation with Embedding work and work-like experience into the Collaborating with students in times of increasing Digital skills for a digital age: Rethinking approaches innovative personal tutoring to improve attainment curriculum at scale diversity: Providing students with the space and to traditional teaching and learning through digital and progression WORKSHOP (30 minutes) agency to share their teaching and learning technologies WORKSHOP (30 minutes) experiences in a four-year course. RESEARCH PAPER (30 minutes) In 2019/2020 Nottingham Business School launched RESEARCH PAPER (30 minutes) This interactive workshop will compare the successes a new Level 5 module, ‘Employment and Enterprise’, We will present empirical evidence on how, through of two business schools, LSBU and CU , in that embeds work or work-like experience into every Academics design teaching and learning activities to digital support and inventive teaching, students are combining assessment transformation with positive course for every student. Students can gain give students every opportunity to achieve course prepared for the workplace at the Lancashire School personal tutoring initiatives for improved experience through independently sourced part-time outcomes. Designing a programme and not of Business & Enterprise. The research draws on progression and achievement. The workshop will work, volunteering work, or they can apply to take understanding how students experience these concepts linked to pedagogy, and this empirical contribute to practice and scholarship in Business part in School facilitated projects. In this workshop activities, may result in a mismatch between research contributes to our understanding of how to School education, through the successful originality discussion we will share our experiences to date and teachers’ expectations and students’ learning. We develop digital skills in students, using a case study, of combining transformative thinking in assessment explore how to successfully deliver work experience should understand why students may struggle with and has the potential to affect and contribute change and student pastoral care to achieve and experiential projects within the curriculum and aspects of our courses and be courageous in towards the digital agenda within both universities improved progression and attainment at scale. responding to what their feedback reveals. and business schools.

Angela Dalrymple Tom Spencer Dr Peta Myers Dr Emma Thirkell Director of Education and Student Experience, Assistant Head of Undergraduate Programmes, Senior Lecturer, Senior Lecturer HRM, University of Central School of Business, London South Bank University Nottingham Business School Lancashire

Jonathan Sandling Dr Shelley Clark Mark Wilkinson Head of Academic Studies, Head of Personalisation and Experiential Learning, Learning Technologist, University of Central London Nottingham Business School Lancashire

3 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout v. Personalised learning journeys Breakout vi. Learning beyond the classroom Breakout vii. Outside of the box education 10:30 Enhanced student satisfaction through effective allocation and Bedfellows for 10 years: optimising academic English for business The role of service design in programme review practice supervision approach- A case study support at Newcastle and Hertfordshire Business Schools RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) Programme review practices vary across institutions and often they are Dissertation is an independent piece of work, which is key component This session shares the results of a collaboration between Newcastle reduced to course feedback, metrics around student numbers and of many undergraduate programmes. This paper assesses three and Hertfordshire Business Schools around embedding Academic degrees awarded. The paper shows how applying service design allocation methods that were used to improve economics English support. Delegates will understand how the CEM model approach to programme review engages student voice and creates a undergraduate dissertation supervision experience at the University of (Contextualised Embedded Mapping) evolved over a 10 year period, conduit to incorporate more empathetic, holistic and human-centered Glasgow. Online survey data were collected and analysed. The study with supporting data regarding its efficacy. The session hopes to view of student experience. suggests an allocation and supervision approach that significantly demonstrate the benefits of CEM for wider take-up and further enhances student and supervisor engagement and satisfaction. collaborations. Dr Radka Newton Senior Teaching Fellow, Management School Dr Paulina Navrouzoglou Professor Diane Sloan Lecturer, Professor of Learning and Teaching, Newcastle Business School

Dr Lovleen Kushwah Daniel Pearce Lecturer, University of Glasgow Academic English for Business Programme Leader, Hertfordshire Business School

Helen Stamps Senior Lecturer, Hertfordshire Business School

Karen Robins Associate Dean, Learning and Teaching, Hertfordshire Business School

Breakout viii. Presentations powered by PechaKucha 10:30 1. Partnering modules with employers 3. Developing employer-led soft skills through compressed pedagogy Embedding business issues in the curriculum helps students to gain valuable employability skills. It also means The session will enable participants to learn about the context and impact of learning and teaching using that all students have to engage, without taking on extra- curricular activities. This presentation will explain compressed pedagogy and considers the contribution it can make to the development and enhancement of how partnering modules with businesses has helped to develop employability skills, and give placements to graduate skills and attributes, and to the preparedness of graduates to enter the workplace. the best students. Dr Nick Quinn Kathy Daniels Lecturer in Entrepreneurship, Adam Smith Business School, University of Glasgow Associate Pro-Vice Chancellor International (Recruitment and Global Pathways), Dr Jillian Gordon 2. Developing, designing and delivering a holistic employability programme: Enhancing the profile and Senior Lecturer in Entrepreneurship, Director of Learning and Teaching, Adam Smith Business School, provision in a business school University of Glasgow Further details to be announced 4. Check out the digital skills check Dr Fiona Robson Further details to be announced Director of Excellence in Learning and Teaching, Business School Dr Terry O'Sullivan Dawn McCartie Senior Lecturer in Management, The Business School Director of Undergraduate Studies, Newcastle University Business School

11:00 Break

4 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout i. Effective assessment & constructive feed-forward Breakout ii. Enriching learning through technology Breakout iii. Collaborating with employers, students other disciplines

11:40 Improving assessment in business and management education; 'But they'll hate it!' Using MS Teams in SCALE-UP workshops to Dare to design? Integrating design thinking into management calibrating academic standards overcome accounting students' resistance to active learning and education WORKSHOP (60 minutes) group-work RESEARCH PAPER (30 minutes) WORKSHOP (60 minutes) This workshop will be valuable for colleagues involved in assessment in This research paper aims to reveal the challenges of design thinking business and management education. It will explore the tricky subject This interactive workshop will focus on the benefits, drawbacks and teaching practice in business curriculum. The findings shared will reflect of marking consistency and academic standards. Starting with a lessons learned from a recent trial introducing MS Teams to a level 4 on the progress and recommendations on how to adapt uncertain and brief overview of key points from research, participants will accounting module delivered via SCALE-UP workshops. The emphasis is ever-evolving design concepts to a striking-for-perfection paradigm of subsequently identify and explore key characteristics of students’ work on the effectiveness of MS Teams in overcoming students’ resistance to rigorous business curriculum and demonstrate value of design to that shape our judgements, using short exemplars of students’ work active learning and group work, acknowledged as a significant barrier to students and businesses. The paper will also demonstrate the benefits drawn from open-ended and complex assignments in the field of engagement with the module in prior years. of cooperation between design and management education faculty who strategic management. are traditionally based in different disciplines. Katharine Pearce Dr Berry O'Donovan Assistant Course Leader, Nottingham Business School Dr Radka Newton Principal Lecturer, Oxford Brookes University Senior Teaching Fellow, Lancaster University Management School

Professor Margaret Price Professor Emirata, Oxford Brookes University

Breakout iv. Developing enterprising, ethical and work-ready graduates Breakout v. Learning beyond the classroom Breakout vi. Outside of the box education

11:40 Can real-world sustainability audits provide a tool for effective Driving student engagement with financial news using e-learning: a Making it stick: How to get your students to read, retain and apply responsible management education? case study of using ForceRank by Estimize, Inc. information RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) Further details to be announced Further details to be announced This is a paper about a live weekly stock market prediction competition, Forcerank, driven by an iDevice app, to develop students’ financial Speakers to be announced Dr Kay Emblen-Perry markets literacy in a classroom setting, and help them to make the Senior Lecturer, Sustainable Management, connection between finance theory and the real world. I also cover its Business School assessment challenges, and the statistics on students’ diligence in participation and forecasting ability.

