A Toolkit For Enquiry Based Learning In Business Related Disciplines

A Toolkit For Enquiry Based Learning In Business Related Disciplines.

P.B.Morrison & H.Smith, T.Dallmann, S.Seeberg & J.Stewart, Dundee Business School, University Of Abertay

This work is the culmination of a project funded by a Higher Education Academy-BMAF grant with the purpose of producing a toolkit to help colleagues produce Enquiry Based Learning (EBL) materials for use in their teaching. The paper is in 3 parts. Part I explores the purpose and benefits of EBL and defines its characteristics. Part II describes work undertaken by 3 students in business related disciplines who worked with academic colleagues in exploring how to incorporate EBL material in three specific modules. These passages are edited versions of the students work, largely in their own words, and should give academic colleagues an insight into EBL from the student perspective. Part III gives some exemplars of material developed and used successfully by a number of different academic colleagues in Dundee Business School which we hope will act as inspiration. Some of the exemplars not only contain elements of EBL, but also of integrated assessment. Whilst EBL need not necessarily contain integrated assessment, we hope that the benefits this entails are recognised and that colleagues consider incorporating this in their teaching where possible. These exemplars, in combination with 6 key criteria for the design of EBL materials, identified by Manchester Centre for Excellence in Enquiry Based Learning, should provide colleagues with sufficient guidance to enable them to create their own materials tailored to their students learning needs.

PART I WHAT IS ENQUIRY BASED LEARNING?

Enquiry Based Learning (EBL) has been defined many times in many ways, but generally a consensus describes approaches to learning that are based on a process of enquiry, study, and research in which the student takes on a lot more responsibility for learning than through more traditional methods of study. (Jackson 2003; Palmer 2000). Within this general definition of EBL, methods of learning and assessment may vary considerably, taking on forms such as problem based learning, experiential learning or self directed research. Whatever the method, it should be student centred.

Kahn & O’Rourke (2005) describe the process as one where “the tutor establishes the task and supports or facilitates the process, but the students pursue their own lines of enquiry, draw on their existing knowledge and identify the consequent learning needs. They seek evidence to support their ideas and take responsibility for analysing and presenting this appropriately, either as part of a group or as an individual supported by others. They are thus engaged as partners in the learning process”

In EBL, students take on more responsibility for identifying precisely what they need to learn and finding resources which will allow them to fill their knowledge gaps. They will learn how to use multiple complimentary resources to facilitate their learning and be able to assess the progress they are making towards their learning goals. In our institution, the process of EBL starts in year 1 of the students’ undergraduate career. As they progress to more senior years, they reach a stage where their learning incorporates more complex elements of EBL. Students become increasingly confident in taking the initiative in their learning and become increasingly responsible for ensuring they complete their learning tasks within each module.

EBL aims to build research skills in students and to ensure they are capable of self-directed learning. This should mean that when they leave university and are in employment they are able to keep up to date with developments in their chosen discipline. In today’s society, it is also increasingly apparent that many graduates will make one or more career changes in their lives (Teacher Training Agency, 2005) or at least seek flexibility and customisation of their career (Benko & Weisberg, 2007). EBL develops the interpersonal skills, life skills and learning skills to facilitate a smoother transition than would otherwise be the case.

Teaching by EBL requires the tutor to engage students in the research process, whilst providing support to enable them to develop the necessary skills. The learning of new subject specific content is concurrent with learning the skills necessary for EBL. Modules involving EBL will be driven by questions. Especially in their earliest exposure to the EBL process, students will need to learn how to ask good questions. The use of academic librarians in helping students develop skills in finding materials from paper and web based journals and databases and then discriminating between sources may also be necessary. Students will also require to learn how to develop critical thinking skills. These skills should not be undertaken in specific skills based classes removed from the subject content. In EBL there is an interconnection between the content and the means of learning and understanding the content. The skills are a vehicle for learning and understanding subject material, but the material is also a vehicle for developing the skills.

EBL often involves the use of group learning. This does not necessarily mean group assessment, although it is possible to combine the two. In group learning, students learn to collaborate with and support their peers and discuss wider issues relating to the subject than they are likely to have considered by working alone. This group learning should involve some degree of support from tutors to ensure that it works constructively.

In 2007, following a change in the first year business curriculum, away from traditional learning and towards EBL, there was an improvement in student retention in Dundee Business School which has recurred every year since. This mirrors the experience of staff at Robert Gordon University who noted similar benefits in their nursing course. (Taylor, 2009). PURPOSE & RATIONALE OF EBL

EBL is designed to ensure students develop transferable skills they can deploy in the future, in any context, but particularly educational and employment scenarios. EBL is not solely about cognitive skills, but also develops originality and creativity. Assessment may be by traditional means, but wherever possible tutors should consider whether it is possible to develop integrated assessments such that the student is also learning through the process of assessment. To facilitate acceptance by students, it is also desirable that EBL becomes the normal means of learning in a programme. It may not be embraced by students as well as might be hoped for if it is seen as different. Student expectations can play a big part in how readily accepted EBL becomes, so early introduction in as many modules as possible should be designed into the programme structure.

When EBL is designed into programs in this way, it enables students to gradually undertake individual and collaborative tasks that may have complex solutions and helps them to formulate a series of questions that gets to the heart of, and eventually solves the problem. Many universities now, including Abertay, have developed a series of Graduate Attributes that they wish to embed into a programme of study. These Graduate Attributes usually define transferable skills (Cairncross, 2009) that employers and professional bodies tell us they wish graduates to have when they complete their studies. (Dawson et al. 2006). EBL is one means of embedding these skills into graduates.

