BBS Quality, Learning and Teaching

Supporting best practice in BBS

The student Learning Dashboard is now live

All of your students will have access to their Learning Dashboard from first thing this morning. When they login to studentcentral they will see the following on their Home Tab. Please make sure you make your students aware of the ability for them to see this data.

Student Learning Dashboard

Student Learning Dashboard

Learning Dashboard 19-20

The Learning Dashboard 19/20 will be launched on Tuesday 5th  Nov

Here are few slides so that you can introduce it to your students. When Marion and the team gathered feedback a large majority of students had no idea what this was so it would be great for you to be aware of the project.

Student will get access via a Dashboard widget, staff can get direct access or access via the PAT dashboard if personal tutors.

Placements Supervision Support DB319 Placement Project

Following the CDI changes have been made to DB319 Placement Project and the supervision.

Module Aims

  • Enable students to organise and conduct an agreed project in an organisational context.
  • Develop competencies in the use of appropriate analytical frameworks for critical analysis and problem solving in an organisational setting.
  • Encourage students to reflect on their placement role and experiences and on how these have contributed to their personal development, shaped their thinking about future careers and enhanced their employment prospects.

Learning Outcomes

LO1:   Identify a specific business project and frame an appropriate aim and set of objectives.

LO2:   Review and summarise an appropriate, focused range of published data (e.g. academic literature, company, trade and government publications).

LO3:   Propose a valid/feasible project design demonstrating a critical understanding of primary research techniques and research ethics.

LO4:   Analyse results and draw valid conclusions.

LO5:   Propose appropriate recommendations to the company or propose further investigation.

LO6:   Analyse and discuss personal strengths and weaknesses in relation to core competencies required by graduate employers (CMI award).

First Placement Conference – 8th November 2019

Proposal Formative Submission (please note this will be to be agreed/signed off by you as the supervisor before the student can progress to complete the project) – 20th  Jan 2020

Second Placement Conference (to include formative project presentation) – 1st May 2020

Project Submission – 30th October 2020 word count now 5000

Based on a great notes from Linda Health here are a few powerpoint slides “Set Expectations Early”

Placement Supervisor Briefing Meeting 2019-2020

More information is available in the placement handbook

Reminders

  • Business Management + withs have an opportunity to register to recive Chartered Management Institute CMI Level 5 diploma in Leadership and Management which would enable them to add MCMI after their name on graduation (at an agreed fee)
  • If they do not complete the project will not be able to register for this award
  • The reflective element LO6 is completed in folio all students taking DB319 are encouraged to complete this element whatever the degree stream.
  • DB319P on studentcentral has a useful range of resources to support students (please let the UG office know if you are a supervisor but DB319P does not appear as one of your modules)

Do not forget to complete Vist Report Form and the Health & Safety Form and return them to the Placement Office

 

Information about Personal Tutoring & Placement Supervision

This is an example of ensuring that you are able to view the most recent documents,  links to documents are enbedded in the BBS Quality, Learning & Teaching Blog. This allows the links  to remind “live” if the document itself changes.  You can find the link to the blog on the main menu of My School: Business School Staff Area on studentcentral. The blog has a search function to help you locate information.

Personal Tutoring @BBS

Placement Supervison

Academic Calendar 19-20

Attendance Registration/Learning Analytics/Student Dashboard 19/20

Colleagues we have some exciting developments with the installation of student card readers as shown below for all teaching rooms with a capacity of over 25. This will enable students to register their attendance using their student card including lectures.

The Business School has been at the forefront of influencing university policy and we have been chosen as the pilot for this project, it will have a phased implementation over the coming months.

When it is fully operational we will be able to:

  • Display what is timetabled for that room
  • Intervene when a student has not been attending
  • Access data when rooms are used for extra curricula activities
  • Use a portable card reader for activities not in rooms e.g Mitras House Canteen
  • There will also be capacity for further marketing messages to be displayed.

Timeline for phased introduction

First teaching week until the end of first semester– please use the  photoregisters as we did last year for each seminar you teach. This will enable the system to be fully tested before we use the data, and still have attendance data available and of course to get to know your students.