Dr Chris Godfrey Lecturer in Finance, Alliance Manchester Business School

5 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

12:10 Mission impossible? Developing graduate resilience skills for future Towards a communities of practice (CoP) evaluation model: Learning The pedagogic case for kindness: Loss aversion, framing and student workplace leaders from ‘real world’ simulations engagement RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes)

Lightning change in the workplace contributes to the current climate of Based on communities of practice (CoP) thinking, we propose a new Further details to be announced increasing mental health challenges for transitioning graduates. evaluation model for simulated learning – under the ‘learning beyond Recruiting employers expect graduates to be ‘work ready’, focusing on the classroom’ LTSE (2020) conference theme. Results suggest that: (a) Dr C. Rashaad Shabab resilience as one of the most desired skills (CBI, 2019). This presentation mimicking real world conditions; (b) developing strategic decision- Senior Teaching Fellow in Economics, Business will share with Chartered ABS colleagues the challenges and paradoxes making skills, and; (c) having positive personal learner reflections from School of an institution wide intervention endeavouring to develop resilience crisis simulation events are important for overall learning. Our mixed- skills in transitioning students. methods research contributes to the (empirical) communities of practice, experiential learning and simulated learning literatures. Nikki McQuillan Course Director, Ulster University Business School Dr Colm Fearon Senior Lecturer in Business Education, Birmingham Business School Christine Wightman Associate Head of Department, Ulster University Business School Kristine Pole Director of Teaching Enhancement, Canterbury Christ Church University Cathy Moore Employability and Careers Consultant, Ulster University Business School Professor Heather McLaughlin Pro Vice-Chancellor and Dean of Business and Law,

Breakout vii. Presentations powered by PechaKucha

11:40 1. Data-driven teaching: Using learning analytics to inform teaching practice 5. Lake District leadership development: Learning beyond the classroom In the new era of big data world, educators can use data for planning and adjusting their teaching in A university education should offer a transformative experience for the whole person. Too often rear view accordance with the student performance and learning needs. This presentation will demonstrate how we mirror inspired research dominant pedagogies unduly focus on knowledge transfer and the development of made use of data from Canvas Analytics to inform our teaching practice. Participants would benefit from an academic inquiry skills required for doctoral studies. Generation Z students nurtured in the digital age benefit illustrative overview of how the data-driven teaching was implemented to improve student retention and from soft skill development and learning how to become part of 'in the moment' communities. Can an off- progression rates. campus, low-tech, outdoor adventure residential experience for first and second year undergraduates help catalyse beneficial management student interactions? Lim Teoh Faculty Head of Learning and Teaching, Faculty of Business, Law and Digital Technologies, University of Justin O’Brien Winchester Director for Undergraduate Students, Royal Holloway

Siew Min Tan (in absentia) Programme Leader for Undergraduate Accounting, Finance, Economics and Banking Programmes, University 6. Plagiarism and academic misconduct (allegations, challenges and management tools) of Winchester This PechaKucha presentation aims to provide some concluding thoughts about how we could manage the 2. Towards a skills-based finance masters course main challenges of academic misconduct. It aims to provide some ideas about new assessment tools, teaching Most Finance ’s courses take as a starting point the academic interests and specialisms of their approaches and research ethics. It introduces some suggested best practices to help students to enhance the lecturers, and have curricula and assessment which are knowledge-centred. This presentation dares to ask academic integrity of their work. what would happen if we asked what skills our students are likely to need in their future finance careers, and imagined curricula and assessment which are primarily skills-centred instead. Dr Mohamed Saeudy Senior Lecturer in Accounting and Finance, University of Bedfordshire Dr Chris Godfrey Lecturer in Finance, Alliance Manchester Business School 6 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

3. Preparing students for their future careers: Coventry University London’s approach to developing ‘Global 7. Supporting students to become what they want to be Enterprising Graduates’ We will introduce the EPIIC (Excellence, Professionalism, Inclusivity, Integrity, and Creativity) values of LSBU, This PechaKucha will demonstrate how business schools can better prepare students for graduate level which we introduce to our students at their induction and reinforce throughout the curriculum, to ensure careers by embedding business practice as part of curriculum design and content. Research often reveals a that these values are experienced and embraced by students throughout their academic journey. growing tendency towards an embedded curriculum focused practice. By the end of the presentation The EPIIC values are practically applied through a creative and innovative group assessment. Through attendees will have an understanding of benefits and challenges of this embedded approach, a lessons learnt coaching and mentoring, we open doors of opportunity to students from the moment they step into our from Coventry University London. university.

Dr Hany Wells Dr Helen Ismael Associate Dean - Student Experience and Quality Assurance, Coventry University London Lecturer in Coaching, Mentoring & Skills Development, School of Business, London South Bank University

Gareth Lewis Shaun Barrett Head of Careers, Employability and Enterprise, Coventry University , London South Bank University

Dr Carrie Rutherford 4. Feeling is believing: Student self-perception of employability Senior Lecturer, School of Business, London South Bank University Our research into the influencers of students’ self-perception of employability suggests making students aware of employability and the skills associated with it, helps improve their self-perception of the attainment 8. Mentorship melding: piloting a postgraduate mentoring network within the Fashion Business School of these skills, which in turn is likely to influence their confidence and motivation to achieve employment. In Bethan will share findings from a 12-month pilot research study that asked what the role, benefits and effects addition, improving the competencies associated with conscientiousness will have the same effect. of mentoring for mentees and mentors is, in order to propose its integration within the support offered to Fashion Business School PGT students. The study used Network Theory and Collaboration and Mentoring Julie Hayward frameworks to understand how mentoring fits within the collaborative learning model, especially learning Senior Lecturer, Trinity St David’s outside of the classroom that looks to deliver a more personalised learning experience to a diverse range of students. The presentation will focus on the mutual benefits and effects expressed to consider how the Beth Cummings network’s practice is shared, sustained and subsumed within the student learning journey. Lecturer, School of Management Bethan Alexander Senior Lecturer, Course Leader Global Fashion Retailing & Research Fellow, London College of Fashion, UAL

12:40 Lunch

Afternoon plenary session

13:40 Keynote Address: The Challenge(s) of change(s): Active blended learning and the peculiar paradox of doing everything at the same time

Dr Mairi Watson, Dean - Faculty of Business & Law, University of Northampton

7 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout i. Effective assessment & constructive feed- Breakout ii. Enriching learning through technology Breakout iii. Personalised learning journeys Breakout iv. Post-experience education forward 14:20 Transcending transaction through transformation: Embedding digital and 21 century employability A model for assessing employability for part-time Post-experience learning: Towards a framework of Implications for assessment re-design skills in the business and management curriculum learners in higher education participation RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes)