CHARACTERISTICS OF EBL

In EBL, learning is primarily student led and student centred. There will be an emphasis on group learning, and there may also be elements of group assessment. There must therefore be opportunities and resources provided by the university to facilitate this. Much of the learning will take place using web based resources and traditional library resources. A module tutor’s responsibility will be largely that of facilitator. This is most certainly not a passive role. The module tutor must provide encouragement and support to students, and particularly in the earlier stages of a program must monitor the progress of students to ensure they are not floundering. Tasks set by the module tutor should stimulate interest and curiosity in the students, encouraging them to explore the topic widely and see how it interacts with other areas of study. EBL helps in fusing learning across disciplines which is often a problem in modular programme structures. (Bougdah & Montaque, 2006). As study progresses, students will take on more and more responsibility for what they learn, when they learn and how they learn. At later stages of study, EBL should develop to a point where students identify their own required learning needs and set about fulfilling them. They move to a stage where they no longer research topics and questions set by the module tutor, but discover, formulate and research their own questions under the guidance of their tutor. It is also the students’ responsibility to analyse and present whatever evidence they find which answers those questions. BENEFITS OF EBL

Research (Ventura-Medina et al, 2007; Crabtree, 2003) has shown that in modules where EBL is used, students become more engaged with the subject. In a university like Abertay where students often work a significant number of hours in part-time jobs, EBL allows students to develop a more flexible approach to their study and allows them to organise their study and work patterns to reflect their needs. This is likely to lead to better retention and performance. At the same time, allowing them to organise their own study and work patterns in itself develops a key life skill required for employment and lifelong learning.

EBL allows the student to make their learning more relevant to their own needs and future career path. This has a significant motivational effect and is more likely to lead to originality of thought.

In the 21st Century, employers are looking for their graduates to have or have the ability to learn a wide range of skills. Such skills include team working, leadership, originality of thought and creativity, information literacy, presentation skills, problem solving skills, and project management. Students who embody many or all of these skills enhance their employability. EBL develops many of these skills and a programme of study which embraces learning and assessment directed at these skills will therefore enhance student employability. (Dawson et al. 2006)

Students can often find some subjects or topics difficult because of an inability to visualise what they are being asked to learn. EBL can facilitate bridging the gap between theory and practice in a way which allows that visualisation to take place because theory is placed in context more readily than might otherwise be the case. Similarly, students may take a comparmentalised approach to study if their programme is modularised. EBL facilitates a more holistic approach to learning by encouraging integration of interdisciplinary knowledge and skills. (Bougdah & Montaque, 2006)

EBL requires students to be more active than traditional learning methods and this is likely to foster deeper learning. Students are thus also more likely to see the connection between the material they are learning and their real world context. PART II

BMAF FUNDED PROJECT

BMAF funded a project which allowed the opportunity to engage 3 students from different disciplines in Dundee Business School to select a module on their programme of study and explore how Enquiry Based Learning might better be incorporated within the module. Each student spent time researching theoretical aspects of EBL before generating ideas on how to incorporate elements of EBL into the teaching of their respective module. The students then discussed their ideas with the module tutor and their academic research colleagues to try and make them as pragmatic as possible so that some elements could be incorporated into future teaching. This approach produced interesting results and at the end of this section, there is a summary of feedback from staff who worked with student colleagues.

The Students Perspective

Stage 3 module – The Role of HRM

Student: Jamie Stewart (in consultation with Module Tutor: John McKinlay)

Module Learning Outcomes By the end of this module the student should be able to: 1. Discuss how HRM contributes to organisational opportunities and development, and responds to trends and challenges in the contemporary environment. 2. Evaluate in context the role and responsibilities of the HR function. 3. Examine the responsibilities of HRM specialists in managing the employment relationship and the human resources of an organisation.

With large numbers of students the traditional lecture style is inevitable and necessary, but this does not mean that enquiry based learning cannot be incorporated. The lecture content should continue to have theoretical roots and be supported by contemporary practical examples as the use of examples will help students grasp the learning outcomes and realise the relevance of the academic theory. At certain points within the lecture, questions should be posed to students about the role and responsibilities of HRM in a specific predicament. This may result in a 5 minute discussion between class members or the random selection of a student to share their thoughts. The use of interaction in the lecture promotes more immediate understanding and allows tutorial time to be used for higher level exploration of the topic, rather than remediation. The use of role play to emphasise a situation is also possible within a lecture as is the use of a video to give visual impact to a theory. Despite the traditional lecture being the default choice, the potential for activity does exist. All tutorials should be activity based and should employ complimentary techniques to engage students. Group work is an important part of EBL and tutorials should regularly contain an element of group work. Groups should be small and typically consist of four students. Discussion should primarily take place in groups and then proceed to a whole class discussion. Methods used to engage the students will vary depending on the lecture content. Brainstorming sessions, presentations, video analysis, skills exercises and debates can be used to evoke the curiosity of students and facilitate the process of enquiry. The tutorials should be practice based with the outcomes and conclusions linking back to the theory learned in the lectures. This reinforces the relevance of the theory in the contemporary world and thus meets part of the learning outcomes. The tutorials must attempt to meet some of the characteristics of EBL, These features are engagement, stimulation of curiosity and the enquiry allowing students to use their existing knowledge while identifying learning needs, (Kahn & O’Rourke, 2005).