Photoregisters have been set-up a module level, please check your 2019 module. Seminar groups will be set-up once these have been formed.

It is hoped that the students will be able to use the card reader from the beginning of term to get them use to the system whilst it is being tested.

Please help us to make this be a success

Julie

j.fowlie@brighton.ac.uk

 

 

 

Important news about inclusive practice & accessibility

Under the Accessibility Directive new rules have been put in place to ensure websites and mobile apps are accessible to as many users as possible. As a result it is important to ensure the materials you upload to studentcentral fit within this. You can find more info about accessibility requirements here and you can also find out more about accessible communication formats (e.g. PDFs, videos, use of subtitles etc) here. We will also be putting up posters around the School as reminders.

Staff Development Conference (Previously Learning & Teaching) 10th July 2019

Due to extending the exam board schedule we need to move the date of the newly renamed Staff Development Conference to Weds 10th July.

The conference is building on the new vision for BBS:

We are renowned for making a real difference to people, practice, and society

We will be using the wonderful facilities of Mithras House (Chris and Max have promised to make the rooms attractive) and the multi storey car park should be open by then. We will follow the conference with a get together in the Bevy .

The agenda is broadening out to include more than just developments in Learning and Teaching this year.

Staff will be presented with the Annual Learning & Teaching and Professional Staff awards 2019.

We will also be welcoming members of SASM who will be service teaching Events and Tourism at BBS from next academic year.

Provision Programme with confirmed sessions, in no particular order:

Responsible Enterprise Exchange – launch

Research @BBS supporting staff

Planning Primary Research: New Requirements for students and staff 

Chartered Association of Business Schools (CABS) Introducing its New Certified Management & Business Educator (CMBE) Scheme  

LinkedIn Learning opportunities for staff and teaching

NUMBAS? – Integrating a versatile e-assessment platform with StudentCentral for mathematical and financial modules

Gamification can it support Engagement?

Identifying and Embedding Value: The Value Process

My Department Home page 2019 – finding/storing information

Understanding our Metrics the good, bad and the ugly

Student panel discussion

BOOKING FORM

Annual Staff Development (L&T) conference booking form - 2019

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Sending

Links to some new pages:

BBS Policies and Procedures Updates

Documenting Moderation on Submitted Work

 

BSS & NSS Launch: Developmental Feedback and more…..

The BSS and NSS launch on the 4th Feb. It is vitally important that as a school we pull together to support these important surveys. The result of the NSS will feed into the subject level TEF.

The first three weeks of the NSS are critical as after that time Ipsos will then start to call our students and we know that frustrates them, however it is out of our control. The Student Engagement Champions have organised 3 NSS Pizza Nights to encourage students to come and complete the survey. These will be on 5th, 12th and 19th Feb from 5-7 in Mithras Canteen.

If you are teaching a level 6 module during this time please take a few minutes before you begin to acknowledge that the survey is happening (this is what our students tell us makes the difference). Use these slides as a guide NSS intro slides

If you can not open the link please me me know and I will send them by email.

More details about the BSS and NSS questions and university guidance can be found here

If you were unable to make the session of Developmental Feedback Made Simple please see the information here

We want to encourage all staff to engage with Professional Development therefore we have decided to rename the Learning and Teaching Conference  to the Staff Development Conference to broaden its appeal. Please hold the date 5th July 2019 – if you have any suggestions for sessions please email j.fowlie@brighton.ac.uk

Supporting this theme BBS now has a Volunteer Teaching Observation Process more details   here

Finally for now following a very successful 2018 Graduation Ball the tickets for 2019 Graduation Ball will be on sale very soon. The ball will be @The Grand Hotel on 7th June.

 

BBS Volunteer Peer Teaching Observation

Why is peer observation so beneficial?