This paper focuses upon the implications for This project demonstrates how academics can The purpose of this session is to present the Career This session will explore the nature and context of assessment design of the currently under-researched embed digital media skills into the business and Enhancement Model of Employability (CEME) which students’ participation in post-experience education, concept of students’ understandings of ‘intellectual management curriculum, in order to enhance has been designed and developed to provide a with a focus on the experiences of those engaging in stimulation’. Our empirical study shows a diversity student employability skills, confidence and framework to support part-time students in their a Masters level, professionally accredited of student understandings, and misunderstandings, behaviours. Overall, this project strategically aligns academic journey. The model facilitates the qualification. This paper presents a single open of the concept and examines the implications of this to the digital skills agenda within Higher Education. A opportunity to design and offer personalised framework that considers the reasons for, the diversity for whether students report that their pre and post survey was used to gather views from learning journeys for part-time students who challenges to, and the enablers of post-experience courses provide intellectual stimulation. Assessment students about skills developed. represent a largely under-research student groups participation across defined contextual dimensions. designs for intellectual stimulation are then within the discourse of graduate employability. It is proposed that the framework can be used as a examined. Dr Harriett Purkis means of identifying areas of improvement or Lecturer in Event and Leisure Management, Ulster Dr Dawn Whitton change in learning support practice. Kate Black University Director of Employability Leadership and HRM, Associate Professor in Management and Director of Newcastle Business School Dr Lesley McLean Education, Newcastle Business School Dr Clare Carruthers Lecturer and Programme Leader, Edinburgh Napier Senior Lecturer in Tourism and Marketing, Ulster Professor Andrew Robson University Russell Warhurst University Head of Department, Associate Professor in Human Resource Management, Newcastle Business School

14:50 How exam results are impacted if you give students Curricula, creativity, digitalisation and authentic Compulsory career coaching for final year Mind the gap: Experiencing the space between the freedom to fail in coursework assessment undergraduates academic and practice communities in HRM/D RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) education RESEARCH PAPER (30 minutes) The paper looks at the rationale behind strategies Business schools lack a focus on teaching practical In 2018 MMU Business School launched a two-year such as student-led learning, student-driven business skills, are theory and research centric and compulsory coaching pilot programme for 800 final- HRM/D programmes are often delivered as a part- assessment, metacognition and reflection, and their graduates lack creative digital skills. The year students on two large UG degrees. This paper time option to fulltime professionals, a model which presents an analysis of student reflections, module researcher identified, that authentic assessment was examines data from the first year of the pilot, will only grow with the expansion of degree evaluations and exam marks, and a comparison of missing from the curricula, and created an innovative analysing 1) whether students value such apprenticeships. This study examines how such final exam marks before and after a method known digital store design assessment. This paper argues employability and career development interventions students experience their journey across the as freedom to fail was introduced. It was found that that authentic assessments, can enhance student and 2) the potential link between engagement in academic and practice landscapes, and proposes the introduction of this approach led to a greater engagement and support the development of digital such activities and levels of career decidedness. We ways in which we can seek to bridge the gaps which student awareness of learning strategies and employability skills. find high value placed on this intervention by are experienced. improved exam results. students and a positive link between engagement Dr Sarah Montano and career decidedness. Dr Helen Charlton Danielle McWall Senior Lecturer in Marketing, Birmingham Business Director of Education, Degree Apprenticeships – Head of Department of Accounting, Finance and School Dr Maria Allen, Principal Lecturer and Head of Leadership and HRM, Newcastle Business School Economics, University of Ulster Business School Employability: Faculty of Business and Law, Manchester Metropolitan University

Nick Dearden, Head of Education: Faculty of Business and Law, Manchester Metropolitan University

8 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout v. Outside of the box education Breakout vi. Effective assessment & constructive Breakout vii. Developing enterprising, ethical and Breakout viii. Learning beyond the classroom feed-forward work-ready graduates 14:20 Understanding the interpretation of skills mapped Innovative applications of strengths-based teaching The responsible management and leadership Beyond the classroom: a “next steps WALKshop” into the ‘official’ curriculum, where universities WORKSHOP (30 minutes) paradox: Using micro-moments to understand and for career development’ should be focusing their attention and why explore our teaching practice WORKSHOP (60 minutes) WORKSHOP (30 minutes) Further details to be announced WORKSHOP (60 minutes) The “Next Steps WALKshop” helps London Business The importance of developing global graduate skills Angela Ellermeier This interactive session is designed to explore and School students reflect more creatively on key has long been documented yet how can Universities Head of Careers and Professional Partnerships, discuss the day-to-day paradoxical realities faced career-related questions and draws on research into respond to Government, Employer and Student School of Business, London South Bank University with teaching responsible management and walking for creative problem-solving. Participants in demands for work-ready graduates if there is no leadership. These realities are presented and this session will try a reduced version of the universally agreed taxonomy from which to assess a discussed using the conceptual framework of WALKshop, followed by a discussion on adapting this graduates’ employable quotient? This workshop will Organizational Ambidexterity (a theory pertaining to idea for their own institution. We will also share explore through discussion and Cartesian paradox). We will work towards finding teaching feedback received on this initiative. questioning, the challenges and possibilities for solutions that engage with paradox and satisfy all agreeing and articulating an applied learning stakeholders involved. Gemma Stansfield taxonomy of the graduate skills, attributes and Student Learning and Development Manager, behaviours employers seek, relevant across Dr Simon Smith London Business School discipline domains and curricula. Senior Lecturer, Elizabeth Newton Carole Still Head of Professional Development, London Business Head of External Engagement (Doctoral Skills School Researcher), Coventry University London

14:50 Re-energising employability through experiential Session to be announced learning WORKSHOP (30 minutes)

This workshop will encourage the sharing of best- practice in relation to embedding experiential learning within programmes in a way that re-frames and re-energises the often underestimated term ‘employability’. Stef and Costa will share their own experiences of embedding employability in an undergraduate Business programme at the University of Exeter and will discuss and showcase their experiential learning practice. Discussions will focus on capturing and promoting the value of employability provision.

Stephanie Foley Lecturer in SITE and Senior Tutor, University of Exeter Business School

Constantine Manolchev Lecturer in SITE, University of Exeter Business School

15:20 Break 9 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout i. Collaborating with employers, students other disciplines Breakout ii. Enriching learning through technology Breakout iii. Learning beyond the classroom

16:00 Why engage? An interdisciplinary approach to the engagement of Comparison as the catalyst for internal feedback: A theoretical model Developing a cross-cultural mindset for our ‘Generation-Z’ student students in the effective educational use of communication and and implications for practice RESEARCH PAPER (30 minutes) collaboration platforms RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) The future of work, jobs and career is increasingly called into question, This research paper focuses on the ‘comparison’ processes by which driven significantly by technological, cultural and social acceleration. An enterprise level social learning platform can be used to build a students generate internal feedback and the impact of different types Multinational employers are looking for the ‘Generation-Z’ student to learning community, thus enriching student learning experiences of information (e.g. teacher comments, peer works, a video) on such demonstrate ability to work collaboratively with teams all over the through technology (theme 3). The paper proposes gaps in the feedback generation. It explores how to turn tacit and informal world. To meet this demand, Ulster University has designed and understanding of the model which stem from the empirical evidence comparisons into deliberate and formal comparisons so as to increase incorporated a module called ‘Cultural Awareness’ (values, traditions that students often lack engagement with educational e-communities the power of internal feedback. This ‘paradigm shift’ in feedback and practices) into the curriculum to prepare our students for that academics attempt to use to connect with them. The business and thinking opens up a completely new agenda for research and practice. employability in the international world of work. marketing e-community development literature will be used to explore the key drivers of successfully developing engagement in e- Professor David Nicol Frances Devine communities with the key generally accepted and validated constructs Research Professor, Adam Smith Business School, University of Glasgow Course Director, Ulster University discussed. A model is proposed to participants that connects Stahl’s social knowledge building cycle and personal understanding cycle using Dr Donna Caldwell a separate, but bridging, set of moderator constructs which come Employability Adviser, Ulster University together to form a learning community engagement cycle Dr Adrian Devine Gill Holden Lecturer, Ulster University Lecturer in Accounting, Newcastle University Business School