Some specific examples

In week 1 tutorial a brainstorming session could be used to allow students to consider what they think defines HRM and what its significance to organisations is and could or should be, as well as its evolution in a changing world. The brainstorming session could be followed by a class discussion on the different group findings. This activity should help students gauge the learning outcomes and recognise the depth or otherwise of their existing knowledge. Although the brainstorming session may not provide high quality answers initially, it acts as an ice-breaker and allows students and the tutor to see where the learning gaps are: “Brainstorming is about thinking aloud, exploring thought by conversation and articulating raw ideas…The emphasis here, therefore, is on getting students out of their shells rather than grading the quality of their contributions,” (De Vita, 2000). Time for questions and feedback should be allowed so that students are learning from their peers.

In some topics, class discussion may be stimulated by watching short video clips. Relevant video clips can be a very powerful tool in triggering class debates, (De Vita, 2000). The issue of interviewing as a method of recruitment and selection is a good example. The visual impact of watching an interview should help students assess and evaluate the process and suggest improvements in their quest to learn and understand best practice. Several short video clips may also be used to evaluate Health & Safety scenarios and look for situations where Health & Safety regulations are being breached. Visualisation is an important tool in learning and the impact of seeing hazards in situ should bring realism, practicality and reinforcement to the students understanding.

In the area of Performance Related Pay (PRP), a class debate is suggested with the tutor acting as a chair. Each group would be assigned a different motion prior to the tutorial and must come briefed with arguments to engage in the debate. This should be a highly engaging class and as all arguments should pose new questions that will stimulate further enquiries in the mind of the students involved. Stage 4 module – Social and Environmental Accounting

Student: Sabine Seeberg (in consultation with Module Tutor: Andrew Seenan)

Module Learning Outcomes

By the end of this module the student should be able to: 1. Systematically and critically evaluate a corporate social report including an assessment of the theoretical basis/bases for preparing such a report; 2. Assess current developments in social, environmental and sustainability accounting in theoretical, practical and historical contexts; 3. Assess the role of socially responsible investment in the development of social and environmental accounting

A major aim of implementing EBL is improving student engagement. Engagement results in:

 Student enjoyment  Lecturer enjoyment  An increase in the number of students attending the lectures (Students tell their friends about their valuable experiences by having their relevant needs met)  Positive feedback for the lecturers  Improvement in student performance in assessments  Students retaining more information  Students motivated to work harder and in more depth  Students learning actively instead of passively  Subject material being brought to life

What supports EBL:

 Learning to value autonomy and interdependence.  Gaining the organisational skills to create enriching systems.  Communication between all stakeholders.  Students’ learning is motivated by enjoyment and interest instead of fear, shame & guilt.  Early formative assessment helps evaluate the needs of each student.  Students taking ownership.  Sound working relationship between tutor and student as partners, contributing support to each other in learning, understanding and in reaching their own aims.  Tutors involvement to ensure student focus and relevance (Rosenberg, 2007) Some specific examples

Creating a community of learning and teaching; the opportunity is given to students to support one another in research and to allow them to explore different avenues of information. The whole experience becomes one of interchange where students share opinions, research and experience in order to achieve a result stimulated by EBL through following up interesting lines of enquiry and undertaking further work if needed. (Kahn & O’Rourke, 2005). In EBL the emphasis is on group work and support of group members to reach an agreed set of aims. The group members present their findings and encourage discussion. Lecturers can support this process by showing alternative approaches, perhaps through playing devils advocate.

In the first two weeks of the session students often take on a more passive role. This time could be used more efficiently if students explored issues and aims they want to work on in the semester or the lecturer provided a list of aims and issues to the students who then decide what they are most interested in and what they want to follow up themselves. This could be discussed with the lecturer to ensure that the topics chosen will contribute towards meeting the aims, objectives and learning outcomes of the module. Working with the students, the lecturer needs to identify the competences, concepts and special knowledge required to help students to work towards the aims. They are thus engaged as partners in the learning process. “EBL stimulates students to follow up interesting lines of enquiry and supports them in concentrating their efforts where they need to undertake further work.” (Kahn & O’Rourke, 2005)

Using guest lectures allows students the opportunity to explore a topic in more depth and the tutorial can be based on the guest lecture to encourage critical review of the lecture given. Videos can also be used in this way to stimulate more advanced learning and discussion. Stage 4 module – Managing and Organising in the International Environment

Student: Tobias Dallmann (in consultation with Module Tutor: Charlie Malone)

Module Learning Outcomes

By the end of this module the student should be able to : 1. Examine and evaluate the strategic importance of value chain activities in the international context 2. Critically evaluate emerging organisational forms in the international business context; 3. Analyse the cultural and institutional issues and constrains affecting management practice in international contexts 4. Evaluate the importance of business ethics and corporate social responsibility and their contribution to sustainable competitive advantage in the context of global business.

The module aims not only require students to learn management content, but also to develop skills that are relevant in the commercial workplace they will encounter following graduation. Lectures combine both formal lecturing as well as student discussion that is encouraged by the lecturer who regularly uses controversial questions or statements to spark debates and motivate students to participate actively. For example: “The only moral responsibility of companies towards society is to make profit”.