The purposes of peer observation include:
• providing us with opportunities, both through observing and being observed in teaching sessions, to reflect on and review our teaching skills with the assistance of our colleagues
• identifying good practice, and needs which we can address, to ensure our ongoing personal and professional development
• helping us to continue to learn from each other, towards developing shared understandings of best practices in assessment, learning and teaching
• giving us continuing opportunities to observe students as they learn in colleagues’ teaching sessions, and reflect on how we can enhance their learning in our own sessions
• allowing us to gain from mutually beneficial learning experiences through the processes of observing colleagues and being observed ourselves
• helping us to learn new tricks from one another (old colleagues learn much from new staff and they in turn can teach new colleagues old tricks!)
• identifying generic development needs, to feed into ongoing and future staff development activities.

Adapted from: Race, P. et al. (2009) Using peer observation to enhance teaching.
Leeds Met Press. ISBN 978-0-9560099-7-5 also available here

 

We were fortunate to have Dr. R. Warhurst come and present his research on the broader topic of learning from observation. It is well worth a view

Engaging in peer observation is also benefical for obtaining Fellowship of The High Education Academy (HEA)

How confidential is it?

Essentially, it’s confidential between you and your observer. The  scheme for peer review is not connected with the formal process of a Staff Development Review (SDR). That said, you may well wish to use feedback from your observer as evidence of your good practice in your SDR the choice remains yours and as noted above as part of a HEA Fellowship or promotion application.

How to organise peer observation

1  Pre-observation meeting

A pre-observation meeting enables the observed member of staff to identify the aims and context of the session. In addition; this meeting cam be used to agree the specific aspects of the session the observer will focus on – and whether they will also comment on other aspects not specified in advance.

The main purpose of teaching is that the students attain the intended learning outcomes (LOs), it is  recommended that it concentrates on the extent to which the students achieve the various outcomes

During the pre-observation meeting also agree:

  • the best way to introduce the observer and explain their presence
  • where they will position themselves (at the back, to the side or among the students)
  • whether or not they will interact with the students at any point (we recommend that normally they don’t take an active part in the session).

2  The Observation

Normally, during the observation, you should run the event as any other, and it is recommended that the observer does not take an active part. This ensures the observer is able to give close attention to the way you and the students are behaving, making brief notes using the template.

3  The post-observation discussion

This is a vital part of the peer observation because, as explained earlier, the purpose of the process is to enable both of you (observer and observed) to gain insights from a discussion of your shared experience.

Begin by discussing the specific aspects you selected as the focus of the observation, using the observer’s notes to start the conversation.

  • identify how the effective aspects of the observed session could be incorporated into future teaching
  • consider how any constraints on learning could be avoided or overcome.
  • summarise what you have learned from this shared experience
  • consider whether there are things you need to learn and, if so, how you could

 Peer observation template.

Adapted from CLT LT725 Handbook 2018-19

 

 

National Student Survey (NSS) Brighton Student Survey (BSS)

Below is the link to the NSS  and BSS questions. The BSS questions will be different this year.

NSS  2019 Questions

BSS 2019 Questions

Below is the link to the action plan which was distributed with some additional comments made as a result of the recent ESEC meeting.

Action plan

The link to the Action plan will take you to the most current document, so as we make changes it will be updated.

You can find all the relevant Business School documents about the NSS/BSS on SharePoint. To find the folder, go to staffcentral then click arrow to the right of your name, then click “my department”. You will see headings across the top: click on NSS and the documents for 18/19 are in subfolder.

Wider University NSS information: https://staff.brighton.ac.uk/epd/Pages/NSS_implementation.asp

Wider University BSS information: https://staff.brighton.ac.uk/epd/Pages/BSS.aspx

What is difficult is getting out the good news/changes to students and staff and building a sense of positivity and pride.

Reminders: what is currently available (see action plan for more idea)

  • We have Your Voice Matters on studentcentral on the main menu for MySchool Brighton Business School. This includes responses to students’ stop, start and continue feedback, a link to the Good News Stories and student comms re 2018 BSS.

One  simple way to promote the survey is to add a strap-line  to the  signature area on emails (see below) as we are often solving problems and answering questions – this reinforces that we are supporting students.

Strap-line on email responses to students –

Calling all final year students please complete the National Student Survey (NSS): your reflections on your whole degree – first – final year are very important http://www.thestudentsurvey.com/ 

How to create and add a signature to messages

The NSS results  are used as part of the metrics of the Teaching Excellence Framework (TEF)

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