David Grundy Senior Lecturer in Digital Education, Newcastle University Business School

Marc Bennett Learning Technologist, Newcastle University Business School

16:30 The future helix: Industry, student and higher education collaboration Transitioning to a workplace mind-set: formalising reflective role play Do high-calibre students choose to do work placements or do high- RESEARCH PAPER (30 minutes) to develop an integrated undergraduate curriculum in the business calibre students complete work placements? This research focusses on the linkage between industry, students and school RESEARCH PAPER (30 minutes) higher education and involved industry involvement in the re-design of RESEARCH PAPER (30 minutes) There is substantial evidence that the learning associated with work an undergraduate module and student involvement in module delivery. placements can enhance academic performance. Our paper produces a Participants will learn the process that was followed for this project and This paper documents the use of reflective role play in the teaching of clearer analysis of the impact of work placements by distinguishing the key lessons learnt from its implementation, leading to a best business strategy at undergraduate level. While the typical students on the basis of their intentions signalled at enrolment. Our practice approach to implement moving forward demographic of an undergraduate student may not provide great findings suggest that academically stronger students are more likely to experience of strategic decision making, by introducing structured role choose to do a work placements at enrolment. Further self-selection is Dr Samantha Burvill plays we can replicate the stresses and challenges of this. The paper evident through the significantly better academic performance Senior Lecturer, Swansea University School of Management offers a number of structured role play activities and demonstrates how throughout the degree exhibited by students who successfully professional reflection allows the student to synthesis their broader completed a placement, better even than those who signalled their Barrie Davies learning, using strategic decision-making as an integrative vehicle. intention to do one but were unsuccessful in doing so. Programme Director, Fujitsu Dr James Cunningham Dr Michael McCann Academic Team Lead, Aberdeen Business School, Robert Gordon Senior Lecturer, Nottingham Trent University University 10 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout iv. Developing enterprising, ethical and Breakout v. Outside of the box education Breakout vi. Outside of the box education Breakout vii. Personalised learning journeys work-ready graduates 16:00 Debunking the digital natives myth: Supporting From classroom to textbook and back again: No icebergs, no onions: An innovative approach to ‘Lost in the UK’: Assumptions and realities of widening participation students with their digital exploring innovative pedagogical materials to cross-cultural Integration at Huddersfield Business Chinese students’ HE experiences literacy develop experiential, critical and engaged forms of School WORKSHOP (60 minutes) WORKSHOP (60 minutes) learning WORKSHOP (60 minutes) WORKSHOP (60 minutes) Barriers to understanding Chinese students’ learning This workshop will take an interactive, innovative This workshop draws upon the authors’ and editors’ This workshop introduces the fundamental elements journeys include stereotyping and emphasis on and practical approach to exploring the problems experiences of developing Organizational Behaviour of cultural difference; how our cultural worldview, as academic skills. This workshop aims to offer a more faced by many of our students. We assume they are (Oxford University Press) and presents examples of logical as it may seem to us, is not the only one multi-dimensional ‘gateway’: it acknowledges less 'digital natives' (Prensky, 2001) but the reality is very how adopters use the textbook and accompanying possible. We explore why fundamental aspects of noticeable affective and more noticeable different and we will explore why... and what we can pedagogical materials. It invites participants to share world view may differ according to culture and how behavioural & cognitive aspects of student do about it. experiences of their use of textbooks and those differences in our world view impact on cross engagement; it combines pastoral and academic accompanying materials, focusing on the delivery of cultural team working, both during the university stakeholder perspectives provided by both English Dr Peter Wolstencroft critical thinking skills, experiential learning and experience and beyond into the global workplace. and Chinese tutors from both UK and Chinese HEIs; it Associate Head of School, Coventry University engagement with contemporary workplace issues. is informed by individual interviews with Chinese Jo Thomas, Academic Development Manager, students. Dr Xue Zhou Dr Scott Lawley, Associate Professor, Nottingham University of Huddersfield Assistant Professor and Academic Developer, Business School Dr Paul Fallon Coventry University Sara-Jane Postill, Academic Development Manager, Senior Lecturer and International Lead, Lancashire Nicola Hartley, Commissioning Editor, Oxford University of Huddersfield School of Business and Enterprise, University of University Press Central Lancashire Kirsten Jones, Senior Lecturer, University Professor Daniel King, Professor of Organisation Huddersfield Studies, Nottingham Business School

11 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout viii. Roundtable Discussions 16:00 1. Working with students as our partners to deliver new and innovative approaches to improve learning, 6. Playing hard to get: Employer challenges in ‘work-romancing’ students teaching and research and in so doing enhance student engagement In this discussion I will share insights from a case study attempting to embed employability into the This session will focus on ways in which we can work with our students as our partners to deliver new and curriculum through employer-focused assessment, and highlight the challenges arising from student apathy innovative approaches to improve learning, teaching and research and in so doing enhance student and disengagement with the process. We will discuss the implications for employer and employability- engagement. In particular we will look at the practicalities / specifics of partnership working, the key focused university ambitions and challenges of preparing work-ready graduates. challenges and potential solutions. Dr Usha Sundaram, Associate Professor, University of East Anglia Tracey Holker, Assistant Professor, Coventry University Business School 7. Non-profit consulting projects for undergraduates: developing the skills for Industry 4.0 through ethical 2. Managing effective learning collaboration within higher and degree apprenticeships business education

Gillian Saieva, Head of Business, Finance & Accounting, Higher and Degree Apprenticeships, Dr Patrick McGurk, Deputy Director Education, Queen Mary University of London Celia Walters, Apprenticeships Programme Manager, Solent University 8. Has the personal tutorial got a role to play in supporting the development of feedback literacy? 3. Exploration of the data literacy skills of business and management graduates. What is the effect of skill Do you struggle to ensure personal tutorials are well attended? Could a dialogue around continuous levels in this area on graduate employability in business? improvement, provide a clear purpose? Could there be a new role for the personal tutorial that deepens the As a former data management practitioner I am aware of how vital data literacy is in business. As an tutor-student relationship through engagement with strategies of self-regulation? Could this then develop academic I feel we do not prepare our graduates sufficiently in this area within Business and Management feedback literacy as a skill for life-long learning, in turn supporting attainment and positive mental well- degrees. being? Come and join the debate.

Liz Cunningham, Senior Lecturer, Newcastle Business School Liz Gee, Associate Dean, Fashion Business School

4. How can academics encourage and enable students to develop the employability skills they need for a 9. Exploring assessment and feedback through a different lens: Business school academics in management successful career? roles undertaking doctoral studies This roundtable discussion will investigate the roles Academics can take in helping students to prioritise and Academics engaging in a programme of intense study whilst working full time reverses the usual staff/ engage in their skills development. We will explore: What motivates students to maintain focus on their skills student status. This discussion allows us time to explore insights into assessment and feedback, touching on development throughout their degree? How can the development of employability skills be embedded into themes like the mechanics of student submission, interpreting assignment instructions, confidence- teaching, learning and assessment? shattering comments in a stressful world …and consider making changes to our practice as a result.