Student suggestion

Due to the (inter)active nature of tutorials, there should be no more than 20 students per tutorial group. Two different tutorial versions could be offered. The first is based on EBL and therefore student-led. The second is traditional and tutor-led. At the beginning of the semester, students choose between the traditional and the EBL approach. This allows comparing assessment performance of the two groups and gives an indication of the relative effectiveness of the EBL-based tutorial

Students’ perspective adapted from Kahn and O'Rourke 2005

EBL increases employability of students

 allows the development of a wide range of abilities that are key to employability (such as knowledge-creation, team-working, presentation, information literacy, information and communication technologies, problem-solving, creativity, project management)  allows theory to be explored within realistic contexts instead of having a disparity between theory and practice (e.g. assessing management students through creation of a business plan and presentation rather than exam) EBL improves the learning process

 enquiries involve integration of knowledge (across modules) rather than fragmented learning on modular programmes  incorporates a method by which student can identify and fill gaps (due to variation in prior experiences) in their knowledge base  typically involves a deep approach to learning; students make their own connections between ideas (this contrasts with traditional / transmissive approaches that foster surface learning) EBL increases students' motivation

 scope for students to choose the topic and lines of enquiry; open nature of an enquiry ensures learning is more realistic and relevant and peer interactions foster engagement  students able to work at their own pace and in their own way on issues of interest (satisfies the diversity of learner needs) The Lecturers Perspective

Feedback from tutors involved in the project.

Working with the students was very interesting. It allowed students and lecturers to connect with each others worlds in a way that most don’t normally experience first hand. It is tempting for lecturers to believe that they understand the student perspective very well having once been students! In most cases however, that was some time ago, and the world, society and youth change more quickly than many might care to think! When the project started, the students were very enthusiastic and read about EBL with great appetite. They had all experienced it to some extent in their learning, although they were not aware of what it was called. They all agreed they would like to see more of it in their teaching.

Following their initial research, armed with more knowledge of the topic, they plunged enthusiastically into drafting ideas for how EBL could be further inculcated into modules to improve student engagement, enjoyment and learning. This is where the initial problems were, as the suggestions first suggested, whilst ostensibly filling many of the briefs they had been given, were largely overambitious and impractical. Their lack of knowledge of the lecturers’ perspective, particularly in terms of limited resources meant that their suggestions, whilst well thought out and laudable, could not be easily accommodated in the modules they were looking at.

There followed much discussion between the students and module tutors, as well as the lecturers involved in this research paper, and over time, as the students developed a greater understanding and empathy with the lecturers perspective, ways were found to modify the students suggestions so they could be more easily accommodated. The module tutors concerned have said that they have found many of the students’ suggestions useful and will accommodate some of them in their teaching in the future.

The process of working with the students was most interesting, but perhaps, if to be repeated would be done in a different way in future. For example, the work took place over a 6 month period during term time and many distractions for both lecturers and students related to assessments and other workload issues made the process more difficult to manage for all parties than might otherwise have been the case. Whilst both academic staff and students had a better understanding of each others needs by the end of the project, a longer study, perhaps utilising both term time and non-term time would have likely deepened this further and allowed students to help redraft specific modules in more detail. Findings From The Student Work

It is interesting to note, that whilst the students were working on three different modules, in three different business disciplines, there are many common themes running through the solutions that they came up with in their quest to improve the student learning experience and performance.

These common themes are as follows:

Where possible, lectures should not be wholly didactic, but rather broken up with short discussions. This is likely to improve students ability to stay attentive and therefore engage. (Middendorf & Khalish 1996)

Interactivity, perhaps through the use of role play, may be used as a means of improving visualisation of concepts that students find harder to understand or have little or no experience of.

All tutorials should be activity based, and indeed practice based where appropriate with material directly linked to lecture content.

Students should work in small groups and support one another.

Students should be encouraged to identify their own skills weaknesses and knowledge gaps, with peer learning utilised to correct them. Students may therefore see the learning process less as a competition, but rather one where they can all improve together.

The lecturers’ role is one of facilitator. He also ensures students consider all sides of an argument, perhaps by deliberately injecting controversy.

A variety of learning methods should be used to avoid staleness of learning and stimulate and maintain interest.

Students should not only learn content, but also high level skills appropriate for their future careers. PART III

CRITERIA FOR & DESIGN OF EBL

Some examples of EBL in Dundee Business School, University Of Abertay Dundee

Key Criteria for the design of EBL materials

 A scenario

 A facilitator who guides the learning

 An identification of questions or issues

 A process of examination and engagement

 Resources needed to aid the research

 Learner experience of real issues and complex problems

(Source: Manchester Centre for Excellence in Enquiry Based Learning)

In this section, we shall use some examples of material developed at Dundee Business School and show how they fit in with the design principles outlined above.

Perhaps the key in designing your own EBL material is in creating the scenario which will be used as the basis of enquiry. In doing this, the module tutor should first consider the learning outcomes he or she is trying to achieve.

Example 1 Consumer and Business Credit Management Module Tutor - Peter Morrison

The module Consumer & Business Credit Management is designed to teach students about banking and lending. The learning outcomes are:

1. apply practical knowledge of the processes and factors affecting credit decisions;

2. apply day-to-day credit management techniques;