Nicky Thomas, Senior Lecturer, University of Exeter Erica Cargill, Academic Strategic Lead - Department of Management, Aberdeen Business School Garry Carr, MBA Course Director, School of Business Strategy, Operations & Enterprise, Leeds Beckett 5. Equal opportunities for success in the graduate labour markets. A personalised approach? University This discussion will explore the opportunities that a personalised approach to working with our students Lesley Glass, Associate Dean Visiting Lecturers, Hertfordshire Business School might offer in the context of career development. Particular focus will be given to how this approach might Dawn Howard, Senior Lecturer in Organisational Behaviour (Management), University of Sussex Business better support students from lower-socio economic backgrounds. The discussion will be an opportunity to School share good practice and to consider new ideas in the area of career development in the formal syllabus and beyond. The session will also explore opportunities for future cross institutional collaboration and networking 10. How do UK universities support commuter students? in the area of career development. Recently students have increasingly chosen to live at home whilst studying; over 25% of UK undergraduates (440,000) are now “commuter students”. It is widely accepted that commuter students obtain poorer Jill Webb, Director of Teaching and Learning, outcomes and academic experiences than their campus-based peers. This roundtable discussion explores Caroline Chaffer, Director of Undergraduate Programmes, University of York challenges faced by commuter students and seeks to share recommendations to enhance their academic experiences and outcomes.

Dr Kay Emblen-Perry, Senior Lecturer, Department of Management and Finance, Worcester Business School

17:00 End of Day One 19:00 Drinks Reception & Gala Dinner at Titanic Belfast 12 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Day Two: Wednesday 13 May

08:50 Registration and refreshments

09:20 Welcome Anne Kiem, Chief Executive, Chartered ABS Professor Heather, Pro Vice-Chancellor/Dean, Faculty of Business and Law, De Montfort University; Vice Chair, Chartered ABS LTSE Committee

09:30 Keynote Address Speaker to be announced

Breakout i. Collaborating with employers, students other disciplines Breakout ii. Enriching learning through technology Breakout iii. Developing enterprising, ethical and work-ready graduates 10:20 Cocreation through action research with employers, students and staff for Online students as consumers or producers of knowledge? Designing curriculum to develop entrepreneurial competencies: an employability development Challenges and enablers evaluation of educational approaches and the EntreComp framework RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes)

This doctoral study evaluates a transitional Community of Practice between This research examines the roles of both students and tutors in an Various entrepreneurship education tools and approaches (business employers, students and academic staff in a first-year marketing classroom. online learning environment. The professional impact of this is to model canvas, lean methodology, business pitching and planning and Through cocreation and action research, stakeholders compared conceptions ascertain if a paradigm shift is evident and if so, what impact it computer simulation) have been utilised in the design of a year-long of key graduate attributes, and identified attributes for focus in the next presents to UK HEIs in terms of module and course planning, business start-up undergraduate model. Using the EntreComp teaching cycle. The study explores how cocreation did, and did not, support delivery, and assessment. Framework, this presentation assesses the extent to which each learning, and psychosocial barriers to effective cocreation processes for education tool and approach has impacted students’ entrepreneurial developing pedagogic approaches. Dr Helen Shiels, Lecturer in Management, Ulster University competencies. It will also offer a critique of the EntreComp Framework Business School in terms of its usefulness in curriculum design. Sara Bird, Faculty Director for Learning and Teaching, Bristol Business School, University of the West of Professor Diane Sloan, Professor of Learning and Teaching, Dr Adam Frost Newcastle Business School Lecturer (Education) in Entrepreneurship, Queen's University, Belfast

10:50 Creativity outside the creative disciplines: a cross disciplinary study of Virtual learning environments: Student engagement, Adopting a skills development framework in work integrated modules business and history students perceptions and performance RESEARCH PAPER (30 minutes RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) Further details to be announced This longitudinal interdisciplinary study explores student perceptions of We examine the impact of VLEs on student achievement by creativity, and mechanisms to encourage student creativity in disciplines not analysing measures of both actual and intended VLE use against Dr Iro Konstantinou regarded as inherently creative – Business and History. We will provide an actual performance from two year-through business modules. Our Research Subject Leader, overview of student creativity and the study results. There will be findings examine the impact of VLE engagement by content type opportunity for participants to explore the topic and consider mechanisms to and module, and consider the issue of whether measuring student encourage creativity in student work in their own teaching. perceptions matches actual VLE use, and whether either are linked to student performance. Dr Maria Kutar, Senior Lecturer in Information Systems, Melanie Powell Dr Marie Griffiths, Reader in Digital Technologies, Salford Business School Senior Lecturer in Economics, Derby Business School Dr Jamie Wood, School Director of Learning and Teaching, School of History and Heritage, Dr Eugene Michaels Senior Lecturer in Economics,

13 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout iv. Post-experience education Breakout v. Outside of the box education Breakout vi. Effective assessment & constructive feed-forward

10:20 Management development through action research: Insights & lessons Beyond the LSP duck-verse; a LEGO serious play workshop on Video assessment: An innovation for students and assessors? from a case study on social prescribing undertaken as part of an MBA-DA equality diversity & inclusion WORKSHOP (60 minutes) programme WORKSHOP (60 minutes) RESEARCH PAPER (30 minutes) This three-part workshop begins with Fodhla McGrane explaining how Our workshop uses the LEGO® SERIOUS PLAY® method and she used ‘video’ assessment this year, including details of the actual Action research emphasises the importance of emergent inquiry that materials to investigate the complexity of equality diversity and assessment and results. Secondly, Antoine Rivoire explains how he integrates academic knowledge with organisational understanding to help inclusion in management education. This approach provides a enabled the project, showcases his ‘Student Guide to Video define and through action resolve work-based problems. This emphasis non-intrusive and non-threatening means of investigating the two Assessment’ and examples of students’ videos. 30 mins Q&A follows to provides a platform for continuous action, reflection, personal learning and concepts and their relevance to business education as well as the discuss video assessment, the pros and cons, and impacts on students. ongoing organisational development. It therefore holds great potential for dilemmas that academics may face in teaching these complex and making post-experience education more relevant to managers in addressing multi-faceted subjects. Dr Fodhla McGrane challenges within their workplace. The purpose of this paper is to illustrate, Lecturer, Ulster University Business School via a case study on social prescribing undertaken as part of an MBA-DA, how Dr Alexander Kofinas action research can facilitate both management development and instigate a Principal Lecturer in Strategy, University of Bedfordshire Antoine Rivoire process of change within an organisational setting. Educational Technologist, Office for Digital Learning, Ulster University Dr Crystal Tsay Dr Thomas Scanlon Senior Lecturer in Human Resources and Organisational Deputy Head Department of People and Performance, Manchester Behaviour, Metropolitan University Dr Anna Romanova Building and sustaining long-term connections with PGT students using Associate Professor, University of Greenwich 10:50 relationship marketing approaches RESEARCH PAPER (30 minutes)

A small scale, qualitative study was undertaken at a Birmingham based Business School. It considered whether Relationship Marketing (RM) approaches could better assist universities in recruiting and retaining PGT students, more so than traditional Marketing approaches. This paper outlines the application of RM approaches, highlighting the importance of satisfaction, service quality in building loyalty, trust and commitment with PGT students.