3. negotiate towards a mutually acceptable solution

Over the years, a number of different assessments had been used including essay based courseworks and traditional exams. In the opinion of the module tutor, these were not successful in engaging students, or in ensuring that they truly understood the processes involved in lending. Feedback from students suggested that the concepts were too abstract for them in that because they were merely reading and talking about the principles of lending, they were unable to fully visualise the process. A coursework was devised whereby students would role play in a “real” lending exercise. Students were paired off with one playing the role of a bank manager, and the other a potential customer. Over a period of weeks, the students were asked to exchange a series of letters. The initial communication was from the “borrower”, who was asked to put together some figures and background information on a scenario that they themselves created which would then be evaluated by the “bank manager”. The task was to negotiate towards a mutually acceptable proposal that would get the money the customer wanted on terms agreeable to both parties. The coursework was worth 20% of the overall module grade. Initial evaluation of those first courseworks revealed some flaws in the idea. Firstly, many students did not have the creative abilities to design the lending scenario and many of the first examples were very weak. Secondly, students were too interdependent on each other. If one party was weak, it was difficult for the other to fully display his or her abilities. If the borrower produced a poorly thought out lending proposition, it would be possible for the bank manager to shine if he could adequately criticise the weaknesses of the scenario, but this would still depend to some extent on the volume of information provided. Although guidance on this was provided, some students fell well short of the required specification. Similarly, if the bank manager inadequately criticised or appraised the proposition, it would be difficult to come to a realistic conclusion. Part of the problem seemed to be that the students lacked a foundation of understanding (because they were unable to visualise and contextualise their learning), and this also meant they were unable to build on a fundamentally shaky foundation. The solution to these problems in the next iteration of the coursework was for the module tutor to take a much more hands on approach as facilitator.

In the second attempt at making this idea work, the module tutor took on the role of one of the parties. Rather than be the customer however, it was decided to play the role of an introducer of business “The Loan Arranger”. This meant that the interdependency problem of the previous coursework was resolved as all students took on the role of the bank manager and all were dealing with the same counterparty, the module tutor. As the module tutor was the introducer of business, it was also his role to create a realistic scenario. As he had been a bank manager prior to becoming a lecturer, he was able to draw on his past experience to do so. The students’ role was then that of bank manager and it was principally his or her job to critically evaluate the scenario. The initial letter sent to each student was basic and contained little information other than the name of the prospective clients and that they wanted to borrow money for business purposes. The students then had to write to the introducer asking for appropriate information to appraise the loan. If they didn’t ask for the information, they didn’t get it. In the first iteration of this new version, some students appraised the loan without asking for a business plan. One or two didn’t even ask how much the loan was for! Of course, this new attempt at the coursework created much more work for the module tutor, but the results were mostly encouraging. After the initial letter to all the students, subsequent responses to each student were individual, depending on the questions asked. This was manageable because the class size was relatively small (around 35) and through the use of prepared macros which could be cut and pasted into letter templates. This coursework has now been running for several years and in the last 4 years has evolved to a situation where it is now worth 100% of the coursework and runs over the whole semester. This has allowed the scenarios to become more complex and realistic, and more closely mimic real life. Students can now visualise and contextualise their learning. All of the learning outcomes can now be dealt with by one holistic and realistic assessment instrument and the learning and enquiry is now integrated with the assessment. “Documents” are prepared by the “loan arranger” including business plans with projected accounting statements, brief market research, details of key personnel, details of collateral security and whatever else the students might ask for to appraise the loan application. Some information is deliberately left out of the business plan, which the students should spot and subsequently ask for. The scenarios are not wholly straightforward, and do contain some things that should concern the “bank manager” to varying degrees. Students are told that the expectation is that they may need to negotiate with the introducer (on behalf of his clients) to come to a mutually acceptable agreement in respect of ways to strengthen the proposal and/or over terms and conditions. If that is not possible, then the loan should be declined. Since in real life, banks and individual managers have different ideas as to what is acceptable risk, providing the student can justify their stance fully and logically, their grade is not dependent on whether they accept or decline the loan. Feedback from the students has been excellent, and results have also been very good indeed. Since this assessment was changed to 100% of the module grade, all attending students have actively participated in the coursework and all have passed, with some contributions being of a very high standard. The students tell us that the scenarios have enabled them to put their learning in context, which has made it interesting and relevant. They tell us that they believe they have learned more from participation in the scenario based coursework than they would have expected to from more traditional coursework or exam.

If we take the criteria for and design of EBL noted above and apply them to this coursework scenario, we can see the elements as follows:

 A scenario

Created by the module tutor, using his experience to emulate real life as far as practically possible

There is a need to understand the extent to which the students require to be guided. Enough to complete the task, but not so much that they do not need to actively enquire. In this module, the lectures provided the students with the basic knowledge of the lending process and the tutorials consisted of mini case studies of lending proposals. This provides a steadier foundation for the students to build their knowledge upon over the course of the semester. The tutor also took on the role of one of the parties to ensure fairness. Although most of the material required was prepared in advance based on the tutors expectations of what the students would or should ask, he was also able use his experience to respond to unexpected questions.

 An identification of questions or issues In the coursework itself, the students were not given information they did not ask for, which meant they needed to actively consider what questions needed to be asked and answered to enable them to critically appraise the proposal.  A process of examination and engagement

The realistic and interesting nature of the scenario allowed students to see the relevance of their learning, ensured this happened.

In this particular topic area, there is relatively little affordable primary learning material available to students, so much of this was provided via lecture and tutorial using mini case studies where possible. In terms of the coursework however, materials required were prepared in advance by the module tutor ready for dispatch to the students on request.

The fairly realistic nature of the scenario, based on the module tutors experiences ensured this. The business plan did contain flaws that needed to be recognised and considered by the students before coming to a decision on whether to accept or decline the proposal. Running the assessment over the whole semester has enabled the scenarios to become more complex and realistic and to imitate real life as closely as possible.

In this particular example, we have shown a situation where enquiry based learning was part of the process required for completion of the assessment for the module. Whilst EBL does not require this to happen, and indeed it is not always possible or desirable to do so, tutors should consider integrating the assessment into learning like this if and when appropriate. Example 2 Assessing a “Live Business Problem” Module Tutor - Helen Smith The opportunity

In 2009 a number of UK Business Schools were contacted by a UK based sales management company offering an opportunity to enter into a business competition. Some six universities entered into the challenge: to review “live” company information and to make recommendations to “turn the company round”.