Wendy Tabrizi Head of Marketing & Strategy Group,

Dr Anna Ackfeldt Senior Lecturer in Marketing, Aston Business School

Professor Helen Higson Provost, Aston University

14 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout vii. Presentations powered by PechaKucha

10:20 1. The value of giving back: The not-for-profit consultancy project in the MBA program 5. The 6 P's of critical thinking learning The AMBS Not-for-Profit (Nfp) Consultancy Project combines the academic rigour of conducting a research Critical thinking is a vital graduate attribute preparing students for an increasingly uncertain future. To project but goes beyond the academic literature in experience learning outside the classroom; incorporating achieve this at the level of the individual student we need to focus on the way in which students the opportunity for charities to get a value added-service they can’t afford, the opportunity for students to experience learning. When termed like this, we consider what enables critical thinking learning and understand the importance of giving back and local engagement for the global MBA student. outcomes, from an individual student’s perspective. Dr Ivory’s ‘6 P’s of Critical Thinking Learning’ will help any teacher integrate critical thinking into large cohort lectures or small group tutoring. Patricia Perlman-Dee Senior Lecturer, Alliance Manchester Business School Dr Sarah Ivory Lecturer, Business School 2. Using collaborative online international learning projects to enrich students' learning experiences This PechaKucha will contribute to theme 8: Developing enterprising, ethical and work-ready graduates. It will 6. Creating a personalised learning journey through lecture maps demonstrate how business schools can better prepare students for graduate level careers by embedding Students at times find it difficult to apply or link knowledge learned from one module to another. To try to business practice as part of curriculum design and content. Research often reveals a growing tendency towards help students see the bigger picture, maps have been produced showing on a week by week basis the an embedded curriculum focused practice. By the end of the presentation attendees will have an topics covered across the degree for each stage. This allows connections to be highlighted and cross understanding of benefits and challenges of this embedded approach, a lessons learnt from Coventry University subject links to be made, helping to create a clearer and more personalised student journey. London. Dr Andy Holden Alison Maton Senior lecturer, Newcastle University Senior Lecturer Hospitality and Tourism, Coventry University London 7. Back-on-track: Supporting repeat-year students to progress Dr Hany Wells This session will outline Hertfordshire Business School’s ‘Back-on-Track’ programme for repeat-year Associate Dean - Student Experience and Quality Assurance, Coventry University London students, based on a personalised learning agreement with additional workshops, coaching and monitoring. Input and impact analyses will demonstrate the rationale for resourcing an intensive credit- 3. Brick dominant logic: Bringing marketing to life with lego recovery programme, highlighting the benefits for both students and the institution. Explaining the varying forms of value co-creation can be a dry theoretical domain. Instead, we used an applied exercise sequence of trading, building, and explaining to embody the cocreation process in hands-on Sara de Sousa experiences. The presentation covers the how, the why, the bricks, and the response from the student cohort Student Success Lead, University of Hertfordshire to a novel means of making the value concept click. Maria Banks Dr Stephen Dann Associate Dean Student Experience, University of Hertfordshire Senior Lecturer, Australian National University

4. Empowering academic leadership 8. How to integrate the EPA within the apprenticeship programme (MSc Senior Leadership) Further details to be announced This presentation will document the importance of integrating the End Point Assessment (EPA) when establishing an apprenticeship programme so that a more engaging and dynamic environment is created Dr Amanda Miller and the EPA is connected to all of the modules within the programme rather than as a ‘bolt-on’ at the end. Education Lead, Manchester Metropolitan University Yvonne Moogan Linda Matthews Associate Professor of Online Business Education and Director of Apprenticeship Programmes, Leeds Senior Lecturer, Manchester Metropolitan University University Business School

11:20 Break

15 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout i. Effective assessment & constructive feed-forward Breakout ii. Learning beyond the classroom Breakout iii. Personalised learning journeys 12:00 This is not plagiarism however it is a bad use of "power phrasing”: Student resilience: challenges, coping strategies and resources Understanding similarities and differences in student experience Assessment of home and International student (mis)understandings of RESEARCH PAPER (30 minutes) preferences and the implications for personalisation citation practice This research investigates students’ resilience in the context of RESEARCH PAPER (30 minutes) RESEARCH PAPER (30 minutes) higher education. Most students will face challenges during their Using a business school student experience drivers study, the The study of academic integrity frequently focusses on why students elect to studies, and some students will thrive from them. The results of a presentation will review the impact of profile characteristics (gender, “cheat”. A limited number however address more practical underpinnings of qualitative study are presented to illustrate both the key UG/PG, year of study, ethnicity) on student needs. Similarities and academic integrity as an educational activity. The presentation will discuss challenges faced by students and the resources that resilient differences in this will be identified and in turn these will provide useful the outcomes of an empirical study, conducted over 2 years, to uncover the students use to cope with them. insights in to those looking to understand the needs of students when stumbling blocks presented by academic writing for students, and student designing and delivering personalised experiences. (mis)understanding of what is and what is not plagiarism. Dr Caterina Presi Associate Professor of Marketing Practice, Leeds University Julie Rosborough Sarah Carnegie, Lecturer in Human Resource Management, Newcastle Business School Principal Lecturer, Nottingham Business School University Business School.

Dr Elaine Tan, Lecturer in Education Innovation, Newcastle University Business School

Breakout iv. Collaborating with employers, students other Breakout v. Effective assessment & constructive Breakout vi. Learning beyond the classroom Breakout vii. Outside of the box education disciplines feed-forward 12:00 Co-creating entrepreneurial education to support the New ideas for assessments The climate emergency and the end of 'beyond the Discovering your inner Aristotle. Engaging future of work WORKSHOP (60 minutes) classroom' student travel? students using social media and Aristotelian WORKSHOP (60 minutes) Over time, the MBA Elective courses on the Full- WORKSHOP (60 minutes) rhetoric as a tool for critical thinking (and other In today’s dynamic society, we are facing future of work time and Global MBA Programs at Alliance The emerging environmental crisis and the things) challenges that demand new ways of thinking and of Manchester Business School (AMBS) has moved declaration of a Climate Emergency demands we WORKSHOP (60 minutes) delivering programmes, Ulster University Business School is away from traditional closed book exams and reevaluate many of the established practices Many students are hesitant to think critically, yet co-creating new learning models for the new world of instead incorporated a range of other type of associated with teaching and learning. In this context such skills are highly sought after in the work. The highly interactive workshop will showcase best assessments. In this highly interactive workshop, we will examine the future for student engagement workplace. As such, this begs the question, as practice in experiential and blended action-learning you will explore what innovative assessments in international (and beyond the campus) curriculum educators, how do we teach students critical through a series of innovative, industry-specific sessions are/could be and how you can use these in your related fieldwork, which is often valued as a thinking skills and how can we do this in an own courses. significant component in personal and professional engaging and inspiring way? One way to do this is Professor Heather Farley, Professor of Management development. This workshop will assess the possible to draw on the work of Aristotle’s rhetoric. Education, Associate Dean (Education), Ulster University Patricia Perlman-Dee alternatives to this long established practice, Rhetoric is based on proofs, syllogisms and Business School Senior Lecturer, Alliance Manchester Business consider the legitimacy of strategies which might arguments, which activate the mental ability of School reduce the impacts of travel and explore the issue as humans and therefore promote creative and Dr Shirley Davey, Lectures in Innovation and Management an opportunity for learning and developing critical thinking. This workshop introduces a fun Development, Ulster University Business School conceptual frames for learning and out of the box technique to engage students in critical thinking drawing on Aristotelian Judith Wylie, Course Director BSc Hons Business Darren Hoad rhetoric as a framework. Technology, Ulster University Senior Lecturer in Business and Management, Bath Spa University Dr Lucy Gill-Simmen Frances Devine, Lecturer, Ulster University Lecturer in Marketing, Royal Holloway, University Dr Andrea Reid, Programme Director MSc Marketing, of London Lecturer Business Communication, Ulster University