Implementation

The challenge was incorporated as an assessed element of an accounting module. Company Directors were very supportive of this approach and students were also able to combine study and the life experience of an external competition. The company provided extensive materials (company background, product and financial information) to enable students to develop an effective solution to the task set. Students worked in small groups, and were required to conduct extensive research into possible alternatives. This was supported by separate 25 minute teleconference for each team with one of the company Directors allowing students to ask questions to further their understanding of the challenge.

Assessment

The recommendations were assessed by a Group Business Report and Presentation and also entered into the competition. The presentations and reports were of a very high standard. The students also provided individual weekly on-line reflective submissions as part of the overall assessment.

Evaluation

The feedback from students was extremely positive and stressed the value of putting learning into practice in a “live” situation. Initial response from the company is they plan to use several of the ideas generated by the students.

What we have learned

Including innovative and flexible opportunities within modules enhances the student experience.

Applying the 6 criteria to “Assessing a Live Business Problem” we identify the following:

 A scenario

A live business problem is provided by an external company.

The introductory lectures provide the students with the basic knowledge. The tutorials provide the students with the opportunity to explore the business problem in the context of the lectures. The information (company background, product and financial information) was provided by the company and the students were also required to research possible solutions with guidance from the lecturer and via a group teleconference session with one of the company directors.

In the teleconference students asked the company director questions , generally these were answered although some gaps were left to encourage the students to explore in greater depth, encouraging the students continued enquiry.

The live problem provided students with the experience of a real environment and the limited contact in the form of one 25 minute teleconference session encouraged students to focus on asking the “right” questions.

Much of the material required to develop a recommendation to the problem came from exploring other company strategies and material discussed in class.

The “live” nature of the problem allowed students to see the impact of their recommendations in a real situation. Students took greater “ownership” of the problem and were more protective of their creative ideas as a result.

In the example above enquiry based learning was integrated into the summative assessment of the module. However, throughout the module EBL was encouraged to support and enhance learning. Example 3 Team Negotiation Exercise Module Tutor - Fiona Grant

An assessed team negotiation exercise was introduced in LA0702A (Law of Delict) in semester 2 session 2008/09. This method of assessing student attainment was chosen as an appropriate vehicle to contribute to the overall implementation of the level 7 programme outcomes per the mapped graduate attribute threshold statements, in line with the draft revised QAA benchmark statements for Scotland. The introduction of transactional enquiry based learning at an early stage in the LLB undergraduate experience would therefore enable students, particularly as they progress through the programme, to develop a growing understanding of the linkage between subjects studied and how the knowledge gained is then to be applied in a professional context.

The assessment was then designed to meet stated stage outcomes and an accreditation requirement of the Law Society of Scotland that law students engage with and develop the skills required by professional practice during the currency of their undergraduate career. Core skills such as comprehension of subject knowledge, literacy and collaborative research and time-management were formatively benchmarked by the teams themselves as the assessment required each team to engage in on-going analysis of the prospect of a successful outcome for their client during the exchange of correspondence over a period of 5 weeks. This process culminated in the students reflecting upon styles of negotiation, then writing up detailed minutes outlining the perceived strengths and weakness of the respective legal arguments made prior to each authoring a final legal letter containing an offer to settle a potential claim rather than proceed to litigation. Students were thus also required to evidence an understanding of and the need to differentiate between the different legal voices required for representational purposes, communicating on a practitioner to practitioner basis or providing clients with accurate professional advice or the formal skills of drafting. The assessment was well received by students and feedback both internally and externally was extremely positive as was overall attainment.

If we take the criteria for and design of EBL noted above and apply them to this coursework scenario, we can see the elements as follows:

 A scenario

Three ‘real life’ scenarios were created by the module tutor. The substantive content of each scenario was broadly the same to reflect the fact that the delict of negligence proceeds on established legal principles. Given that each scenario necessitated that students begin from and then build upon a common platform of knowledge students were required to fully engage with the module from the initial lecture up to and including the fourth week of teaching. In weeks five and six the lectures focused on defined areas of the law of negligence which would feature in one of the as yet unseen scenarios.

A facilitator who guides the learning

The scenarios were tabled in a class meeting in teaching week 6. The specific purpose of this class meeting had been made known to students in advance via email. The module tutor also provided a written guidance note and examples of previous student work in this class meeting. Both documents were utilized to explain and discuss the assessment task. All tabled documents were also made available on Blackboard. The class meeting then, in brief, reprised the prior weeks of teaching to encourage students to focus on their particular scenario and its subject specific content in addition to being reminded of the substantive elements common to all. Subsequent lectorials were then used as the vehicle to revisit scenario-based subject matter. This required students to actively and concurrently participate in preparation for class meetings/submission of their negotiation documents which were submitted by a team on a weekly basis thereafter during the currency of the module.

The lectorials provided students with a designated forum for identification and or clarification of areas of uncertainty with regard to their particular assessment task. These class meetings thus enabled the module tutor to further guide learning. Student questions were also asked of and answered by the module tutor via email outwith these class meetings.

Attendance at all class meetings was good or very good during the currency of this assessment. In classes the module tutor observed that the respective student teams were focused on the tasks and results to be achieved as dictated by their given scenario and that a ‘team ethos’ was evident in many instances. That is to say there was anecdotal evidence of close cooperation and equity of effort in specific pairings. For example, the teams were required to respond to correspondence received from the opposing team on a timetabled basis. All correspondence was initially emailed to thee module tutor who then forwarded the relevant document to the other team. This mode of submission enabled the module tutor to have sight of the documents and glean how each team was operating and ‘who was doing what’.

Resources needed to aid the research

As stated above, generic materials were provided by the module tutor. In addition, students were advised to access legal databases/court websites to locate up to the minute sources (recently decided cases).

Learner experience of real issues and complex problems

The realistic nature of the scenarios and the requirement to respond within time constraints to correspondence received from the other negotiating team required students to actively research and continuously enhance their knowledge of multifarious aspects of their scenario in light of the issues raised by their opponents. Thus transactional learning, in this context, simulates real-life litigation, replicates the element of surprise that such negotiations yield and emphasizes that EBL is an essential ingredient for successful completion of the assessment. Example 4 Integration of a Business Simulation exercise within a 2nd year Business module Module Tutor - Helen Smith

The business simulation involves taking over and running an existing fictitious business and through time constrained decision making turning the business round.

Groups are a maximum of 5 students acting as the board of directors for the company. A team leader is identified for the purposes of weekly communication of results which are disseminated by the team leader to the other group members.

All teams start with the same initial information and have a first “trial” round after which all teams go back to the same start place having learned from the trial period and are now ready to make decisions for the first round. Each week over a period of 4 weeks the teams make decisions that impact on the profit of the business. The aim is to maximise the profit and to maintain customer satisfaction.

The simulation allows students to experience the interrelationship of different aspects of business and how one decision can impact on multiple areas of the business.

This project is 100% enquiry based. Students integrate the knowledge and skills developed across the programme to solve business questions and create the most effective business model in a time- constrained environment, which mimics elements of the pressures and difficulties of making business decisions.

The students are assessed via a group presentation. The presentation is a reflection on the group experience of the business simulation and must address the following:

1. Explanation of the strategy the group adopted, any changes made to the strategy as they progressed through the simulation and why. 2. Discussion of the challenges they faced and how these were overcome. 3. Discussion of skills used/learned and how these were put into practice. 4. Discussion of the groups’ reaction to the weekly results from the business simulation and how it affected their decision making for the subsequent periods. 5. Reflection on what they have learned from this experience and what they would do differently given the opportunity to undertake the exercise again. Applying the 6 criteria to “Integration of a Business Simulation exercise within a 2nd year business module” we identify the following:

 A scenario

Business simulation software is used to reflect real business decision-making.

The lecturer provides guidance and support to all teams throughout each of the trading periods of the business simulation.

The integration of knowledge and skills developed across the programme are used to solve business questions and make recommendations for the way forward.

All teams start with the same base company information at trading period 1. Decisions based on each teams chosen strategy are then formulated for each trading period as a result of output from the previous trading period for the company and that of their competitors

Initial background information on the company and its products are provided to the students together with hints and tips at the end of each trading period and a team specific feedback. An opportunity to discuss the results is provided in weekly tutorial sessions.

The aim of the business simulation is to maximize company profit and retain a high level of customer satisfaction. However, students are not assessed on this but rather on a group presentation providing a reflection on the group experience of the business simulation addressing a set of given criteria.

The example above is 100% enquiry based and has created a high level of engagement by all students involved. The initial impression from the students’ presentations has shown great depth of understanding of the impact of decisions and a strong sense of “ownership”. Example 5 Applying the 6 Criteria to a Poster Presentation

 A scenario

The students are required to work in groups and produce a poster on a given topic and present on a sheet of flipchart paper. Created by the module tutor, examples of different types of posters are discussed with students. The purpose of the poster is up to the students. This is used as formative assessment on any chosen topic in the module.

The lecturer provides the direction and basic knowledge in the subject area. The tutor facilitates the discussion and encourages the development of ideas.

Students need to explore the purpose of the poster and the potential audience to ensure the poster provides a clear message to the intended audience.

The production of the poster requires students to fully engage and understand the subject area. The production of the poster requires students to fully engage and understand the subject area. Student ownership of the design and content facilitates the process.

Sources of reference are provided in the lecture although students are required to carry out their own research in the production of their poster.

This is a relatively realistic exercise which together with enhancing student engagement in the subject area allows students to be creative in the development of their response.

The example above is 100% enquiry based and creates a high level of interest and engagement by all students involved. Example 6 Developing a Direct Marketing Campaign Module Tutor- Jason Turner

In Session 2009-2010, Semester 2, the module MK0903A Direct & Database Marketing which is core to students at Stage 3 of the Marketing & Business Programme, and an option to students on the Business Studies Programme and various Business Studies pathways employs active learning through the tutorials and assessment. Regarding tutorials, students are provided with a ‘live’ organisation every three weeks which prompts students to apply their knowledge and develop a direct marketing campaign in terms of acquisition, retention or loyalty. In the first week students are provided with the ‘live’ case study and in their assessment groups engage with the subject matter. Students will be expected to have meetings over the subsequent two weeks and prepare for the third week where groups make presentations to their peers and receive feedback and the opportunity for self reflection.