Professor Gillian Armstrong, Director of Business Engagement, Ulster University Business School

16 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout viii. Roundtable Discussions

12:00 1. Ways to enhance learning through cross-national interaction 5. Student placements: Bringing work experience back into the classroom International students make up 20% of the student body and the proportion of international students in Year in Industry programmes give students the opportunity to learn in and through employment. Work Business Schools is even higher. With ever-changing expectations of our students (both local and international), placements offer a space for students to contextualise the theories and frameworks that they study in their skills and the job market, what are the challenges academics face and are they equipped sufficiently to university. How we can further develop students’ learning when they return for their final year of studies make the best use of this phenomenon? We will focus on two questions: (1) Should academics actively facilitate after completing their Year in Industry? intercultural interaction? (2) Can you share any methods you have used to facilitate intercultural interaction or do you know any methods others have used? Julia Hodgson, Lecturer, Management School Professor Liz Crolley, Associate Dean of Undergraduate Programmes, University of Liverpool Dr Geethanjali Selvaretnam, Senior Lecturer, University of Glasgow Dr Wenya Cheng, Lecturer, University of Glasgow 6. Less is more, the value of unstructured learning in higher education Dr Barbara Czarnecka, Associate Professor, School of Business, London South Bank University 2. Feel the fear and do it anyway: Objections and solutions to online learning Online learning promises to democratise learning, allowing students to access new knowledge and skills in a 7. A sense of belonging: Promoting a positive learner community identity way which is affordable, convenient and sustainable. Yet, far from being a ‘silver bullet’ many academics are This round table discussion will focus on how we can we harness the curriculum to promote a positive concerned about abandoning tried and tested methods of teaching, the quality of online courses and workload. sense of learner identity and community. The session aims to explore innovative solutions that have In this roundtable, Matt will facilitate a discussion around the hopes and fears of online learning with a view to demonstrated impact both in terms of promoting a positive identity and sense of belonging, and also in discovering if online really is the future. The opinions and statements will also be used (if permitted) to begin a terms of enhancing learner retention, achievement and progression. scholarship project exploring the leadership challenges of online implementation. Angela Mazzetti, Senior Lecturer in Management Practice, Newcastle University Business School Dr Matt Offord, Lecturer in Technology Enhanced Learning and Teaching, Adam Smith Business School 8. Professional competence frameworks and personalisation: Their role in employability 3. Digitalising learning opportunities to enhance student experience In this roundtable, we will question the role and function of personalisation and/or professional Digital platforms, beyond conventional Virtual Learning Environment (VLE), are becoming increasingly competence frameworks in supporting and guiding the development of student employability. Of prominent part of modern teaching delivery styles. Using online tools such as webinars and Microsoft Teams as particular interest will be what this means when it comes to the dominant(?) approach to work in this area mandatory elements for dissemination of academic activities provides enhanced student experience, especially within business schools and the related outcomes. as it increases coverage and accessibility for students beyond classroom and positively impacts learning. The discussion will provide an opportunity to explore innovative digital platforms for enhancement of student Dr Richard Howarth, Marketing Academic, Nottingham Business School experience. Dr Seamus Allison, Course Leader, Nottingham Business School Helen Sharp, Principal Lecturer in Marketing, Nottingham Business School Professor Vish Maheshwari, Associate Dean – Students, 9. Levelling inequalities in access to PG programmes: The impact of the postgraduate loan 4. #NBSdiscover The Postgraduate Loan has allowed for a significant expansion in Master’ numbers. This discussion allows In this roundtable we will share the details of an induction project we run at scale at Nottingham Business us time together to reflect on this expansion. Has the Postgraduate loan reduced the perceived School. The project takes students outside of the classroom, to explore Nottingham city centre through the lens inequalities in access to Postgraduate Education. Further, given there are few specifically postgraduate of a contemporary business issue. The session will provide insight into how we engage students, staff and jobs outside of particular specialist areas (such as academic research) It is also unclear what Postgraduate external organisations with the project. students do after graduation and what factors affect master’s their destinations.

Amanda Thompson, Director of Taught Undergraduate Programmes, Nottingham Trent University Garry Carr, MBA Course Director, School of Business Strategy, Operations & Enterprise, Leeds Beckett Dr Shelley Clark, Head of Personalisation and Experiential Learning, Nottingham Trent University University

13:00 Lunch

17 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Breakout i. Outside of the box education Breakout ii. Enriching learning through Breakout iii. Personalised learning journeys Breakout iv. Outside of the box education technology 14:00 What’s wrong with our box and what we’ve put in it? An Using technology in active blended learning to Through the lens of students: How self-reflection, Enabling innovation: practical measures and exploration of employers’ need for creativity accelerate praxis gains for employability coaching and community is enhancing their considerations WORKSHOP (60 minutes) WORKSHOP (60 minutes) personal & professional development and student WORKSHOP (60 minutes) Following indications from several recent global surveys experience This workshop addresses the practicalities that creativity is a skill of which employers are increasingly Dr Elaine Yerby, Senior Lecturer in Practice, WORKSHOP (60 minutes) associated with introducing innovative in need, and which they are not finding in graduates, the London school of Economics Learn about UEBS’s innovative Edinburgh Award (EA) approaches to learning into a degree course, and presenters have undertaken detailed research with programme for Personal and Professional considers tensions between the demands of employers to explore this in more detail. The workshop Rebecca Page-Tickell, Director of MBA Development. Hear from Rona Doig and Mally Smith, academics, students, and a range of other will entail a brief presentation of the key results, Programmes, University of East London UEBS/EA Alumna, who will share findings from her stakeholders including external interspersed with activities that will explore the MSc dissertation research on this programme. partners. Participants will be able to relate these implications for curriculum development, pedagogy, and Experience some of the EA’s tools, exploring how factors to settings with which they may be relationships between educators, careers advisors and self-reflection, coaching and community can enhance familiar and will discuss how to create a climate employers. PPD, student-experience and engagement. within which educational innovation is encouraged. Elaine Clarke, Senior Lecturer, Aston Business School Rona Doig, Head of Student Development, University of Edinburgh Business School Dr Martin Rich Chris Wilson, Lecturer in Learning Innovation and Senior Lecturer in Information Management, Cass Professional Practice, Aston University Mally Smith, MSc Alumna, University of Edinburgh Business School Business School Breakout v. Effective assessment & constructive feed-forward Breakout vi. Personalised learning journeys Breakout vii. Developing enterprising, ethical and work- ready graduates 14:00 Can multiple small feedback activities improve student performance? Assessment choice: narrowing or widening gaps in achievement? Innovative teaching practices in developing enterprising, Evidence from a final-year compulsory module RESEARCH PAPER (30 minutes) ethical and work ready graduates RESEARCH PAPER (30 minutes) Choice in assessment topic/mode is widely accepted to reduce attainment WORKSHOP (60 minutes) gaps and help engage students. However, this pilot study with students from Further details to be announced across one university and staff from multiple institutions suggests that, while This workshop will give attendees insight into how the many students cultivate career aspirations and increase grades though Scottish Innovative Student Awards ( SISA) model is being Dr Peter Hughes, Lecturer in Economics, positive choices, others suffer lower grades, anxiety and poorer student used to enhance the student experience in Scotland and Dr Antonio Rodriguez-Gil, Lecturer in Economics, University of Leeds satisfaction. We review implications for scaffolding of fair and effective prepare students across all disciplines and levels for the Dr Juliane Scheffel, Lecturer in Economics, University of Leeds choice in assessment. future. There will be a focus on how this model is being integrated across different HE curriculums and used to Sara Bird, Faculty Director for Learning and Teaching, Bristol Business School, validate the work being done by academics to prepare their University of the West of England students for the future and to help students identify when 14:30 Closing the loop: using holistic rubrics for effective assessment and Session to be announced they are getting exposure to these future facing skills and feedback why. Attendees will get practical experience of the RESEARCH PAPER (30 minutes) pedagogies being used throughout SISA and the opportunity How can rubrics help students to improve their performance without to reflect on how they might use them. increasing staff workload? This paper discusses the introduction of holistic assessment and feedback rubrics in our Business School. It begins by Ann Davidson, Enterprise Programme Manager, Scottish explaining what a holistic rubric is by situating the discussion within the Institute for Enterprise pedagogical literature. It then sets out the benefits to staff and students of Dr Pauline Bremner, Lecturer, using this approach, both in academic terms and for student well-being. Dr Joy Perkins, Educational & Employability Advisor, Sarah Honeychurch, Teaching Fellow, University of Glasgow