In terms of the MK0903A assessment students work in multi-disciplinary groups of approx 10 persons. The assessment groups consist of students from the various DBS programmes outlined in the previous paragraph, as well as Web Design & Development, and Creative Sound Production, which are run by the School of Computing. Groups consist of students from each discipline and together they are required to produce an internet direct marketing campaign for a real Internet company, Play2Improve, based in the University’s dedicated cross-disciplinary learning area, WhiteSpace. The students have to produce a justified and supported report which outlines their proposed product, identifies the intended target audience and the direct marketing campaign measures to be employed; a log book which explains their individual roles and responsibilities in the group and includes a section of reflection in terms of ‘if they were to go back in time would they do things differently’; and a set of weekly minutes of the groups meetings and activities. Students ‘pitch’ their campaign to the MK0903A module tutor, Jason Turner, Play2Improve owner, Matt Seeney and Creative Arts tutor Peter O’Hare. The ‘pitch’ is similar to elevator pitches with students given a minimum of 5 minutes and a maximum of 8 minutes to present their campaign which consists of visuals and screenshots of their internet campaign, a functional web blog, sound and animation. Students will then respond to questions from the panel. The whole ‘pitch’ is similar to the BBC ‘dragons den’ scenario.

The Marketing team anticipates that modular assessments such as the one for MK0903A will represent a further move towards enhancing the employability of Marketing graduates as it offers students the opportunity to work in inter-disciplinary teams experiencing the challenges of managing colleagues and project development as well as working to regular deadlines over a 10 week period. The assessment prepares students for real life marketing campaign presentations being faced with having to justify and rationalise their decisions. The students are also introduced to the WhiteSpace facilities such as the sound production studios and gain insight into sound, creative design and web development techniques. If we take the criteria for and design of EBL noted above and apply them to this coursework scenario, we can see the elements as follows:

 A scenario

Students are provided with realistic scenarios requiring them to develop and use skills relating to direct marketing campaigns.

Students are provided with support from the module tutor in developing the necessary skills through class contact in tutorials and the reflective learning process.

Tutorials provide the basis for the consideration of this, but much will come from group discussion and peer learning.

The “Dragons Den” style pitching process has captivated the imaginations of the students and ensured their engagement with the material and their quest for answers to the problems set.

Core material is delivered by traditional means, but the scenarios employed throughout the tutorials are provided by the tutor.

The scenarios are cross-disciplinary and designed to mimic as closely as possible realistic work related issues and problems that students might face. Each student will have an individual role and responsibility within the group. Example 7

Financial Markets and Institutions Module Tutor - Peter Morrison

The learning outcomes of this module are:

1. understand current issues affecting financial markets and institutions and their customers; 2. understand the workings of financial markets and institutions and the flow of funds between global markets; 3. collaborate effectively in a group task.

Financial Markets and Institutions was previously assessed by means of coursework and exam. Marking assessments, it appeared to the module tutor that students had not always revised all of the material or understood the connections between all parts of the module. Although the module still retains lectures and tutorials, much of the deep learning and all of the assessment is by means of an online discussion through “Blackboard”. Each week from week 4 onwards until the end of the semester in week 12, the module tutor decides on a topic and sets an initial question. Each discussion is only open initially for one week, before it closes and the next one opens on a different topic. Make good is allowed at the end of the semester. Students are divided into groups of six and can only see, and may only respond to, contributions from members of their own group. During the week, each student is required to contribute twice to the discussion. A guide length of 200 words per contribution is required as a minimum. Students are required not only to respond to the initial contribution, but to one or more of the contributions of others. In this way, it is expected that the discussion will develop into important areas identified by the students themselves. This should allow them to see the relationship between different aspects of the discussion. Note that whilst there is some collaboration here in that the students are expected to come to an agreement as to their view on particular issues by means of persuasive argument, grading is individual. When setting the initial questions, the module tutor also tries to ensure as far as possible that there is a relationship between areas of the previous discussion with the current discussion for students to explore and develop further. This may be done through the use of a case study, or a recurring theme such as the present credit crunch. Assessment performance and feedback from students suggests that they learn and understand more from this process than was previously the case. They certainly enjoy the module more than before and appreciate the quick and useful feedback they get from the contributions of others and from the module tutor following each week’s discussion. If we take the criteria for and design of EBL noted above and apply them to this coursework scenario, we can see the elements as follows:

 A scenario

A question is set on a topic of interest and importance by the module tutor each week. As far as is possible, a running theme or case study is used to ensure the discussions follow on from each other naturally and lead to a more holistic learning experience.

The tutor sets the initial question for each discussion and tries where possible to ensure that there is some link between the current discussion and previous discussions. By requiring the students to respond to the initial question and to that of one or more of their peer group, the tutor facilitates evolution of the discussion into areas that the students think is important. They are therefore responsible to a degree for deciding which questions they wish to find out the answers to.

As above, the tutor sets the initial question, but allows the students to consider how the learning should evolve through allowing them to identify further questions or issues to research.

This is done by choosing interesting, relevant, and current issues and by allowing the students to have a stake in the direction of their learning.

As most of the discussion relates to current issues, much of their research can be done through internet sources of varying pedigree. The fact that the discussion is online makes it easy for them to read previous contributions, assimilate that with their own research and respond in good time to meet each deadline.

Again, we mainly discuss current issues and the wide range of sources and opinions that can be easily found enables students to consider a wide range of potential solutions. As each discussion often has a degree of inter-relationship with previous discussions, complexity of understanding is built up over time Conclusion

The evidence for the benefits of Enquiry Based Learning is compelling. This work has sought only to give a brief overview of the main arguments for its conclusion in teaching. The main purpose of this work is to help academic colleagues who wish to introduce Enquiry Based Learning into their teaching. It has looked at EBL not only from a theoretical perspective, but also provides an insight into the student perspective by engaging with students as they considered how to include more EBL in modules they were already familiar with. A template is also included which should allow colleagues who wish to do so, undertake a step-by-step means of creating their own EBL material. Finally exemplars are included from several different disciplines for colleagues to use as creative inspiration and/or to adapt for their own purposes.

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