15:00 Close of conference

18 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Digital Posters

Mind the gap: Contextualising graduate liminality through Enhancing the method of adaptive comparative judgment to Supporting the student journey: A 360 approach to extra transition design interventions improve assessment design, peer evaluation and feedback curricula activity

Contemporary research, practice and higher education policy has We look at Comparative Judgment marking, in which a peer This poster explores the range of extra-curricula activities our broadly affirmed the importance of employability in safeguarding assessor compares two assignments and selects the better of the department has implemented to support student journey. As a strategic graduate outcomes. Furthermore, several authors posit two. A special advantage of Comparative Judgment is that large department, we recognise the importance of having a range the value of eliminating graduate liminality via transition design to assessors are generally reluctant to assign marks to their peers of mechanisms in place to achieve this. This poster tells a story of ‘’allow student space to develop their work identity’’ Without this directly but are happy to make pairwise comparisons. Our pilot our implementation journey, including our achievements and support, many risk outcomes of being unemployed, economically project builds on this methodology, testing for sequence order and challenges. inactive, or perennially seeking for work. This poster presents a depletion biases in the assessment process. contextualised illustration of embedded transition design Anna Egan interventions and the impact on planned graduate outcomes and Professor Leighton Vaughan Williams Reader, Accounting and Finance, Manchester Metropolitan pedagogy. Professor of Economics and Finance, Nottingham Business School University

Andrew Amayo Anna Hard-Watmough Senior Lecturer, Birmingham City University Deputy Head of Department, Manchester Metropolitan University

Catherine Youds Senior Lecturer, Manchester Metropolitan University

Fostering academic socialisation through peer assisted learning Does academic performance depend on undergraduate student The ‘narrated PowerPoint presentation’ as an alternative to attendance rate? University attendance policies and their traditional assessed oral presentations On this poster we present our reflections and experience of reception by the undergraduate students developing a Peer Assisted Learning (PAL) programme for a period This poster reports on the use of 'narrated PowerPoint of three years. Academic Socialization, fostered through PAL, The poster provides with an overview of different attendance presentations’ as an alternative tool for summative group resulted in phenomenal improvements on student attainment and practices adopted in interviewed universities and compares the assessment in a large MSc class in the field of retention. Students holding non-traditional entry qualifications – university motivations with the student reception of these policies. Business/Management. It highlights the key facets of this novel BTECs - and those coming from less advantageous socio-economic The study also presents the results of the analysis of the approach, weighs-up the associated benefits and challenges from backgrounds benefited the most from their engagement with PAL. relationship between the undergraduate students’ performance the instructor and student perspective, and considers its and the attendance and aims at proposing an “optimal” applicability in different learning and teaching scenarios. Dr Grigorios Theodosopoulos attendance policy formula, the one which assures that all the Senior Lecturer in Accounting, Brunel Business School academic objectives are met on one side and the student Dr Mike Crone, Lecturer (Education) in International Business, reception of the same is constructive. Queen’s Management School Sue Hardman Senior Lecturer in Financial Accounting and Auditing, Brunel Wioletta Nawrot Business School Teaching Professor, ESCP Business School

19 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

Educators' and learners' views about the adoption of Virtual Re-placing the placement: Enhancing the work placement The Future Leaders Certificate: Preparing our MSc students for Reality technology within HE and potential pedagogical experience of Newcastle University Business School students the future of work challenges Students who had spent a year on placement often referred to it The Future Leaders Certificate’, is an extra-curricular programme Virtual Reality (VR) has the potential to significantly alter how as the best experience of their lives. At the same time, they were for MSc students which has been successful in developing educators teach and how learners learn. However, extant research among the most dissatisfied graduates in 2019 NSS. What was enterprising, ethical and work-ready graduates. Students found that some students were less pleased with modules using causing dissatisfaction and how could it be prevented? These developed a range of skills such as creativity, communications, Internet technology compared with traditional methods. questions sparked a pilot project for enhancing overall student networking, working with others including companies, and digital Furthermore, the adoption of VR has been slow partially because experience with work placement, presented in this poster. capabilities by attending guest lectures, workshops, working on of the cost and content. Using the case of Greenwich Business live projects and finally an international entrepreneurial trip to San School, this poster illustrates how educators and students view the Dr Ana Popovic Francisco. adoption of VR and the potential pedagogical challenges. Lecturer in Marketing, Newcastle University Business School Dr Nicki Newman Michael De Domenici Dawn McCartie Director of Postgraduate Taught Programmes, Birmingham Head of the Department, Department of Marketing, Events and Lecturer in Marketing, Newcastle University Business School Business School Tourism, University of Greenwich Business School Sandy Purewal Dr Hyunsun Yoon Using a digital one minute paper in business school classes to Skills Development Consultant, Senior Lecturer in Advertising and Marketing Communications, increase participation and engagement, and improve student Department of Marketing, Events and Tourism, University of experience Using social media in teaching and learning in higher education Greenwich Business School The poster discusses the use of a digital one-minute paper (DOMP) This poster aims to present different types of social media tools Enhancing Indian MBA students’ employability through an feedback mechanism across a range of disciplines in UK business that could be used to support teaching and learning e.g. Online experiential and inclusive learning residential: A longitudinal schools. Addressing the conference theme of “enriching learning blogs, YouTube, Facebook, Twitter, Linkedin other online study on student self-development outside of the classroom through technology” the poster will be of particular interest to application such as Mindmeister. It provides some best practices in those engaging with large classes, new teachers who want more exploring how students learn and building up active learning Further details to be announced detailed feedback of their teaching development and anyone communities. This poster suggests some interactive teaching and interested in improving student engagement and enhancing learning approaches that could be used to identify and measure Dr Victoria Jackson student experience. learning gains as a key foundation for student experience. Senior Lecturer in Business, Full Time MBA programme lead, Lancashire School of Business and Enterprise Alison Gibb Dr Mohamed Saeudy Lecturer in Marketing, University of Glasgow Senior Lecturer in Accounting and Finance, University of Bedfordshire Dr Paula Karlsson-Brown Lecturer in Management, University of Glasgow

Dr Paul Ferri Senior Lecturer, University of Glasgow

20 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020 #LTSE2020

21 *Timings and session details (titles/speakers) are provisional and subject to final confirmation charteredabs.org/events/ltse2020